校本教育中浸入式论证探究学习环境的特征:系统文献综述

IF 4.7 2区 教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH Studies in Science Education Pub Date : 2021-03-13 DOI:10.1080/03057267.2021.1897931
Kathleen A. Weiss, M. McDermott, B. Hand
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引用次数: 12

摘要

摘要多学科领域的教育举措要求学生参与论证实践(CCSSI,2010a,2010b;Mullis和Martin,2017;NGSS牵头国,2013年;经合组织,2018)。在科学教育中,沉浸式基于论证的探究(ABI)是一类将论证融入所有课堂活动以支持科学概念理解的方法。先前的研究报告了具体的沉浸式ABI方法的细节,但未能总结出所有以这种方式分类的方法的共同特征,以及支持这些方法的学习环境的关键组成部分。本研究通过对16种现有方法的系统文献综述,确定了沉浸式ABI学习环境的常见元素。开放和轴向编码导致了三类常见元素的识别,包括学生行为、教师行为和生成机会。讨论了建立对共同要素的进一步理解的含义和潜在步骤。
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Characterising immersive argument-based inquiry learning environments in school-based education: a systematic literature review
ABSTRACT Educational initiatives in multiple disciplinary areas call for student engagement in the practice of argumentation (CCSSI, 2010a, 2010b; Mullis & Martin, 2017; NGSS Lead States, 2013; OECD, 2018). In science education, immersive argument-based inquiry (ABI) is one category of approaches which integrates argumentation in all classroom activity in order to support conceptual understanding in science. Previous research has reported details of specific immersive ABI approaches but has failed to summarise the characteristics common to all approaches categorised this way and the critical components underlying the learning environments supporting these approaches. This study identified common elements of immersive ABI learning environments through a systematic literature review of 16 existing approaches. Open and axial coding led to the identification of three categories of common elements, including student actions, teacher actions, and generative opportunities. Implications and potential steps to build further understanding of the common elements are discussed.
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来源期刊
Studies in Science Education
Studies in Science Education EDUCATION, SCIENTIFIC DISCIPLINES-
CiteScore
15.30
自引率
2.00%
发文量
7
审稿时长
>12 weeks
期刊介绍: The central aim of Studies in Science Education is to publish review articles of the highest quality which provide analytical syntheses of research into key topics and issues in science education. In addressing this aim, the Editor and Editorial Advisory Board, are guided by a commitment to: maintaining and developing the highest standards of scholarship associated with the journal; publishing articles from as wide a range of authors as possible, in relation both to professional background and country of origin; publishing articles which serve both to consolidate and reflect upon existing fields of study and to promote new areas for research activity. Studies in Science Education will be of interest to all those involved in science education including: science education researchers, doctoral and masters students; science teachers at elementary, high school and university levels; science education policy makers; science education curriculum developers and text book writers. Articles featured in Studies in Science Education have been made available either following invitation from the Editor or through potential contributors offering pieces. Given the substantial nature of the review articles, the Editor is willing to give informal feedback on the suitability of proposals though all contributions, whether invited or not, are subject to full peer review. A limited number of books of special interest and concern to those involved in science education are normally reviewed in each volume.
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