Pub Date : 2023-06-02DOI: 10.1007/s10956-023-10053-0
Jiawen Xiang, Caiqin Han
{"title":"Effect of STSE Approach on High School Students' Understanding of Nature of Science","authors":"Jiawen Xiang, Caiqin Han","doi":"10.1007/s10956-023-10053-0","DOIUrl":"https://doi.org/10.1007/s10956-023-10053-0","url":null,"abstract":"","PeriodicalId":50057,"journal":{"name":"Journal of Science Education and Technology","volume":" ","pages":""},"PeriodicalIF":4.4,"publicationDate":"2023-06-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44647375","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 : 2023-06-01DOI: 10.1007/s10956-023-10050-3
Liying Zhu, Daner Sun, Ma Luo, Weidong Liu, Song Xue
{"title":"Investigating Pre-Service Science Teachers’ Design Performance in Laboratory Class: The Inquiry-Based Design Thinking Approach","authors":"Liying Zhu, Daner Sun, Ma Luo, Weidong Liu, Song Xue","doi":"10.1007/s10956-023-10050-3","DOIUrl":"https://doi.org/10.1007/s10956-023-10050-3","url":null,"abstract":"","PeriodicalId":50057,"journal":{"name":"Journal of Science Education and Technology","volume":" ","pages":""},"PeriodicalIF":4.4,"publicationDate":"2023-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44449873","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 : 2023-05-26DOI: 10.1007/s10956-023-10052-1
Amanpreet Kaur, K. Chahal
{"title":"Exploring Personality and Learning Motivation Influences on Students’ Computational Thinking Skills in Introductory Programming Courses","authors":"Amanpreet Kaur, K. Chahal","doi":"10.1007/s10956-023-10052-1","DOIUrl":"https://doi.org/10.1007/s10956-023-10052-1","url":null,"abstract":"","PeriodicalId":50057,"journal":{"name":"Journal of Science Education and Technology","volume":" ","pages":""},"PeriodicalIF":4.4,"publicationDate":"2023-05-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43012778","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 : 2023-05-22DOI: 10.1007/s10956-023-10049-w
J. Bowers, Emanuel Eidin, L. Stephens, Linsey Brennan
{"title":"Examining Student Testing and Debugging Within a Computational Systems Modeling Context","authors":"J. Bowers, Emanuel Eidin, L. Stephens, Linsey Brennan","doi":"10.1007/s10956-023-10049-w","DOIUrl":"https://doi.org/10.1007/s10956-023-10049-w","url":null,"abstract":"","PeriodicalId":50057,"journal":{"name":"Journal of Science Education and Technology","volume":"32 1","pages":"607-628"},"PeriodicalIF":4.4,"publicationDate":"2023-05-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45295744","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 : 2023-05-19DOI: 10.1007/s10956-023-10029-0
K. Peppler, R. M. Sedas, Naomi Thompson
{"title":"Paper Circuits vs. Breadboards: Materializing Learners’ Powerful Ideas Around Circuitry and Layout Design","authors":"K. Peppler, R. M. Sedas, Naomi Thompson","doi":"10.1007/s10956-023-10029-0","DOIUrl":"https://doi.org/10.1007/s10956-023-10029-0","url":null,"abstract":"","PeriodicalId":50057,"journal":{"name":"Journal of Science Education and Technology","volume":"32 1","pages":"469 - 492"},"PeriodicalIF":4.4,"publicationDate":"2023-05-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43170680","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 : 2023-05-12DOI: 10.1007/s10956-023-10048-x
Tamar Ginzburg, Miri Barak
Fostering technology-enhanced science learning in elementary schools is an ongoing challenge as young students are not always motivated to engage with science lessons. The use of technology, such as digital sensors and data recorders, has been found to result in higher engagement with science. However, the association between technology-enhanced science learning and students' motivation to learn, from a cross-cultural viewpoint, is still discussed among researchers. Thus, the goal of this study was twofold: (a) to examine the motivation to learn science of elementary school students from different countries and cultural backgrounds; (b) to identify phases of technology-enhanced science learning and their association with students' motivation. Applying the sequential mixed-methods research design, data were collected via questionnaires, semi-structured interviews, and online observations. The study included seven experienced science teachers from the USA and Israel and 109 sixth-grade students: English speakers (N = 43), Arabic speakers (N = 26), and Hebrew speakers (N = 40). The findings indicated differences in students' internal motivation, in terms of "interest and enjoyment," "connection to daily-life," and "cross-cultural interactions," with medium ratings for "self-efficacy." The study identified and characterized two consecutive phases of technology-enhanced science learning-"divergence" and "convergence"-that can be associated with motivation to learn science. Overall, the study's results highlight the importance of seamlessly embedding technology to support cross-cultural learning of scientific practices.
{"title":"Technology-Enhanced Learning and Its Association with Motivation to Learn Science from a Cross-Cultural Perspective.","authors":"Tamar Ginzburg, Miri Barak","doi":"10.1007/s10956-023-10048-x","DOIUrl":"10.1007/s10956-023-10048-x","url":null,"abstract":"<p><p>Fostering technology-enhanced science learning in elementary schools is an ongoing challenge as young students are not always motivated to engage with science lessons. The use of technology, such as digital sensors and data recorders, has been found to result in higher engagement with science. However, the association between technology-enhanced science learning and students' motivation to learn, from a cross-cultural viewpoint, is still discussed among researchers. Thus, the goal of this study was twofold: (a) to examine the motivation to learn science of elementary school students from different countries and cultural backgrounds; (b) to identify phases of technology-enhanced science learning and their association with students' motivation. Applying the sequential mixed-methods research design, data were collected via questionnaires, semi-structured interviews, and online observations. The study included seven experienced science teachers from the USA and Israel and 109 sixth-grade students: English speakers (<i>N</i> = 43), Arabic speakers (<i>N</i> = 26), and Hebrew speakers (<i>N</i> = 40). The findings indicated differences in students' internal motivation, in terms of \"interest and enjoyment,\" \"connection to daily-life,\" and \"cross-cultural interactions,\" with medium ratings for \"self-efficacy.\" The study identified and characterized two consecutive phases of technology-enhanced science learning-\"divergence\" and \"convergence\"-that can be associated with motivation to learn science. Overall, the study's results highlight the importance of seamlessly embedding technology to support cross-cultural learning of scientific practices.</p>","PeriodicalId":50057,"journal":{"name":"Journal of Science Education and Technology","volume":" ","pages":"1-10"},"PeriodicalIF":4.4,"publicationDate":"2023-05-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC10175051/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"9768332","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-05-05DOI: 10.1007/s10956-023-10046-z
Nancy Gans, Vivian Zohery, Joshua B Jaffe, Anissa Ahmed, Luke Kim, Doug Lombardi
Science learning is an important part of the K-12 educational experience, as well as in the lives of students. This study considered students' science learning as they engaged in the instruction of scientific issues with social relevance. With classroom environments radically changing during the COVID-19 pandemic, our study adapted to teachers and students as they were forced to change from more traditional, in-person instructional settings to virtual, online instruction settings. In the present study, we considered science learning during a scaffold-facilitated process, where secondary students evaluated the connections between lines of scientific evidence and alternative explanations about fossil fuels and climate change and gauged the plausibility of each explanation. Our investigation focused on the relations between students' levels of evaluations, shifts in plausibility judgments, and knowledge gains, and examined whether there were differences in these relations between in-person classroom settings and virtual classroom settings. The results revealed that the indirect relational pathway linking higher levels of evaluation, plausibility shifts toward a more scientific stance, and greater knowledge gains was meaningful and more robust than the direct relational pathway linking higher levels of evaluation to greater knowledge gains. The results also showed no meaningful difference between the two instructional settings, suggesting the potential adaptiveness and effectiveness of properly-designed, scaffolded science instruction.
Supplementary information: The online version contains supplementary material available at 10.1007/s10956-023-10046-z.
{"title":"Socio-Scientific Learning During the COVID-19 Pandemic: Comparing In-person and Virtual Science Learning Using Model-Evidence Link Diagrams.","authors":"Nancy Gans, Vivian Zohery, Joshua B Jaffe, Anissa Ahmed, Luke Kim, Doug Lombardi","doi":"10.1007/s10956-023-10046-z","DOIUrl":"10.1007/s10956-023-10046-z","url":null,"abstract":"<p><p>Science learning is an important part of the K-12 educational experience, as well as in the lives of students. This study considered students' science learning as they engaged in the instruction of scientific issues with social relevance. With classroom environments radically changing during the COVID-19 pandemic, our study adapted to teachers and students as they were forced to change from more traditional, in-person instructional settings to virtual, online instruction settings. In the present study, we considered science learning during a scaffold-facilitated process, where secondary students evaluated the connections between lines of scientific evidence and alternative explanations about fossil fuels and climate change and gauged the plausibility of each explanation. Our investigation focused on the relations between students' levels of evaluations, shifts in plausibility judgments, and knowledge gains, and examined whether there were differences in these relations between in-person classroom settings and virtual classroom settings. The results revealed that the indirect relational pathway linking higher levels of evaluation, plausibility shifts toward a more scientific stance, and greater knowledge gains was meaningful and more robust than the direct relational pathway linking higher levels of evaluation to greater knowledge gains. The results also showed no meaningful difference between the two instructional settings, suggesting the potential adaptiveness and effectiveness of properly-designed, scaffolded science instruction.</p><p><strong>Supplementary information: </strong>The online version contains supplementary material available at 10.1007/s10956-023-10046-z.</p>","PeriodicalId":50057,"journal":{"name":"Journal of Science Education and Technology","volume":" ","pages":"1-12"},"PeriodicalIF":4.4,"publicationDate":"2023-05-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC10159675/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"10072626","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-05-01DOI: 10.1007/s10956-023-10040-5
Jonathan T. Shemwell, D. Capps, Ayça K. Fackler, Carlson H. Coogler
{"title":"Integrative Analysis Using Big Ideas: Energy Transfer and Cellular Respiration","authors":"Jonathan T. Shemwell, D. Capps, Ayça K. Fackler, Carlson H. Coogler","doi":"10.1007/s10956-023-10040-5","DOIUrl":"https://doi.org/10.1007/s10956-023-10040-5","url":null,"abstract":"","PeriodicalId":50057,"journal":{"name":"Journal of Science Education and Technology","volume":"32 1","pages":"510 - 529"},"PeriodicalIF":4.4,"publicationDate":"2023-05-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48432555","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 : 2023-05-01DOI: 10.1007/s10956-023-10044-1
Lei Bao, L. Xie, Shenglong Ma, Cheng Chen, Xiangqun Zhang, M. He, Hui Lu, XiuMei Feng, Ende Zhang, Y. Nie, Yingjie Han, Jacqueline Y. Bao
{"title":"The STEM Aspirations of China’s Future Workforce","authors":"Lei Bao, L. Xie, Shenglong Ma, Cheng Chen, Xiangqun Zhang, M. He, Hui Lu, XiuMei Feng, Ende Zhang, Y. Nie, Yingjie Han, Jacqueline Y. Bao","doi":"10.1007/s10956-023-10044-1","DOIUrl":"https://doi.org/10.1007/s10956-023-10044-1","url":null,"abstract":"","PeriodicalId":50057,"journal":{"name":"Journal of Science Education and Technology","volume":"32 1","pages":"567 - 582"},"PeriodicalIF":4.4,"publicationDate":"2023-05-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41813678","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 : 2023-04-26DOI: 10.1007/s10956-023-10042-3
Jaeyong Lee, Gyeong-Geon Lee, Hun-Gi Hong
{"title":"Automated Assessment of Student Hand Drawings in Free-Response Items on the Particulate Nature of Matter","authors":"Jaeyong Lee, Gyeong-Geon Lee, Hun-Gi Hong","doi":"10.1007/s10956-023-10042-3","DOIUrl":"https://doi.org/10.1007/s10956-023-10042-3","url":null,"abstract":"","PeriodicalId":50057,"journal":{"name":"Journal of Science Education and Technology","volume":"32 1","pages":"549 - 566"},"PeriodicalIF":4.4,"publicationDate":"2023-04-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44876856","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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