{"title":"Configuring Factors Influencing Science Teachers’ Intention to Use Virtual Experiments in China: An fsQCA-Based Study","authors":"Qianwen Song, Jiafeng Zhang, Hongsheng Wang, Zhan Zhang, Qing Zhou","doi":"10.1007/s10956-023-10084-7","DOIUrl":"https://doi.org/10.1007/s10956-023-10084-7","url":null,"abstract":"","PeriodicalId":50057,"journal":{"name":"Journal of Science Education and Technology","volume":null,"pages":null},"PeriodicalIF":4.4,"publicationDate":"2023-12-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139151374","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 : 2023-11-22DOI: 10.1007/s10956-023-10082-9
Yu-Hang Li, Chien-Yuan Su, Ouyang Fan
{"title":"Integrating Self-Explanation into Simulation-Based Physics Learning for 7th Graders","authors":"Yu-Hang Li, Chien-Yuan Su, Ouyang Fan","doi":"10.1007/s10956-023-10082-9","DOIUrl":"https://doi.org/10.1007/s10956-023-10082-9","url":null,"abstract":"","PeriodicalId":50057,"journal":{"name":"Journal of Science Education and Technology","volume":null,"pages":null},"PeriodicalIF":4.4,"publicationDate":"2023-11-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139248553","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 : 2023-11-21DOI: 10.1007/s10956-023-10086-5
Jing Lin, Knut Neuman, Troy D. Sadler, David Fortus
Issues-based science education represents a suite of approaches for science teaching and learning that prioritizes contextualization of learning experiences in real-world issues that are societal problems. These approaches have grown in prominence in terms of research and classroom applications over the last decade, but issues-based teaching remains challenging and has not been fully realized in educational settings. The gap between the positive potential of issues-based science education and the reality of science learning spaces creates opportunities for innovation. The purpose of this special issue is to explore ways in which educational technologies can be used to promote innovations that narrow this gap. This introduction to the special issue offers a brief overview of how technologies could be used to enhance issues-based teaching and summarizes trends that emerge across the seven articles that make up the special issue.
{"title":"Transforming Issues-Based Science Education with Innovative Technologies","authors":"Jing Lin, Knut Neuman, Troy D. Sadler, David Fortus","doi":"10.1007/s10956-023-10086-5","DOIUrl":"https://doi.org/10.1007/s10956-023-10086-5","url":null,"abstract":"<p>Issues-based science education represents a suite of approaches for science teaching and learning that prioritizes contextualization of learning experiences in real-world issues that are societal problems. These approaches have grown in prominence in terms of research and classroom applications over the last decade, but issues-based teaching remains challenging and has not been fully realized in educational settings. The gap between the positive potential of issues-based science education and the reality of science learning spaces creates opportunities for innovation. The purpose of this special issue is to explore ways in which educational technologies can be used to promote innovations that narrow this gap. This introduction to the special issue offers a brief overview of how technologies could be used to enhance issues-based teaching and summarizes trends that emerge across the seven articles that make up the special issue.</p>","PeriodicalId":50057,"journal":{"name":"Journal of Science Education and Technology","volume":null,"pages":null},"PeriodicalIF":4.4,"publicationDate":"2023-11-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138515638","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 : 2023-11-07DOI: 10.1007/s10956-023-10079-4
Ilyse Resnick, Elizabeth Louise Chapman, Thomas F. Shipley
Abstract Visual representations of data are widely used for communication and understanding, particularly in science, technology, engineering, and mathematics (STEM). However, despite their importance, many people have difficulty understanding data-based visualizations. This work presents a series of three studies that examine how understanding time-based Earth-science data visualizations are influenced by scale and the different directions time can be represented (e.g., the Geologic Time Scale represents time moving from bottom-to-top, whereas many calendars represent time moving left-to-right). In Study 1, 316 visualizations from two top scholarly geoscience journals were analyzed for how time was represented. These expert-made graphs represented time in a range of ways, with smaller timescales more likely to be represented as moving left-to-right and larger scales more likely to be represented in other directions. In Study 2, 47 STEM novices were recruited from an undergraduate psychology experiment pool and asked to construct four separate graphs representing change over two scales of time (Earth’s history or a single day) and two phenomena (temperature or sea level). Novices overwhelmingly represented time moving from left-to-right, regardless of scale. In Study 3, 40 STEM novices were shown expert-made graphs where the direction of time varied. Novices had difficulty interpreting the expert-made graphs when time was represented moving in directions other than left-to-right. The study highlights the importance of considering representations of time and scale in STEM education and offers insights into how experts and novices approach visualizations. The findings inform the development of educational resources and strategies to improve students’ understanding of scientific concepts where time and space are intrinsically related.
{"title":"Which Way Does Time Go? Differences in Expert and Novice Representations of Temporal Information at Extreme Scales Interferes with Novice Understanding of Graphs","authors":"Ilyse Resnick, Elizabeth Louise Chapman, Thomas F. Shipley","doi":"10.1007/s10956-023-10079-4","DOIUrl":"https://doi.org/10.1007/s10956-023-10079-4","url":null,"abstract":"Abstract Visual representations of data are widely used for communication and understanding, particularly in science, technology, engineering, and mathematics (STEM). However, despite their importance, many people have difficulty understanding data-based visualizations. This work presents a series of three studies that examine how understanding time-based Earth-science data visualizations are influenced by scale and the different directions time can be represented (e.g., the Geologic Time Scale represents time moving from bottom-to-top, whereas many calendars represent time moving left-to-right). In Study 1, 316 visualizations from two top scholarly geoscience journals were analyzed for how time was represented. These expert-made graphs represented time in a range of ways, with smaller timescales more likely to be represented as moving left-to-right and larger scales more likely to be represented in other directions. In Study 2, 47 STEM novices were recruited from an undergraduate psychology experiment pool and asked to construct four separate graphs representing change over two scales of time (Earth’s history or a single day) and two phenomena (temperature or sea level). Novices overwhelmingly represented time moving from left-to-right, regardless of scale. In Study 3, 40 STEM novices were shown expert-made graphs where the direction of time varied. Novices had difficulty interpreting the expert-made graphs when time was represented moving in directions other than left-to-right. The study highlights the importance of considering representations of time and scale in STEM education and offers insights into how experts and novices approach visualizations. The findings inform the development of educational resources and strategies to improve students’ understanding of scientific concepts where time and space are intrinsically related.","PeriodicalId":50057,"journal":{"name":"Journal of Science Education and Technology","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-11-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135476321","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 : 2023-11-04DOI: 10.1007/s10956-023-10081-w
Mavis Owusuaa Osei-Wusu, Moses Addo Nartey, Remember Roger Adjei
{"title":"Advances in Knowledge and Acceptance of Genetically Modified Organisms Among Some Ghanaian Professionals","authors":"Mavis Owusuaa Osei-Wusu, Moses Addo Nartey, Remember Roger Adjei","doi":"10.1007/s10956-023-10081-w","DOIUrl":"https://doi.org/10.1007/s10956-023-10081-w","url":null,"abstract":"","PeriodicalId":50057,"journal":{"name":"Journal of Science Education and Technology","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-11-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135774527","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 : 2023-10-31DOI: 10.1007/s10956-023-10080-x
Jennifer L. Chiu, James P. Bywater, Tugba Karabiyik, Alejandra Magana, Corey Schimpf, Ying Ying Seah
{"title":"Comparing Optimization Practices Across Engineering Learning Contexts Using Process Data","authors":"Jennifer L. Chiu, James P. Bywater, Tugba Karabiyik, Alejandra Magana, Corey Schimpf, Ying Ying Seah","doi":"10.1007/s10956-023-10080-x","DOIUrl":"https://doi.org/10.1007/s10956-023-10080-x","url":null,"abstract":"","PeriodicalId":50057,"journal":{"name":"Journal of Science Education and Technology","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-10-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135863992","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 : 2023-10-25DOI: 10.1007/s10956-023-10078-5
Amy Dunbar-Wallis, Jennifer Katcher, Wendy Moore, Lisa A. Corwin
Abstract The Bee the CURE is a novel course-based undergraduate research experience (CURE) that engages introductory biology students in DNA barcoding (DNA extraction, amplification, and bioinformatics) in partnership with the Tucson Bee Collaborative and the University of Arizona. The first iteration of this CURE taught at Pima Community College (PCC) occurred during the Fall 2020 semester in which the course was taught online and students focused on bioinformatics. Due to the online format, students were unable to participate directly in the wet-lab components (extraction and amplification) of the course. These were approximated with videos of the instructor performing the tasks. A qualitative case study of this semester built from student interviews found that students were able to form positive relationships with instructors and peer mentors but that the online format of the class posed some challenges to relationship formation. Students reported developing self-efficacy in bioinformatics skills while online lab participation disrupted student’s gaining “hands-on experiences” and seldom led to development of science self-efficacy in wet lab skills. Our findings from a study of a synchronous online CURE allowed us to characterize a context in which online learning posed a challenge and perhaps even a threat to research self-efficacy, especially regarding skill development and self-efficacy in “hands-on” areas, such as wet-bench research skills. Yet optimistically, our study highlights the potential of online community college learning environments to provide mastery experiences in online science contexts (e.g., bioinformatics) and opportunities for relationship building.
The Bee The CURE是一项新颖的基于课程的本科研究体验(CURE)，与图森蜜蜂合作组织和亚利桑那大学合作，让生物学入门学生参与DNA条形码(DNA提取、扩增和生物信息学)。在皮马社区学院(PCC)教授的CURE的第一次迭代发生在2020年秋季学期，该课程是在线教授的，学生专注于生物信息学。由于在线形式，学生无法直接参与课程的湿实验室部分(提取和扩增)。这些与教师执行任务的视频近似。本学期的定性案例研究建立在学生访谈的基础上，发现学生能够与教师和同伴导师建立积极的关系，但在线课程的形式对关系的形成提出了一些挑战。学生报告了生物信息学技能的自我效能感，而在线实验室的参与破坏了学生获得“实践经验”，很少导致湿实验室技能的科学自我效能感的发展。我们对同步在线治疗的研究结果使我们能够描述在线学习对研究自我效能感构成挑战甚至威胁的背景，特别是在“动手”领域的技能发展和自我效能感方面，例如湿台式研究技能。然而，乐观地说，我们的研究强调了在线社区大学学习环境在提供在线科学背景(如生物信息学)的掌握经验和建立关系的机会方面的潜力。
{"title":"An Online CURE Taught at a Community College During the Pandemic Shows Mixed Results for Development of Research Self-Efficacy and In-class Relationships","authors":"Amy Dunbar-Wallis, Jennifer Katcher, Wendy Moore, Lisa A. Corwin","doi":"10.1007/s10956-023-10078-5","DOIUrl":"https://doi.org/10.1007/s10956-023-10078-5","url":null,"abstract":"Abstract The Bee the CURE is a novel course-based undergraduate research experience (CURE) that engages introductory biology students in DNA barcoding (DNA extraction, amplification, and bioinformatics) in partnership with the Tucson Bee Collaborative and the University of Arizona. The first iteration of this CURE taught at Pima Community College (PCC) occurred during the Fall 2020 semester in which the course was taught online and students focused on bioinformatics. Due to the online format, students were unable to participate directly in the wet-lab components (extraction and amplification) of the course. These were approximated with videos of the instructor performing the tasks. A qualitative case study of this semester built from student interviews found that students were able to form positive relationships with instructors and peer mentors but that the online format of the class posed some challenges to relationship formation. Students reported developing self-efficacy in bioinformatics skills while online lab participation disrupted student’s gaining “hands-on experiences” and seldom led to development of science self-efficacy in wet lab skills. Our findings from a study of a synchronous online CURE allowed us to characterize a context in which online learning posed a challenge and perhaps even a threat to research self-efficacy, especially regarding skill development and self-efficacy in “hands-on” areas, such as wet-bench research skills. Yet optimistically, our study highlights the potential of online community college learning environments to provide mastery experiences in online science contexts (e.g., bioinformatics) and opportunities for relationship building.","PeriodicalId":50057,"journal":{"name":"Journal of Science Education and Technology","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-10-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"134972761","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 : 2023-10-06DOI: 10.1007/s10956-023-10077-6
Fenglin Jia, Daner Sun, Chee-kit Looi
{"title":"Artificial Intelligence in Science Education (2013–2023): Research Trends in Ten Years","authors":"Fenglin Jia, Daner Sun, Chee-kit Looi","doi":"10.1007/s10956-023-10077-6","DOIUrl":"https://doi.org/10.1007/s10956-023-10077-6","url":null,"abstract":"","PeriodicalId":50057,"journal":{"name":"Journal of Science Education and Technology","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-10-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135351461","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 : 2023-10-03DOI: 10.1007/s10956-023-10075-8
Mirian Agus, Giovanni Bonaiuti, Arianna Marras
Abstract In recent years, numerous research studies have highlighted how teachers’ perceptions of educational robotics (ER) and their sense of self-efficacy can influence the learning process. Although different instruments exist to investigate teachers’ perspectives on ER, the Robotics Interest Questionnaire (RIQ) scale, developed within the Portuguese K–12 education framework to analyse the impact of domain knowledge (i.e. coding and robotics), interest in robotics, and confidence in one’s self-efficacy as a robotics teacher, was used in the present work. This instrument has been validated in Portugal, meeting rigorous statistical and reliability measures that our work intends to verify in its Italian version. To test the validity of the instrument, the Teacher Self-Efficacy (QAI) Questionnaire, already validated in Italian and accredited in the literature, was administered jointly. The instruments were administered to a non-probabilistic sample of 823 teachers working in different school orders. Exploratory and confirmatory factor analyses were carried out, confirming a four-factor model. The results suggest the applicability of the RIQ instrument in the Italian school context to test teachers’ levels of interest, knowledge, problem-solving, collaborative work, and sense of self-efficacy, successfully discriminating between experienced and inexperienced ER teachers. These constructs, as suggested in multiple works, are relevant factors in promoting the use of robotics for educational purposes.
{"title":"Psychometric Validation of the Robotics Interest Questionnaire (RIQ) Scale with Italian Teachers","authors":"Mirian Agus, Giovanni Bonaiuti, Arianna Marras","doi":"10.1007/s10956-023-10075-8","DOIUrl":"https://doi.org/10.1007/s10956-023-10075-8","url":null,"abstract":"Abstract In recent years, numerous research studies have highlighted how teachers’ perceptions of educational robotics (ER) and their sense of self-efficacy can influence the learning process. Although different instruments exist to investigate teachers’ perspectives on ER, the Robotics Interest Questionnaire (RIQ) scale, developed within the Portuguese K–12 education framework to analyse the impact of domain knowledge (i.e. coding and robotics), interest in robotics, and confidence in one’s self-efficacy as a robotics teacher, was used in the present work. This instrument has been validated in Portugal, meeting rigorous statistical and reliability measures that our work intends to verify in its Italian version. To test the validity of the instrument, the Teacher Self-Efficacy (QAI) Questionnaire, already validated in Italian and accredited in the literature, was administered jointly. The instruments were administered to a non-probabilistic sample of 823 teachers working in different school orders. Exploratory and confirmatory factor analyses were carried out, confirming a four-factor model. The results suggest the applicability of the RIQ instrument in the Italian school context to test teachers’ levels of interest, knowledge, problem-solving, collaborative work, and sense of self-efficacy, successfully discriminating between experienced and inexperienced ER teachers. These constructs, as suggested in multiple works, are relevant factors in promoting the use of robotics for educational purposes.","PeriodicalId":50057,"journal":{"name":"Journal of Science Education and Technology","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-10-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135695829","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 : 2023-10-03DOI: 10.1007/s10956-023-10076-7
Terrell Lamont Strayhorn
{"title":"Preliminary Evidence of the Reliability and Validity of a Sense of Belonging in STEM Scale for College Students","authors":"Terrell Lamont Strayhorn","doi":"10.1007/s10956-023-10076-7","DOIUrl":"https://doi.org/10.1007/s10956-023-10076-7","url":null,"abstract":"","PeriodicalId":50057,"journal":{"name":"Journal of Science Education and Technology","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-10-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135694380","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}
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