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Disciplinary and interdisciplinary science education research最新文献

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Children's perspective-taking and decision-making on forests and land use. 儿童对森林和土地利用的看法和决策。
Disciplinary and interdisciplinary science education research
Pub Date : 2025-01-01 Epub Date: 2025-05-27 DOI: 10.1186/s43031-025-00130-2
Mijung Kim, Nimrah Ahmed, Kadriye Akdemir, Suzanna Wong, Okan Bulut

Students' reasoning and decision making on complex socioscientific issues are critical for developing scientific literacy for 21st century citizenship. By incorporating a scenario-based approach, this study aims to understand the complexity of students' decision making on environmental issues: forests and land use. To help students grasp the context of these issues, we developed scenarios reflecting their experiences and understanding of forests within local communities. Through scenario-based surveys, students in Grade 5-6 science classrooms were encouraged to explore diverse stakeholders' perspectives and articulate their decisions regarding the scenarios. Additionally, students in focus groups participated in semi-structured discussions and interviews. The data collected from the surveys and students' dialogues were thematically analyzed. The study found that students prioritized environmental concerns, demonstrated skepticism toward politicians' perspectives, and emphasized righteousness in their decision making. These findings suggest that a holistic approach is essential to engage students' diverse perspectives in socioscientific and environmental problem solving. However, this also highlights the ongoing challenge of disciplinary boundaries within school curricula and pedagogical practices in science classrooms.

学生对复杂社会科学问题的推理和决策能力对于培养21世纪公民的科学素养至关重要。通过结合基于场景的方法，本研究旨在了解学生在森林和土地利用等环境问题上决策的复杂性。为了帮助学生掌握这些问题的背景，我们设计了反映他们的经验和对当地社区森林的理解的场景。通过基于场景的调查，鼓励5-6年级科学教室的学生探索不同利益相关者的观点，并阐明他们对场景的决定。此外，焦点小组的学生参加了半结构化的讨论和访谈。从调查和学生对话中收集的数据进行了主题分析。研究发现，学生优先考虑环境问题，对政治家的观点持怀疑态度，并在决策中强调正义。这些发现表明，在解决社会科学和环境问题的过程中，一个整体的方法对于吸引学生的不同观点是必不可少的。然而，这也凸显了学校课程和科学课堂教学实践中学科界限的持续挑战。
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引用次数: 0
Correction to: Transforming standards into classrooms for knowledge-in-use: an effective and coherent project-based learning system 更正为将标准转化为使用知识的课堂：有效而连贯的基于项目的学习系统
Disciplinary and interdisciplinary science education research
Pub Date : 2024-07-15 DOI: 10.1186/s43031-024-00107-7
Peng He, Joseph Krajcik, Barbara Schneider
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引用次数: 0
Alternative grading practices in undergraduate STEM education: a scoping review 科学、技术、工程和数学本科教育中的替代性评分方法：范围审查
Disciplinary and interdisciplinary science education research
Pub Date : 2024-05-06 DOI: 10.1186/s43031-024-00106-8
Emily L. Hackerson, Tara Slominski, Nekeisha Johnson, J. B. Buncher, Safana Ismael, Lauren Singelmann, Alexey Leontyev, Alexander G Knopps, Ariana McDarby, Jonathan J. Nguyen, D. L. J. Condry, James M. Nyachwaya, Kathryn T. Wissman, William Falkner, Krystal Grieger, L. Montplaisir, Angela Hodgson, Jennifer Momsen
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引用次数: 0
Characterization of physics and astronomy assistant professors’ reflections on their teaching: can they promote engagement in instructional change? 物理学和天文学助理教授对教学反思的特点：他们能否促进参与教学改革？
Disciplinary and interdisciplinary science education research
Pub Date : 2024-04-17 DOI: 10.1186/s43031-024-00105-9
Haleigh R Machost, Emily A. Kable, Jherian K. Mitchell-Jones, Brandon J. Yik, M. Stains
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引用次数: 0
Correction: Moving from surviving to thriving: a taxonomy of beginning science teacher challenges 更正：从生存到发展：初任科学教师面临的挑战分类法
Disciplinary and interdisciplinary science education research
Pub Date : 2024-03-25 DOI: 10.1186/s43031-024-00104-w
J. Donna, G. Roehrig
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引用次数: 0
Are science competitions meeting their intentions? a case study on affective and cognitive predictors of success in the Physics Olympiad 物理奥林匹克竞赛成功的情感和认知预测因素案例研究
Disciplinary and interdisciplinary science education research
Pub Date : 2024-03-04 DOI: 10.1186/s43031-024-00102-y
Paul Tschisgale, Anneke Steegh, Stefan Petersen, Marcus Kubsch, Peter Wulff, Knut Neumann
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引用次数: 0
Teacher candidates’ views of future SSI instruction: a multiple case study 师范生对未来 SSI 教学的看法：多案例研究
Disciplinary and interdisciplinary science education research
Pub Date : 2024-02-14 DOI: 10.1186/s43031-024-00098-5
Melanie Kinskey, Mark Newton
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引用次数: 0
Teacher candidates’ views of future SSI instruction: a multiple case study 师范生对未来 SSI 教学的看法：多案例研究
Disciplinary and interdisciplinary science education research
Pub Date : 2024-02-14 DOI: 10.1186/s43031-024-00098-5
Melanie Kinskey, Mark Newton
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引用次数: 0
From implementation to reflection: exploring faculty experiences in a curriculum-focused FOLC through multi-case analysis 从实施到反思：通过多案例分析探索教师在以课程为重点的 FOLC 中的经验
Disciplinary and interdisciplinary science education research
Pub Date : 2024-02-05 DOI: 10.1186/s43031-024-00097-6
Tamar More, F. Goldberg, Mo Basir, Steven Maier, Edward Price
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引用次数: 0
From implementation to reflection: exploring faculty experiences in a curriculum-focused FOLC through multi-case analysis 从实施到反思：通过多案例分析探索教师在以课程为重点的 FOLC 中的经验
Disciplinary and interdisciplinary science education research
Pub Date : 2024-02-05 DOI: 10.1186/s43031-024-00097-6
Tamar More, F. Goldberg, Mo Basir, Steven Maier, Edward Price
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引用次数: 0
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