Disciplinary and interdisciplinary science education research最新文献

Much research has examined the incorporation of academic and scientific writing in science learning. However, less research has applied a narrative approach that represents events in a time sequence. Furthermore, modern technology has greatly extended students' modes of science expression beyond the printed texts. Yet, connecting students' rich experience in digital storytelling with their academic learning in science is still an area of needed research. This study focused on analyzing the products students generated as a way to examine how they integrated science in their multimodal sci-fi narratives. These narratives were created in a program designed to engage adolescents in integrated STEM and digital literacy learning. More specifically, this study developed a two-dimensional framework (science and integration) to evaluate the 35 products produced by 136 participants in 5 iterations of the program. Content and thematic analyses revealed that a wide variety of sophisticated mechanisms was applied for science integration, including: (1) building connections among diverse science topics; (2) leveraging innovative narrative techniques; (3) responding critically to socio-scientific problems; and (4) designing and redesigning multimodal elements.

Supplementary information: The online version contains supplementary material available at 10.1186/s43031-023-00072-7.

The Covid-19 pandemic has sparked an unprecedented public debate over socio-scientific controversies, particularly regarding vaccination and social distancing measures. Despite the potential of such subjects for developing critical thinking and a sense of citizenship, the theme of controversies is still incipient in science museums. This documentary study investigates the way three science institutions have proposed online exhibits on Covid-19 on Google Arts & Culture platform and checks their potential for favoring teaching on controversial science topics. Google Arts & Culture platform was searched for Covid-19-related keywords and the filtering of the results was based on focus and organizing institutions. Three exhibits were detected, whose analysis was submitted to an inter-rater agreement (Cohen's kappa). The results revealed the predominance of social and economic aspects that can strongly favor more scientifically progressive views of both science literacy and a socially undistorted science. On the other hand, the superficiality of political discussions on science topics, a lack of naturalization of the controversial discussions, and an excessive use of textual content were identified, thus revealing some initiatives have not explored the interactivity, multimediality, and the way dilemmas that mark the trajectory of science museums extend to online exhibits. From this perspective, we point out paths for teaching and learning socio-scientific controversies in museums.

In this article, we describe a study conducted online with 953 participants of varying levels of education and, when applicable, science/physics teaching experience. These participants were asked to solve a cognitive task in which many different pairs of objects were presented and to identify which, if any, would touch the ground first when dropped (in atmospheric or non-atmospheric environments). Recorded accuracies and response times allowed us to conduct an analysis based on the conceptual prevalence framework, which posits that the coexistence of conceptual and/or misconceptual resources can produce interference in response production. The results show that the influence of some of them decreases or, more surprisingly, increases with training. In fact, secondary and college physics teachers seem to cultivate some of them, and most likely have contributed to their spread. The implications for teaching and research are discussed.