Pub Date : 2023-10-23DOI: 10.1186/s43031-023-00081-6
Kathryn M. Bateman, Scott McDonald
Abstract Educational policies exist as part of complex systems of many policies, all of which science teachers must make sense before using in practice. Using Actor-Network Theory to view policy translation in assemblages, we examine how networked actors mediate teachers’ policy play. Drawing on ethnographic methods and post-structural analytic tools, we identified four mediating actors: espoused practices, learning events, administrator relationships, and communities of practice. These actors interact in the assemblage to mediate teachers’ policy dilemmas and policy responses, as they play with policies. Our findings indicate a need to look more closely at the interactions of policies with one another in teachers’ policy play, policy dilemmas as learning opportunities, the importance of social relationships with administrators in teachers’ policy play, and the dangers of lethal fidelity in adoption. We see these findings as tools to assist teacher educators in planning for future teacher learning around their role as translators and implementers of policy.
{"title":"Policy translation in assemblage: networked actors mediating science teachers’ policy play","authors":"Kathryn M. Bateman, Scott McDonald","doi":"10.1186/s43031-023-00081-6","DOIUrl":"https://doi.org/10.1186/s43031-023-00081-6","url":null,"abstract":"Abstract Educational policies exist as part of complex systems of many policies, all of which science teachers must make sense before using in practice. Using Actor-Network Theory to view policy translation in assemblages, we examine how networked actors mediate teachers’ policy play. Drawing on ethnographic methods and post-structural analytic tools, we identified four mediating actors: espoused practices, learning events, administrator relationships, and communities of practice. These actors interact in the assemblage to mediate teachers’ policy dilemmas and policy responses, as they play with policies. Our findings indicate a need to look more closely at the interactions of policies with one another in teachers’ policy play, policy dilemmas as learning opportunities, the importance of social relationships with administrators in teachers’ policy play, and the dangers of lethal fidelity in adoption. We see these findings as tools to assist teacher educators in planning for future teacher learning around their role as translators and implementers of policy.","PeriodicalId":72822,"journal":{"name":"Disciplinary and interdisciplinary science education research","volume":"121 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-10-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135366753","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-09-11DOI: 10.1186/s43031-023-00078-1
Liu Zhao, Bo Zhao, Chunmi Li
Abstract This multi-case study examined the strengths and weaknesses of aligning teaching–learning-assessment of classroom project-based learning to curriculum standards and offered suggestions for teacher training and instructional improvement. The study constructed an alignment analysis framework for analyzing the cognitive dimension of classroom project-based learning and analyzed the situation of two junior high schools in Zhejiang Province using deductive and inductive content analysis. According to the results, the cognitive demands of classroom instruction activities and classroom assessments were much higher than those of teaching objectives and curriculum standards. Simultaneously, classroom instruction paid insufficient attention to engineering topics, and all instructional implementation elements exhibited content and cognitive deficiencies. The study suggests that teachers' dearth of engineering knowledge and the characteristics of project-based learning in the classroom are the primary reasons for the lack of alignment among three instructional implementation elements with curriculum standards. Similarly, it was discovered that classroom project-based learning has the characteristics of co-development of physical knowledge and engineering content and that future research can focus on developing more effective forms of classroom content organization and time distribution.
{"title":"Alignment analysis of teaching–learning-assessment within the classroom: how teachers implement project-based learning under the curriculum standards","authors":"Liu Zhao, Bo Zhao, Chunmi Li","doi":"10.1186/s43031-023-00078-1","DOIUrl":"https://doi.org/10.1186/s43031-023-00078-1","url":null,"abstract":"Abstract This multi-case study examined the strengths and weaknesses of aligning teaching–learning-assessment of classroom project-based learning to curriculum standards and offered suggestions for teacher training and instructional improvement. The study constructed an alignment analysis framework for analyzing the cognitive dimension of classroom project-based learning and analyzed the situation of two junior high schools in Zhejiang Province using deductive and inductive content analysis. According to the results, the cognitive demands of classroom instruction activities and classroom assessments were much higher than those of teaching objectives and curriculum standards. Simultaneously, classroom instruction paid insufficient attention to engineering topics, and all instructional implementation elements exhibited content and cognitive deficiencies. The study suggests that teachers' dearth of engineering knowledge and the characteristics of project-based learning in the classroom are the primary reasons for the lack of alignment among three instructional implementation elements with curriculum standards. Similarly, it was discovered that classroom project-based learning has the characteristics of co-development of physical knowledge and engineering content and that future research can focus on developing more effective forms of classroom content organization and time distribution.","PeriodicalId":72822,"journal":{"name":"Disciplinary and interdisciplinary science education research","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-09-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135979906","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-08-21DOI: 10.1186/s43031-023-00080-7
Chenchen Ding, Catherine Lammert, Gavin W. Fulmer, B. Hand, J. Suh
{"title":"Refinement of an instrument measuring science teachers’ knowledge of language through mixed method","authors":"Chenchen Ding, Catherine Lammert, Gavin W. Fulmer, B. Hand, J. Suh","doi":"10.1186/s43031-023-00080-7","DOIUrl":"https://doi.org/10.1186/s43031-023-00080-7","url":null,"abstract":"","PeriodicalId":72822,"journal":{"name":"Disciplinary and interdisciplinary science education research","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-08-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46504241","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-08-14DOI: 10.1186/s43031-023-00079-0
P. Nelson, Rebecca L. Matz, K. Bain, Cori L. Fata-Hartley, M. Cooper
{"title":"Characterizing faculty motivation to implement three-dimensional learning","authors":"P. Nelson, Rebecca L. Matz, K. Bain, Cori L. Fata-Hartley, M. Cooper","doi":"10.1186/s43031-023-00079-0","DOIUrl":"https://doi.org/10.1186/s43031-023-00079-0","url":null,"abstract":"","PeriodicalId":72822,"journal":{"name":"Disciplinary and interdisciplinary science education research","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-08-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44021095","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-07-04DOI: 10.1186/s43031-023-00077-2
Elanur Yilmaz-Na, Elif Sönmez
{"title":"Unravelling early childhood pre-service teachers’ implicit stereotypes of scientists by using the repertory grid technique","authors":"Elanur Yilmaz-Na, Elif Sönmez","doi":"10.1186/s43031-023-00077-2","DOIUrl":"https://doi.org/10.1186/s43031-023-00077-2","url":null,"abstract":"","PeriodicalId":72822,"journal":{"name":"Disciplinary and interdisciplinary science education research","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-07-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44784307","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-06-20DOI: 10.1186/s43031-023-00076-3
Raphael Wess, B. Priemer, I. Parchmann
{"title":"Professional development programs to improve science teachers’ skills in the facilitation of argumentation in science classroom—a systematic review","authors":"Raphael Wess, B. Priemer, I. Parchmann","doi":"10.1186/s43031-023-00076-3","DOIUrl":"https://doi.org/10.1186/s43031-023-00076-3","url":null,"abstract":"","PeriodicalId":72822,"journal":{"name":"Disciplinary and interdisciplinary science education research","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-06-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48556180","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-05-08DOI: 10.1186/s43031-023-00074-5
Kati Sormunen, Saara Vehmaa, P. Seitamaa-Hakkarainen, J. Lavonen, K. Hakkarainen, Kalle Juuti
{"title":"Learning science through a collaborative invention project in primary school","authors":"Kati Sormunen, Saara Vehmaa, P. Seitamaa-Hakkarainen, J. Lavonen, K. Hakkarainen, Kalle Juuti","doi":"10.1186/s43031-023-00074-5","DOIUrl":"https://doi.org/10.1186/s43031-023-00074-5","url":null,"abstract":"","PeriodicalId":72822,"journal":{"name":"Disciplinary and interdisciplinary science education research","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-05-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44040362","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-04-03DOI: 10.1186/s43031-023-00073-6
J. Tanas, Gavin W. Fulmer
{"title":"A content analysis of alignment messages to the Next Generation Science Standards","authors":"J. Tanas, Gavin W. Fulmer","doi":"10.1186/s43031-023-00073-6","DOIUrl":"https://doi.org/10.1186/s43031-023-00073-6","url":null,"abstract":"","PeriodicalId":72822,"journal":{"name":"Disciplinary and interdisciplinary science education research","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-04-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42922470","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-02-27DOI: 10.1186/s43031-023-00071-8
Hannah T. Nennig, Nicole E. States, Marika T. Montgomery, Sidney G. Spurgeon, R. Cole
{"title":"Publisher Correction: Student interaction discourse moves: characterizing and visualizing student discourse patterns","authors":"Hannah T. Nennig, Nicole E. States, Marika T. Montgomery, Sidney G. Spurgeon, R. Cole","doi":"10.1186/s43031-023-00071-8","DOIUrl":"https://doi.org/10.1186/s43031-023-00071-8","url":null,"abstract":"","PeriodicalId":72822,"journal":{"name":"Disciplinary and interdisciplinary science education research","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-02-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46022639","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-02-01DOI: 10.1186/s43031-022-00070-1
Elizabeth N. Forde, Latanya Robinson, Joshua A. Ellis, E. Dare
{"title":"Investigating the presence of mathematics and the levels of cognitively demanding mathematical tasks in integrated STEM units","authors":"Elizabeth N. Forde, Latanya Robinson, Joshua A. Ellis, E. Dare","doi":"10.1186/s43031-022-00070-1","DOIUrl":"https://doi.org/10.1186/s43031-022-00070-1","url":null,"abstract":"","PeriodicalId":72822,"journal":{"name":"Disciplinary and interdisciplinary science education research","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-02-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43891521","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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