Pub Date : 2021-01-01Epub Date: 2021-08-02DOI: 10.1186/s43031-021-00033-y
Namsoo Shin, Jonathan Bowers, Joseph Krajcik, Daniel Damelin
This paper introduces project-based learning (PBL) features for developing technological, curricular, and pedagogical supports to engage students in computational thinking (CT) through modeling. CT is recognized as the collection of approaches that involve people in computational problem solving. CT supports students in deconstructing and reformulating a phenomenon such that it can be resolved using an information-processing agent (human or machine) to reach a scientifically appropriate explanation of a phenomenon. PBL allows students to learn by doing, to apply ideas, figure out how phenomena occur and solve challenging, compelling and complex problems. In doing so, students take part in authentic science practices similar to those of professionals in science or engineering, such as computational thinking. This paper includes 1) CT and its associated aspects, 2) The foundation of PBL, 3) PBL design features to support CT through modeling, and 4) a curriculum example and associated student models to illustrate how particular design features can be used for developing high school physical science materials, such as an evaporative cooling unit to promote the teaching and learning of CT.
{"title":"Promoting computational thinking through project-based learning.","authors":"Namsoo Shin, Jonathan Bowers, Joseph Krajcik, Daniel Damelin","doi":"10.1186/s43031-021-00033-y","DOIUrl":"10.1186/s43031-021-00033-y","url":null,"abstract":"<p><p>This paper introduces project-based learning (PBL) features for developing technological, curricular, and pedagogical supports to engage students in computational thinking (CT) through modeling. CT is recognized as the collection of approaches that involve people in computational problem solving. CT supports students in deconstructing and reformulating a phenomenon such that it can be resolved using an information-processing agent (human or machine) to reach a scientifically appropriate explanation of a phenomenon. PBL allows students to learn by doing, to apply ideas, figure out how phenomena occur and solve challenging, compelling and complex problems. In doing so, students take part in authentic science practices similar to those of professionals in science or engineering, such as computational thinking. This paper includes 1) CT and its associated aspects, 2) The foundation of PBL, 3) PBL design features to support CT through modeling, and 4) a curriculum example and associated student models to illustrate how particular design features can be used for developing high school physical science materials, such as an evaporative cooling unit to promote the teaching and learning of CT.</p>","PeriodicalId":72822,"journal":{"name":"Disciplinary and interdisciplinary science education research","volume":" ","pages":"7"},"PeriodicalIF":0.0,"publicationDate":"2021-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC8325995/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42973392","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-01-01Epub Date: 2021-04-30DOI: 10.1186/s43031-021-00031-0
Nancy L Staus, John H Falk, Aaron Price, Robert H Tai, Lynn D Dierking
Despite the fact that most science learning takes place outside of school, little is known about how engagement in informal science learning (ISL) experiences affects learners' knowledge, skill development, interest, or identities over long periods of time. Although substantial ISL research has documented short-term outcomes such as the learning that takes place during a science center visit, research suggests that the genuine benefits of informal experiences are long-term transformations in learners as they pursue a "cascade" of experiences subsequent to the initial educational event. However, a number of major methodological challenges have limited longitudinal research projects investigating the long-term effects of ISL experiences. In this paper we identify and address four key issues surrounding the critical but challenging area of how to study and measure the long-term effects or impacts of ISL experiences: attribution, attrition, data collection, and analytic approaches. Our objective is to provide guidance to ISL researchers wishing to engage in long-term investigations of learner outcomes and to begin a dialogue about how best to address the numerous challenges involved in this work.
{"title":"Measuring the long-term effects of informal science education experiences: challenges and potential solutions.","authors":"Nancy L Staus, John H Falk, Aaron Price, Robert H Tai, Lynn D Dierking","doi":"10.1186/s43031-021-00031-0","DOIUrl":"10.1186/s43031-021-00031-0","url":null,"abstract":"<p><p>Despite the fact that most science learning takes place outside of school, little is known about how engagement in informal science learning (ISL) experiences affects learners' knowledge, skill development, interest, or identities over long periods of time. Although substantial ISL research has documented short-term outcomes such as the learning that takes place during a science center visit, research suggests that the genuine benefits of informal experiences are long-term transformations in learners as they pursue a \"cascade\" of experiences subsequent to the initial educational event. However, a number of major methodological challenges have limited longitudinal research projects investigating the long-term effects of ISL experiences. In this paper we identify and address four key issues surrounding the critical but challenging area of how to study and measure the long-term effects or impacts of ISL experiences: attribution, attrition, data collection, and analytic approaches. Our objective is to provide guidance to ISL researchers wishing to engage in long-term investigations of learner outcomes and to begin a dialogue about how best to address the numerous challenges involved in this work.</p>","PeriodicalId":72822,"journal":{"name":"Disciplinary and interdisciplinary science education research","volume":"3 1","pages":"3"},"PeriodicalIF":0.0,"publicationDate":"2021-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC8090518/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41671946","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2020-09-11DOI: 10.1186/s43031-020-00028-1
R. Hite
{"title":"A content analysis of pre-college lesson plans on human evolution","authors":"R. Hite","doi":"10.1186/s43031-020-00028-1","DOIUrl":"https://doi.org/10.1186/s43031-020-00028-1","url":null,"abstract":"","PeriodicalId":72822,"journal":{"name":"Disciplinary and interdisciplinary science education research","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2020-09-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1186/s43031-020-00028-1","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44136625","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 : 2020-08-28DOI: 10.1186/s43031-020-00027-2
Felicity I. McLure, Mihye Won, D. Treagust
{"title":"‘Even though it might take me a while, in the end, I understand it’: a longitudinal case study of interactions between a conceptual change strategy and student motivation, interest and confidence","authors":"Felicity I. McLure, Mihye Won, D. Treagust","doi":"10.1186/s43031-020-00027-2","DOIUrl":"https://doi.org/10.1186/s43031-020-00027-2","url":null,"abstract":"","PeriodicalId":72822,"journal":{"name":"Disciplinary and interdisciplinary science education research","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2020-08-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1186/s43031-020-00027-2","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48834900","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 : 2020-08-05DOI: 10.1186/s43031-020-00026-3
Joseph Johnson, Augusto Z. Macalalag, Julie Dunphy
{"title":"Incorporating socioscientific issues into a STEM education course: exploring teacher use of argumentation in SSI and plans for classroom implementation","authors":"Joseph Johnson, Augusto Z. Macalalag, Julie Dunphy","doi":"10.1186/s43031-020-00026-3","DOIUrl":"https://doi.org/10.1186/s43031-020-00026-3","url":null,"abstract":"","PeriodicalId":72822,"journal":{"name":"Disciplinary and interdisciplinary science education research","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2020-08-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1186/s43031-020-00026-3","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43783949","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 : 2020-07-13DOI: 10.1186/s43031-020-00025-4
C. Malmberg, A. Urbas, T. Nilson
{"title":"Health education, obesity and the making of citizens","authors":"C. Malmberg, A. Urbas, T. Nilson","doi":"10.1186/s43031-020-00025-4","DOIUrl":"https://doi.org/10.1186/s43031-020-00025-4","url":null,"abstract":"","PeriodicalId":72822,"journal":{"name":"Disciplinary and interdisciplinary science education research","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2020-07-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1186/s43031-020-00025-4","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45496287","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 : 2020-06-26DOI: 10.1186/s43031-020-00024-5
Justin McFadden, L. Fuselier
{"title":"Graduate teaching assistants: sharing epistemic agency with non-science majors in the biology laboratory","authors":"Justin McFadden, L. Fuselier","doi":"10.1186/s43031-020-00024-5","DOIUrl":"https://doi.org/10.1186/s43031-020-00024-5","url":null,"abstract":"","PeriodicalId":72822,"journal":{"name":"Disciplinary and interdisciplinary science education research","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2020-06-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1186/s43031-020-00024-5","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47306148","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 : 2020-05-14DOI: 10.1186/s43031-020-00023-6
David Fortus, Limor Daphna
{"title":"When goals do not concur: conflicting perceptions of school science","authors":"David Fortus, Limor Daphna","doi":"10.1186/s43031-020-00023-6","DOIUrl":"https://doi.org/10.1186/s43031-020-00023-6","url":null,"abstract":"","PeriodicalId":72822,"journal":{"name":"Disciplinary and interdisciplinary science education research","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2020-05-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1186/s43031-020-00023-6","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49213356","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 : 2020-04-10DOI: 10.1186/s43031-020-00022-7
Carola Garrecht, M. Eckhardt, T. Höffler, U. Harms
{"title":"Fostering students’ socioscientific decision-making: exploring the effectiveness of an environmental science competition","authors":"Carola Garrecht, M. Eckhardt, T. Höffler, U. Harms","doi":"10.1186/s43031-020-00022-7","DOIUrl":"https://doi.org/10.1186/s43031-020-00022-7","url":null,"abstract":"","PeriodicalId":72822,"journal":{"name":"Disciplinary and interdisciplinary science education research","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2020-04-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1186/s43031-020-00022-7","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43224114","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 : 2020-03-27DOI: 10.1186/s43031-020-00021-8
Justin McFadden, G. Roehrig
{"title":"Missed expectations: teacher and coach tensions at the boundary of STEM integration in an elementary classroom","authors":"Justin McFadden, G. Roehrig","doi":"10.1186/s43031-020-00021-8","DOIUrl":"https://doi.org/10.1186/s43031-020-00021-8","url":null,"abstract":"","PeriodicalId":72822,"journal":{"name":"Disciplinary and interdisciplinary science education research","volume":"2 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2020-03-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1186/s43031-020-00021-8","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42603621","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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