Pub Date : 2024-06-28DOI: 10.1007/s10956-024-10136-6
Qing Guo, Yuqing Chen, Cuilan Qiao, Yunwei Yu
Science data literacy (SDL) is an important literacy for college students in STEM majors to possess. However, the current understanding of SDL is incomplete and lacks effective cultivation strategies. This study integrates the core ideas of science literacy (SL) and data literacy (DL), while considering the characteristics of science data, and constructs a conceptual framework of SDL that contains three dimensions. The Delphi method was used to further optimize this framework. The WorldWide Telescope (WWT), as a visual exploration platform centered on astronomical data, integrates a large amount of astronomical science data, which provides the possibility of cultivating students’ SDL. Based on the optimized SDL conceptual framework and WWT software, we designed a curriculum for college students majoring in STEM and practiced it for 4 weeks. The practical results show that the course is effective in developing students’ SDL. This study helps to deepen the connotation of SDL and also provides new ideas for cultivating SDL for college students majoring in STEM.
{"title":"Using the WorldWide Telescope to Develop Science Data Literacy in STEM Undergraduates: A Conceptual Framework and Course Design","authors":"Qing Guo, Yuqing Chen, Cuilan Qiao, Yunwei Yu","doi":"10.1007/s10956-024-10136-6","DOIUrl":"https://doi.org/10.1007/s10956-024-10136-6","url":null,"abstract":"<p>Science data literacy (SDL) is an important literacy for college students in STEM majors to possess. However, the current understanding of SDL is incomplete and lacks effective cultivation strategies. This study integrates the core ideas of science literacy (SL) and data literacy (DL), while considering the characteristics of science data, and constructs a conceptual framework of SDL that contains three dimensions. The Delphi method was used to further optimize this framework. The WorldWide Telescope (WWT), as a visual exploration platform centered on astronomical data, integrates a large amount of astronomical science data, which provides the possibility of cultivating students’ SDL. Based on the optimized SDL conceptual framework and WWT software, we designed a curriculum for college students majoring in STEM and practiced it for 4 weeks. The practical results show that the course is effective in developing students’ SDL. This study helps to deepen the connotation of SDL and also provides new ideas for cultivating SDL for college students majoring in STEM.</p>","PeriodicalId":50057,"journal":{"name":"Journal of Science Education and Technology","volume":null,"pages":null},"PeriodicalIF":4.4,"publicationDate":"2024-06-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141506953","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-06-26DOI: 10.1007/s10956-024-10131-x
Tshering Dorji, Sumitra Subba, Tshering Zangmo
This study employed a non-equivalent quasi-experimental pre-test/post-test control-group design to study the effect of the PhET simulation intervention on students’ engagement, satisfaction, and academic achievement in the learning of direct current electric circuit concepts among Bhutanese students. We analysed the pre- and post-test scores and perceptions of 57 ninth-grade students, divided into experimental group (EG, n = 29) and control group (CG, n = 28), from one high school in Paro District, Bhutan. The EG students were taught with the PhET simulation intervention, while the CG students were taught with the traditional chalk-talk method. The pre- and post-test scores were collected with the Electric Circuits Conceptual Evaluation (ECEE) inventory. Mean, standard deviation, a two-sample t-test, and multiple linear regression (MLR) were computed using R and RStudio. The t-test revealed a statistically significant difference in the mean post-test scores of CG and EG students. MLR analysis further confirmed that this difference was due to the PhET simulation intervention, ruling out the influence of other confounding variables. Additionally, an instrument called the PhET Engagement-Satisfaction Questionnaire was developed to assess EG students’ engagement level and satisfaction with the PhET simulation intervention. Confirmatory factor analysis and Cronbach’s alpha calculation confirmed its validity and reliability. Data from the PhET Engagement-Satisfaction Questionnaire unveiled significant impact of the PhET simulation intervention on students’ engagement level and their overall satisfaction, reinforcing prior research. However, further research with a larger sample size, incorporating lesson observations, interviews, and our measurement tool, is necessary to ascertain whether the findings it yields align with the present study’s findings.
{"title":"De-mystifying the Influence of PhET Simulation on Engagement, Satisfaction, and Academic Achievement of Bhutanese Students in the Physics Classroom","authors":"Tshering Dorji, Sumitra Subba, Tshering Zangmo","doi":"10.1007/s10956-024-10131-x","DOIUrl":"https://doi.org/10.1007/s10956-024-10131-x","url":null,"abstract":"<p>This study employed a non-equivalent quasi-experimental pre-test/post-test control-group design to study the effect of the PhET simulation intervention on students’ engagement, satisfaction, and academic achievement in the learning of direct current electric circuit concepts among Bhutanese students. We analysed the pre- and post-test scores and perceptions of 57 ninth-grade students, divided into experimental group (EG, <i>n</i> = 29) and control group (CG, <i>n</i> = 28), from one high school in Paro District, Bhutan<i>.</i> The EG students were taught with the PhET simulation intervention, while the CG students were taught with the traditional chalk-talk method. The pre- and post-test scores were collected with the Electric Circuits Conceptual Evaluation (ECEE) inventory. Mean, standard deviation, a two-sample <i>t</i>-test, and multiple linear regression (MLR) were computed using R and RStudio. The <i>t</i>-test revealed a statistically significant difference in the mean post-test scores of CG and EG students. MLR analysis further confirmed that this difference was due to the PhET simulation intervention, ruling out the influence of other confounding variables. Additionally, an instrument called the PhET Engagement-Satisfaction Questionnaire was developed to assess EG students’ engagement level and satisfaction with the PhET simulation intervention. Confirmatory factor analysis and Cronbach’s alpha calculation confirmed its validity and reliability. Data from the PhET Engagement-Satisfaction Questionnaire unveiled significant impact of the PhET simulation intervention on students’ engagement level and their overall satisfaction, reinforcing prior research. However, further research with a larger sample size, incorporating lesson observations, interviews, and our measurement tool, is necessary to ascertain whether the findings it yields align with the present study’s findings.</p>","PeriodicalId":50057,"journal":{"name":"Journal of Science Education and Technology","volume":null,"pages":null},"PeriodicalIF":4.4,"publicationDate":"2024-06-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141506982","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-06-18DOI: 10.1007/s10956-024-10129-5
Lynne Zummo, Rebecca T. Menlove, Eliana Massey
The need for well-designed learning experiences about modern, anthropogenic climate change is great. In light of this need, many scholars have looked towards museums, arguing that as trusted institutions of informal learning, museums are uniquely positioned to support public engagement with contentious, impactful issues like climate change. However, while several museum exhibits have emerged over recent years, empirical research on museum-based learning experiences remains quite limited. We take a step towards advancing understanding of museum-based climate change learning through an empirical investigation at a natural history museum in the US. This study examines learners’ collaborative discourse within one exhibit about climate change, a multiplayer video game called Utah Climate Challenge (UCC). Investigating moments of failure and struggle, we analyze learners’ forms of collaboration through moment-to-moment discourse analysis. Findings demonstrate the importance of scaffolding multiple types of collaboration, as well as the potential for a collaborative, museum-based videogame to support learning of important science concepts relevant to climate change.
{"title":"Navigating Failure in a Museum-Based Videogame: Convergent and Divergent Mechanisms of Collaboration as Potential Levers for Informal Learning About Climate Change","authors":"Lynne Zummo, Rebecca T. Menlove, Eliana Massey","doi":"10.1007/s10956-024-10129-5","DOIUrl":"https://doi.org/10.1007/s10956-024-10129-5","url":null,"abstract":"<p>The need for well-designed learning experiences about modern, anthropogenic climate change is great. In light of this need, many scholars have looked towards museums, arguing that as trusted institutions of informal learning, museums are uniquely positioned to support public engagement with contentious, impactful issues like climate change. However, while several museum exhibits have emerged over recent years, empirical research on museum-based learning experiences remains quite limited. We take a step towards advancing understanding of museum-based climate change learning through an empirical investigation at a natural history museum in the US. This study examines learners’ collaborative discourse within one exhibit about climate change, a multiplayer video game called Utah Climate Challenge (UCC). Investigating moments of failure and struggle, we analyze learners’ forms of collaboration through moment-to-moment discourse analysis. Findings demonstrate the importance of scaffolding multiple types of collaboration, as well as the potential for a collaborative, museum-based videogame to support learning of important science concepts relevant to climate change.</p>","PeriodicalId":50057,"journal":{"name":"Journal of Science Education and Technology","volume":null,"pages":null},"PeriodicalIF":4.4,"publicationDate":"2024-06-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141506981","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-06-10DOI: 10.1007/s10956-024-10124-w
S. Çepni, Mirac Aydin, Mimin Iryanti, Salih Birisci
{"title":"Scaffolding Pre-service Science Teachers’ Problem-Solving Strategies in a Methane Gas Detector Task Within an Earthquake-Robotics PD Course","authors":"S. Çepni, Mirac Aydin, Mimin Iryanti, Salih Birisci","doi":"10.1007/s10956-024-10124-w","DOIUrl":"https://doi.org/10.1007/s10956-024-10124-w","url":null,"abstract":"","PeriodicalId":50057,"journal":{"name":"Journal of Science Education and Technology","volume":null,"pages":null},"PeriodicalIF":4.4,"publicationDate":"2024-06-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141365908","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-06-08DOI: 10.1007/s10956-024-10130-y
Aydan Aytekin, M. S. Topçu
{"title":"Improving 6th Grade Students’ Creative Problem Solving Skills Through Plugged and Unplugged Computational Thinking Approaches","authors":"Aydan Aytekin, M. S. Topçu","doi":"10.1007/s10956-024-10130-y","DOIUrl":"https://doi.org/10.1007/s10956-024-10130-y","url":null,"abstract":"","PeriodicalId":50057,"journal":{"name":"Journal of Science Education and Technology","volume":null,"pages":null},"PeriodicalIF":4.4,"publicationDate":"2024-06-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141368330","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-06-06DOI: 10.1007/s10956-024-10125-9
S. Rap, R. Blonder
{"title":"Technology Acceptance When Teaching Climate Change","authors":"S. Rap, R. Blonder","doi":"10.1007/s10956-024-10125-9","DOIUrl":"https://doi.org/10.1007/s10956-024-10125-9","url":null,"abstract":"","PeriodicalId":50057,"journal":{"name":"Journal of Science Education and Technology","volume":null,"pages":null},"PeriodicalIF":4.4,"publicationDate":"2024-06-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141378552","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-05-29DOI: 10.1007/s10956-024-10126-8
Trudi Lord, Paul Horwitz, Hee-Sun Lee, Amy Pallant, Christopher Lore
From the experiential learning perspective, this study investigates middle and high school students (n = 1009) who used an online module to learn about wildfire hazards, risks, and impacts through computational simulations of wildfire phenomena. These students were taught by 18 teachers in urban, rural, and suburban schools across the United States. We analyzed students’ simulation behaviors captured in log files, responses to an assessment administered before and after the module, and demographic surveys, as well as teachers’ responses to a post-module implementation survey. Using mixed effects generalized linear modeling, we investigated whether students’ simulation experiences, their prior real-world wildfire experience, and the strategies used by their teachers predicted their understanding of wildfire concepts. In estimating the effect sizes of these variables, we controlled for student variables such as gender, race, English language status, prior wildfire knowledge (pre-test), and module completion rate. Results indicate that students’ simulation experience and teacher variation were the two most significant effects, followed by students’ real-life wildfire experience. Teacher variations were further explained by differences in teachers’ pedagogical strategies while implementing the module. Implications of these findings are discussed for the design and further research of simulations used as proxies for experiential learning of natural hazards.
{"title":"Using Simulations to Support Students’ Conceptual Development Related to Wildfire Hazards and Risks from an Experiential Learning Perspective","authors":"Trudi Lord, Paul Horwitz, Hee-Sun Lee, Amy Pallant, Christopher Lore","doi":"10.1007/s10956-024-10126-8","DOIUrl":"https://doi.org/10.1007/s10956-024-10126-8","url":null,"abstract":"<p>From the experiential learning perspective, this study investigates middle and high school students (<i>n</i> = 1009) who used an online module to learn about wildfire hazards, risks, and impacts through computational simulations of wildfire phenomena. These students were taught by 18 teachers in urban, rural, and suburban schools across the United States. We analyzed students’ simulation behaviors captured in log files, responses to an assessment administered before and after the module, and demographic surveys, as well as teachers’ responses to a post-module implementation survey. Using mixed effects generalized linear modeling, we investigated whether students’ simulation experiences, their prior real-world wildfire experience, and the strategies used by their teachers predicted their understanding of wildfire concepts. In estimating the effect sizes of these variables, we controlled for student variables such as gender, race, English language status, prior wildfire knowledge (pre-test), and module completion rate. Results indicate that students’ simulation experience and teacher variation were the two most significant effects, followed by students’ real-life wildfire experience. Teacher variations were further explained by differences in teachers’ pedagogical strategies while implementing the module. Implications of these findings are discussed for the design and further research of simulations used as proxies for experiential learning of natural hazards.</p>","PeriodicalId":50057,"journal":{"name":"Journal of Science Education and Technology","volume":null,"pages":null},"PeriodicalIF":4.4,"publicationDate":"2024-05-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141170721","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-05-25DOI: 10.1007/s10956-024-10123-x
Solange W. Locatelli, Larissa Souza de Oliveira, Raimundo da Silva S. Junior, João R. Sato
According to several studies, the three levels of representation in chemistry are the fundamental aspects of effective learning and understanding of chemistry. In this study, we aim to illustrate how students identify changes in the matter using eye-tracking and verbalizations. Five students observed chemical and physical phenomena depicted by using the three representational levels under eye-tracking monitoring. This allows making inferences about which representation received students’ attention for the longest time. In order to enrich this illustrative experiment, data were triangulated with think-aloud techniques and researchers’ observations during the procedure. Our results suggest that eye-tracking experiments may provide some relevant insights into students’ cognition regarding representational levels. The multiple case study presented hereby pointed out that the levels observed for the longest time were the macro and the submicro levels, although only the macro level was relevant to the student’s answers, according to their verbalizations. Finally, qualitative analyses of these illustrations are also presented and discussed.
{"title":"Perspectives of the Eye-Tracking Application to Understand Access to Representational Levels in Chemistry","authors":"Solange W. Locatelli, Larissa Souza de Oliveira, Raimundo da Silva S. Junior, João R. Sato","doi":"10.1007/s10956-024-10123-x","DOIUrl":"https://doi.org/10.1007/s10956-024-10123-x","url":null,"abstract":"<p>According to several studies, the three levels of representation in chemistry are the fundamental aspects of effective learning and understanding of chemistry. In this study, we aim to illustrate how students identify changes in the matter using eye-tracking and verbalizations. Five students observed chemical and physical phenomena depicted by using the three representational levels under eye-tracking monitoring. This allows making inferences about which representation received students’ attention for the longest time. In order to enrich this illustrative experiment, data were triangulated with think-aloud techniques and researchers’ observations during the procedure. Our results suggest that eye-tracking experiments may provide some relevant insights into students’ cognition regarding representational levels. The multiple case study presented hereby pointed out that the levels observed for the longest time were the macro and the submicro levels, although only the macro level was relevant to the student’s answers, according to their verbalizations. Finally, qualitative analyses of these illustrations are also presented and discussed.</p>","PeriodicalId":50057,"journal":{"name":"Journal of Science Education and Technology","volume":null,"pages":null},"PeriodicalIF":4.4,"publicationDate":"2024-05-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141149443","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-05-25DOI: 10.1007/s10956-024-10113-z
Seok-Hyun Ga, Hyun-Jung Cha, Hye-Gyoung Yoon
As augmented reality (AR) gains prevalence, various AR exhibits are being installed in science museums. However, few research has thus far examined the extent to which these exhibits can improve visitors’ learning. This study qualitatively evaluates the effectiveness of an AR dinosaur exhibit at the Gwacheon National Science Museum in Korea and examines the implications for its improvement. Eight elementary school students experienced the AR dinosaur exhibit, and their reactions were captured by audio and video recordings. Science museum experts were also interviewed to understand the intended affordances of the exhibit. The students’ responses to the intended affordances were examined by analyzing their tour of the AR dinosaur exhibit. We found that the exhibit attracted the visitors by catching their attention. However, they did not pay attention to the exhibition’s primary purpose of improving scientific understanding or reasoning. Some unintended interactions, unrelated to the intended affordances, also emerged. The limitations of the examined AR dinosaur exhibit suggest implications for improving AR exhibits in the future.
随着增强现实(AR)技术的普及,各种增强现实展品正在科学博物馆中安装。然而,迄今为止,很少有研究探讨这些展品能在多大程度上提高参观者的学习效果。本研究对韩国果川国立科学博物馆的 AR 恐龙展品的效果进行了定性评估,并探讨了改进该展品的意义。八名小学生体验了 AR 恐龙展品,并通过录音和录像记录了他们的反应。此外,还采访了科学博物馆专家,以了解展品的预期承受能力。通过分析学生们对 AR 恐龙展品的参观情况,研究了他们对预期效果的反应。我们发现,展品吸引了参观者的注意力。然而,他们并没有注意到展览的主要目的是提高科学理解能力或推理能力。此外,还出现了一些与预期效果无关的意外互动。所研究的 AR 恐龙展览的局限性为今后改进 AR 展览提供了启示。
{"title":"How Do Students Respond to the Intended Affordance of Augmented Reality Dinosaur Exhibits in a Science Museum?","authors":"Seok-Hyun Ga, Hyun-Jung Cha, Hye-Gyoung Yoon","doi":"10.1007/s10956-024-10113-z","DOIUrl":"https://doi.org/10.1007/s10956-024-10113-z","url":null,"abstract":"<p>As augmented reality (AR) gains prevalence, various AR exhibits are being installed in science museums. However, few research has thus far examined the extent to which these exhibits can improve visitors’ learning. This study qualitatively evaluates the effectiveness of an AR dinosaur exhibit at the Gwacheon National Science Museum in Korea and examines the implications for its improvement. Eight elementary school students experienced the AR dinosaur exhibit, and their reactions were captured by audio and video recordings. Science museum experts were also interviewed to understand the intended affordances of the exhibit. The students’ responses to the intended affordances were examined by analyzing their tour of the AR dinosaur exhibit. We found that the exhibit attracted the visitors by catching their attention. However, they did not pay attention to the exhibition’s primary purpose of improving scientific understanding or reasoning. Some unintended interactions, unrelated to the intended affordances, also emerged. The limitations of the examined AR dinosaur exhibit suggest implications for improving AR exhibits in the future.</p>","PeriodicalId":50057,"journal":{"name":"Journal of Science Education and Technology","volume":null,"pages":null},"PeriodicalIF":4.4,"publicationDate":"2024-05-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141149376","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}