Pub Date : 2016-07-02DOI: 10.1080/03057267.2016.1226573
A. Hasni, Fatima Bousadra, Vincent Belletête, Ahmed Benabdallah, Miss Nicole, Nancy Dumais
Abstract Project-based teaching is nothing new; it originates from the work of authors like Dewey and Kilpatrick. Recent decades have seen renewed interest in this approach. In many countries, it is currently considered to be an innovative approach to science and technology (S&T) teaching. In this article, we present a systematic review of what recent scientific publications teach us about this approach: How is this approach identified in these publications? How is the use of this approach in school S&T justified? What are the main research questions covered by studies in the field? What do these studies on this approach teach us? To answer these questions, we have selected and analysed articles published, between 2000 and 2014, in journals that are specialised in school science and technology education and that are indexed in ERIC database. In the synthesis based on this analysis, we present: (a) the theoretical constructs used by the authors to refer to this approach and the features identified to define it; (b) the justifications for this approach; (c) the research questions covered by studies in the field; (d) the data collection and analysis methods used in these studies; and (e) the main findings. In addition to presenting a synthesis of current research in this field, we offer a critical discussion thereof with a focus on two aspects, namely the way PBSTL is conceptualised and the rigour of the research methods used to ensure the validity of findings.
{"title":"Trends in research on project-based science and technology teaching and learning at K–12 levels: a systematic review","authors":"A. Hasni, Fatima Bousadra, Vincent Belletête, Ahmed Benabdallah, Miss Nicole, Nancy Dumais","doi":"10.1080/03057267.2016.1226573","DOIUrl":"https://doi.org/10.1080/03057267.2016.1226573","url":null,"abstract":"Abstract Project-based teaching is nothing new; it originates from the work of authors like Dewey and Kilpatrick. Recent decades have seen renewed interest in this approach. In many countries, it is currently considered to be an innovative approach to science and technology (S&T) teaching. In this article, we present a systematic review of what recent scientific publications teach us about this approach: How is this approach identified in these publications? How is the use of this approach in school S&T justified? What are the main research questions covered by studies in the field? What do these studies on this approach teach us? To answer these questions, we have selected and analysed articles published, between 2000 and 2014, in journals that are specialised in school science and technology education and that are indexed in ERIC database. In the synthesis based on this analysis, we present: (a) the theoretical constructs used by the authors to refer to this approach and the features identified to define it; (b) the justifications for this approach; (c) the research questions covered by studies in the field; (d) the data collection and analysis methods used in these studies; and (e) the main findings. In addition to presenting a synthesis of current research in this field, we offer a critical discussion thereof with a focus on two aspects, namely the way PBSTL is conceptualised and the rigour of the research methods used to ensure the validity of findings.","PeriodicalId":49262,"journal":{"name":"Studies in Science Education","volume":"52 1","pages":"199 - 231"},"PeriodicalIF":4.9,"publicationDate":"2016-07-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/03057267.2016.1226573","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"59315673","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2016-07-02DOI: 10.1080/03057267.2015.1108539
Georgios Tsaparlis
{"title":"Concepts, theoretical constructs, models, theories and the varied and rich practice of “Relevant chemistry education”","authors":"Georgios Tsaparlis","doi":"10.1080/03057267.2015.1108539","DOIUrl":"https://doi.org/10.1080/03057267.2015.1108539","url":null,"abstract":"","PeriodicalId":49262,"journal":{"name":"Studies in Science Education","volume":"52 1","pages":"247 - 255"},"PeriodicalIF":4.9,"publicationDate":"2016-07-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/03057267.2015.1108539","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"59315312","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2016-03-30DOI: 10.1080/03057267.2016.1161701
E. Davis, F. Janssen, J. V. van Driel
Abstract Curriculum materials serve as a key conceptual tool for science teachers, and better understanding how science teachers use these tools could help to improve both curriculum design and theory related to teacher learning and decision-making. The authors review the literature on teachers and science curriculum materials. The review is organised around three main questions: What do teachers do when using science curriculum materials?, What happens when teachers use science curriculum materials? and Why do teachers make the decisions they do? For each question, the authors first summarise the findings of two key reviews from the mathematics education literature, then situate the findings from science education in juxtaposition with those findings. The review uncovers that relatively little is understood about the mechanism underlying how teachers interact with curriculum materials. To try to address this gap, complementing and extending the field’s existing understandings of the teacher–curriculum relationship, the authors make four propositions, grounded in the literature on self-regulation. The propositions reflect a mechanism for teacher curricular decision-making. The self-regulation perspective also helps to develop more targeted support for science teachers aimed at the uptake, adaptation and enactment of curriculum materials in ways that are intended, and that teachers themselves experience as an improvement in their teaching. The authors conclude with a call for research that further explores the ways in which individual science teachers’ decision-making is situated within the wider sociocultural context.
{"title":"Teachers and science curriculum materials: where we are and where we need to go","authors":"E. Davis, F. Janssen, J. V. van Driel","doi":"10.1080/03057267.2016.1161701","DOIUrl":"https://doi.org/10.1080/03057267.2016.1161701","url":null,"abstract":"Abstract Curriculum materials serve as a key conceptual tool for science teachers, and better understanding how science teachers use these tools could help to improve both curriculum design and theory related to teacher learning and decision-making. The authors review the literature on teachers and science curriculum materials. The review is organised around three main questions: What do teachers do when using science curriculum materials?, What happens when teachers use science curriculum materials? and Why do teachers make the decisions they do? For each question, the authors first summarise the findings of two key reviews from the mathematics education literature, then situate the findings from science education in juxtaposition with those findings. The review uncovers that relatively little is understood about the mechanism underlying how teachers interact with curriculum materials. To try to address this gap, complementing and extending the field’s existing understandings of the teacher–curriculum relationship, the authors make four propositions, grounded in the literature on self-regulation. The propositions reflect a mechanism for teacher curricular decision-making. The self-regulation perspective also helps to develop more targeted support for science teachers aimed at the uptake, adaptation and enactment of curriculum materials in ways that are intended, and that teachers themselves experience as an improvement in their teaching. The authors conclude with a call for research that further explores the ways in which individual science teachers’ decision-making is situated within the wider sociocultural context.","PeriodicalId":49262,"journal":{"name":"Studies in Science Education","volume":"52 1","pages":"127 - 160"},"PeriodicalIF":4.9,"publicationDate":"2016-03-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/03057267.2016.1161701","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"59315623","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2016-01-02DOI: 10.1080/03057267.2014.981376
G. Aikenhead
{"title":"Postcolonial theories, bicultural research and wanting the best for Kenyan students","authors":"G. Aikenhead","doi":"10.1080/03057267.2014.981376","DOIUrl":"https://doi.org/10.1080/03057267.2014.981376","url":null,"abstract":"","PeriodicalId":49262,"journal":{"name":"Studies in Science Education","volume":"52 1","pages":"106 - 92"},"PeriodicalIF":4.9,"publicationDate":"2016-01-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/03057267.2014.981376","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"59315523","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2016-01-02DOI: 10.1080/03057267.2015.1078575
M. Thys, L. Verschaffel, W. Van Dooren, Ferre Laevers
Abstract This paper provides a systematic review of instruments that have the potential to measure the quality of project-based science and technology (S&T) learning environments in elementary school. To this end, a comprehensive literature search was undertaken for the large field of S&T learning environments. We conducted a horizontal bottom-up analysis of the aspects measured by the retrieved instruments and their operationalisation. We distinguish 11 components. The most frequently evaluated components are prior knowledge and backgrounds, connection with reality, science as inquiry and level of initiative and group work. Overall, the results suggest a considerable diversity in the operationalisation of the components found. Particularly, for connection with reality, science as inquiry and level of initiative and group work, this is related to (1) the object of measurement (e.g. variety in aspects evaluated) and (2) the extent to which the used concepts are clarified. Consequently, some scales, items and questions were found to be a closer fit with aspects of project-based learning environments than others. Additionally, most of the retrieved instruments cover science and not technology or project-based education. This review can be used when searching for a scale, item or question to measure particular aspects of S&T learning environments.
{"title":"Investigating the quality of project-based science and technology learning environments in elementary school: a critical review of instruments","authors":"M. Thys, L. Verschaffel, W. Van Dooren, Ferre Laevers","doi":"10.1080/03057267.2015.1078575","DOIUrl":"https://doi.org/10.1080/03057267.2015.1078575","url":null,"abstract":"Abstract This paper provides a systematic review of instruments that have the potential to measure the quality of project-based science and technology (S&T) learning environments in elementary school. To this end, a comprehensive literature search was undertaken for the large field of S&T learning environments. We conducted a horizontal bottom-up analysis of the aspects measured by the retrieved instruments and their operationalisation. We distinguish 11 components. The most frequently evaluated components are prior knowledge and backgrounds, connection with reality, science as inquiry and level of initiative and group work. Overall, the results suggest a considerable diversity in the operationalisation of the components found. Particularly, for connection with reality, science as inquiry and level of initiative and group work, this is related to (1) the object of measurement (e.g. variety in aspects evaluated) and (2) the extent to which the used concepts are clarified. Consequently, some scales, items and questions were found to be a closer fit with aspects of project-based learning environments than others. Additionally, most of the retrieved instruments cover science and not technology or project-based education. This review can be used when searching for a scale, item or question to measure particular aspects of S&T learning environments.","PeriodicalId":49262,"journal":{"name":"Studies in Science Education","volume":"52 1","pages":"1 - 27"},"PeriodicalIF":4.9,"publicationDate":"2016-01-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/03057267.2015.1078575","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"59315244","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2016-01-02DOI: 10.1080/03057267.2014.994933
K. Taber
{"title":"What little they remember: understanding science in the life-world","authors":"K. Taber","doi":"10.1080/03057267.2014.994933","DOIUrl":"https://doi.org/10.1080/03057267.2014.994933","url":null,"abstract":"","PeriodicalId":49262,"journal":{"name":"Studies in Science Education","volume":"52 1","pages":"106 - 117"},"PeriodicalIF":4.9,"publicationDate":"2016-01-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/03057267.2014.994933","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"59315086","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2016-01-02DOI: 10.1080/03057267.2014.952149
D. Hodson
{"title":"Making the case for case studies","authors":"D. Hodson","doi":"10.1080/03057267.2014.952149","DOIUrl":"https://doi.org/10.1080/03057267.2014.952149","url":null,"abstract":"","PeriodicalId":49262,"journal":{"name":"Studies in Science Education","volume":"52 1","pages":"67 - 81"},"PeriodicalIF":4.9,"publicationDate":"2016-01-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/03057267.2014.952149","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"59315400","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2016-01-02DOI: 10.1080/03057267.2014.933636
M. Towns
{"title":"Learning and teaching about the concepts of matter","authors":"M. Towns","doi":"10.1080/03057267.2014.933636","DOIUrl":"https://doi.org/10.1080/03057267.2014.933636","url":null,"abstract":"","PeriodicalId":49262,"journal":{"name":"Studies in Science Education","volume":"52 1","pages":"63 - 67"},"PeriodicalIF":4.9,"publicationDate":"2016-01-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/03057267.2014.933636","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"59315340","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2016-01-02DOI: 10.1080/03057267.2015.1033869
Richard Brock
The ability to understand and manipulate the representative forms of science is an important element of developing scientific literacy (Lemke, 2004). Richard Feynman recounts his realisation that, ...
{"title":"On being representative: developing a model of shared and personal representations in science education","authors":"Richard Brock","doi":"10.1080/03057267.2015.1033869","DOIUrl":"https://doi.org/10.1080/03057267.2015.1033869","url":null,"abstract":"The ability to understand and manipulate the representative forms of science is an important element of developing scientific literacy (Lemke, 2004). Richard Feynman recounts his realisation that, ...","PeriodicalId":49262,"journal":{"name":"Studies in Science Education","volume":"52 1","pages":"117 - 126"},"PeriodicalIF":4.9,"publicationDate":"2016-01-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/03057267.2015.1033869","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"59315127","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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