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Queer individuals’ experiences in STEM learning and working environments Stud. Sci. Educ. (IF 4.9) Pub Date : 2024-02-29 Nelly K.M. Marosi, Lucy Avraamidou, Mónica López López
Research has shown how several groups of people such as women and certain racial groups have been consistently underrepresented and discriminated in STEM. However, little is known about the LGBTQIA...
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Inquiry-based chemistry education: a systematic review Stud. Sci. Educ. (IF 4.9) Pub Date : 2023-08-28 Kirsti Marie Jegstad
ABSTRACT The aim of this article is to examine research on inquiry-based chemistry education in primary and secondary schools to discuss how it is addressed in the research literature. A systematic review was conducted, including 102 articles published between 2000 and 2020. Through inductive analyses, the articles were categorised into four groups: (1) articles testing specific teaching approaches
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Metacognitively ALERT in science: literature synthesis of a hierarchical framework for metacognition and preliminary evidence of its viability Stud. Sci. Educ. (IF 4.9) Pub Date : 2023-05-01 John Willison, Claire Draper, Laura Fornarino, Menghua Li, Tala Sabri, Yan Shi, Xinshuo Zhao
ABSTRACT The development of student metacognition has the potential to provide some of the greatest learning gains in science education, even outstripping the contribution of general intelligence. While models for metacognition are in broad agreement about their nature, they vary widely in essential elements and the relationships between them, especially between metacognitive knowledge and metacognitive
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Inquiry-based science education in science teacher education: a systematic review Stud. Sci. Educ. (IF 4.9) Pub Date : 2023-04-27 Tonje Tomine Seland Strat, Ellen Karoline Henriksen, Kirsti Marie Jegstad
ABSTRACT Inquiry is central in science education and therefore also in pre-service teacher (PST) education. In this systematic review of 142 empirical articles, we examine research on inquiry-based science education (IBSE) in teacher education between 2000 and 2022. The aim is to investigate how and with what outcomes IBSE is used in PST education. The included articles were categorised according to
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Unpacking readiness for elementary science teaching: what preservice teachers bring and how that can be shaped through teacher education Stud. Sci. Educ. (IF 4.9) Pub Date : 2023-03-10 Christa Haverly, Elizabeth A. Davis
The work of elementary science teaching is challenging given the wide array of subject matter most teachers are expected to teach and a systematic de-prioritisation of science at these grades. In t...
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Language challenges and coping strategies in English Medium Instruction (EMI) science classrooms: a critical review of literature Stud. Sci. Educ. (IF 4.9) Pub Date : 2023-03-10 Jack K.H. Pun, Xuehua Fu, Kason Ka Ching Cheung
In classrooms worldwide, the use of English to teach science subjects is becoming increasingly common. There is an increasing number of English-as-a-second/foreign-language learners studying scienc...
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A scoping review of interventions in primary science education Stud. Sci. Educ. (IF 4.9) Pub Date : 2022-12-22 James Deehan, Amy MacDonald, Christopher Morris
Effective science education is crucial for developing a scientifically literate citizenry, and for many, foundational primary science education experiences play a significant role in defining their...
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Towards responsive mediations in guided visits to non-formal science education settings Stud. Sci. Educ. (IF 4.9) Pub Date : 2022-12-15 Natália Cândido Vendrasco, Ainoa Marzabal, Adriana Pugliese
This literature review aims to characterise mediation practices in non-formal science education settings (zoos, aquariums, botanical gardens, science centres and museums) based on empirical studies...
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Learners’ challenges in understanding and performing experiments: a systematic review of the literature Stud. Sci. Educ. (IF 4.9) Pub Date : 2022-11-13 Johanna Kranz, Armin Baur, Andrea Möller
ABSTRACT In today’s world shaped by technology and the natural sciences, knowledge and skills related to experimentation are crucial, especially given growing public debates about science-related topics. Despite a strong emphasis on experimentation in science curricula worldwide, learners still encounter diverse challenges when experimenting. This paper provides a systematic review of empirical research
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Key features of teacher identity: a systematic meta-review study with special focus on teachers of science or science-related subjects Stud. Sci. Educ. (IF 4.9) Pub Date : 2022-08-11 Markus Sebastian Feser, Inka Haak
ABSTRACT Since 2010, a remarkable number of literature reviews on teacher identity has been published. These literature reviews address a wide range of different foci, e.g., school teachers’ identity, higher education teachers’ identity, or the identity of teachers teaching a specific subject such as science. So far, these literature reviews have not been systematically compared for similarities and
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Immersive virtual reality for science learning: Design, implementation, and evaluation Stud. Sci. Educ. (IF 4.9) Pub Date : 2022-07-02 Henry Matovu, Dewi Ayu Kencana Ungu, Mihye Won, Chin-Chung Tsai, David F. Treagust, Mauro Mocerino, Roy Tasker
ABSTRACT The advanced visualisation and interactive capabilities make immersive virtual reality (IVR) attractive for educators to investigate its educational benefits. This research reviewed 64 studies published in 2016–2020 to understand how science educators designed, implemented, and evaluated IVR-based learning. The immersive design features (sensory, actional, narrative, and social) originally
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A systematic review of research on laboratory work in secondary school Stud. Sci. Educ. (IF 4.9) Pub Date : 2022-06-23 Niklas Gericke, Per Högström, Johan Wallin
ABSTRACT We present an integrative mixed-methods systematic review of research on laboratory work in secondary-school science education from 1996 to 2019. The aim of the study is to identify important aspects of how to successfully make use of laboratory work as a science-teaching strategy in secondary schools. By engaging teachers, our study uses a demand-driven approach where the users of evidence
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Effects of games in STEM education: a meta-analysis on the moderating role of student background characteristics Stud. Sci. Educ. (IF 4.9) Pub Date : 2022-03-29 Michaela Arztmann, Lisette Hornstra, Johan Jeuring, Liesbeth Kester
ABSTRACT Game-based learning has proven to be effective and is widely used in science education, but usually the heterogeneity of the student population is being overlooked. To examine the differential effects of game interventions in STEM (Science, Technology, Engineering and Mathematics) related subjects on diverse student groups, a meta-analysis has been conducted that included 39 studies that compared
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Emeritus Professor J. F. Donnelly Stud. Sci. Educ. (IF 4.9) Pub Date : 2022-03-06 Edgar Jenkins
Published in Studies in Science Education (Vol. 58, No. 2, 2022)
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Students need more practice with spatial thinking in geoscience education: a systematic review of the literature Stud. Sci. Educ. (IF 4.9) Pub Date : 2022-02-17 Jessica A. McLaughlin, Janelle M. Bailey
ABSTRACT Myriad research in a variety of contexts shows spatial skills benefit students; however, they are not given enough attention in classroom instruction. In this review we systematically explore geoscience education literature focusing on spatial interventions to answer research questions on trends in spatial skills and other characteristics. We narrow our attention to studies published since
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Climate change education: the problem with walking away from disciplines Stud. Sci. Educ. (IF 4.9) Pub Date : 2022-01-04 Efrat Eilam
ABSTRACT Globally climate change (CC) is scarcely addressed in school curricula, and school graduates are mostly uneducated about climate change. The purpose of this paper is to make a case for conceptualising CC as a discipline, and to further argue why CC should be included in school curricula as a disciplinary-subject. An initial examination of CC in curricula globally reveals that the main approach
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Undergraduate students’ approaches to learning biology: a systematic review of the literature Stud. Sci. Educ. (IF 4.9) Pub Date : 2021-11-26 Angela N. Google, Grant Gardner, Anna S. Grinath
ABSTRACT For decades, biology education researchers have made efforts towards engaging undergraduate students in the process of science and assisting students in their development of deep approaches to learning in the field. Research indicates that students who adopt deep approaches or study strategies make meaningful connections with course material and as a result have higher academic achievement
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Response of science learners to contradicting information: a review of research Stud. Sci. Educ. (IF 4.9) Pub Date : 2021-11-17 Patrice Potvin
ABSTRACT This article presents a critical and systematic review of the science education research literature that explores the response of learners to contradicting information (anomalous data). The review is framed in the cognitive conflict process model (CCPM) and provides an analysis of (1) the types and frequency of possible responses, (2) the conditions by which cognitive conflict is successfully
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Towards a better understanding of conceptual difficulties in introductory quantum physics courses Stud. Sci. Educ. (IF 4.9) Pub Date : 2021-09-10 T. Bouchée, L. de Putter - Smits, M. Thurlings, B. Pepin
ABSTRACT Research on teaching and learning quantum physics (QP) frequently explores students’ conceptual difficulties to identify common patterns in their reasoning. The abstractness of QP is often found to be at the origin of students’ conceptual difficulties. Due to this abstract nature students resort to common sense reasoning or classical thinking when they make meaning of QP phenomena. In this
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Understanding the conditions informing successful STEM clubs: What does the evidence base tell us? Stud. Sci. Educ. (IF 4.9) Pub Date : 2021-08-19 Kate Davis, Angela Fitzgerald, Margaret Power, Tania Leach, Neil Martin, Stephanie Piper, Rena Singh, Shelley Dunlop
ABSTRACT STEM (Science, Technology, Engineering, Mathematics) clubs are gaining momentum as a means for engaging students in STEM-related activities. Despite this growth, there have been limited attempts to examine the conditions that inform practice in these informal educational spaces. This paper addresses that gap through a comprehensive literature review of empirical and practitioner publications
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A systematic review of computational thinking in science classrooms Stud. Sci. Educ. (IF 4.9) Pub Date : 2021-08-02 Ayodele Abosede Ogegbo, Umesh Ramnarain
ABSTRACT Computational thinking (CT) has been described as an essential skill that should be learned by everyone and can, therefore, be included in their skill set. Computational thinking uses essential principles in computer science for solving problems, understanding complex systems, and human behaviour. This way of thinking has significant consequences for teaching and learning science subjects
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Supporting Secondary Students’ Morality Development in Science Education Stud. Sci. Educ. (IF 4.9) Pub Date : 2021-06-28 Tore Van Der Leij, Lucy Avraamidou, Arjen Wals, Martin Goedhart
ABSTRACT This review study synthesises 28 empirical research articles emphasising the learning of morality aspects in the context of addressing socioscientific issues (SSI) in secondary science education. The key interrelated questions we seek to address in this study are how morality is conceptualised in the science classroom in the light of emerging sustainability issues and how it can be developed
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The effects of flipped classrooms on K-16 students’ science and math achievement: a systematic review Stud. Sci. Educ. (IF 4.9) Pub Date : 2021-06-15 Gary W. Wright, Soonhye Park
ABSTRACT One response to a pedagogical shift towards student-centred and active learning approaches to promote student learning in STEM is the flipped classroom. However, there has been inconsistency in the design and implementation of the flipped classroom and its impact on student learning. This review systematically analysed 30 empirical studies on flipped classrooms in formal, K-16 science and
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Hand drawing as a tool to facilitate understanding in undergraduate human biology: a critical review of the literature and future perspectives Stud. Sci. Educ. (IF 4.9) Pub Date : 2021-04-08 Daniel J. Peart
ABSTRACT Science and drawing have been paired for hundreds of years, and this synergy is still prevalent in research investigating the role of drawing for developing and assessing understanding. However, despite research at the primary and secondary levels of education, there is limited research on whether drawing facilitates learning at the undergraduate level, particularly in human biology. This
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Characterising immersive argument-based inquiry learning environments in school-based education: a systematic literature review Stud. Sci. Educ. (IF 4.9) Pub Date : 2021-03-13 Kathleen A. Weiss, Mark A. McDermott, Brian Hand
ABSTRACT Educational initiatives in multiple disciplinary areas call for student engagement in the practice of argumentation (CCSSI, 2010a National Governors Association Center for Best Practices, & Council of Chief State School Officers. (Common Core Standards Initiative (CCSSI), 2010a). Common Core State Standards for Mathematics: Mathematical practices. http://www.corestandards.org/Math/Practice/ [Google
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What you find depends on how you see: examining asset and deficit perspectives of preservice science teachers’ knowledge and learning Stud. Sci. Educ. (IF 4.9) Pub Date : 2021-03-10 Ron Gray, Scott McDonald, David Stroupe
ABSTRACT This article explores how scholars have framed studies of preservice science teacher (PST) knowledge and learning over the past twelve years. We examined relevant studies between 2008 and 2020, coding them by theoretical perspective (cognitive or sociocultural), knowledge perspective (deficit or asset), and teaching level (elementary, secondary, or both) of the PSTs in the study. We found
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A bibliometric and descriptive analysis of inclusive education in science education Stud. Sci. Educ. (IF 4.9) Pub Date : 2021-03-07 Michele Waltz Comarú, Renato Matos Lopes, Luiza Amara Maciel Braga, Fabio Batista Mota, Cecília Galvão
ABSTRACT This article aims to map the scientific production concerning the inclusion of people with disabilities in Science Education to promote a reflection on the production of this area. Bibliometric analysis is used to help understand what stage of research a particular subject is at. Publications on the topic indexed at the Web of Science Core Collection (WoS) were evaluated. A total of 119 articles
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Domain of validity framework: a new instructional theory for addressing students’ preconceptions in science and engineering Stud. Sci. Educ. (IF 4.9) Pub Date : 2020-10-05 Raoul Sommeillier, Kathleen M. Quinlan, Frédéric Robert
ABSTRACT We propose a new instructional theory, the Domain of Validity (DoV) Framework, which offers a new way forward for designing teaching for conceptual change, while also resolving conflicts between existing theories related to common, difficult-to-change conceptions students have about particular scientific topics. We propose that knowledge consists of two connected elements: a model and a domain
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PISA: a political project and a research agenda Stud. Sci. Educ. (IF 4.9) Pub Date : 2020-09-27 Svein Sjøberg, Edgar Jenkins
ABSTRACT PISA (Programme for International Student Assessment) is one of two large scale international comparative projects of student assessment that now exert considerable influence upon school science education policy, the other being TIMSS (Trends in International Mathematics and Science Study). This paper focuses on PISA, now the most influential study. This article outlines the origins of PISA
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Middle and high school science teacher identity considered through the lens of the social identity approach: a systematic review of the literature Stud. Sci. Educ. (IF 4.9) Pub Date : 2020-07-28 Elizabeth A.C. Rushton, Michael J. Reiss
ABSTRACT Studies which consider science teacher identity continue to be a focus for education researchers, particularly given the persistent challenges to retain specialist science teachers. The proliferation of research in this area, without a unifying theoretical framework, has meant the literature is diverse, methodologies are varied, and coverage is patchy. This review article considers to what
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Identifying precursory concepts in evolution during early childhood – a systematic literature review Stud. Sci. Educ. (IF 4.9) Pub Date : 2020-07-20 Till Bruckermann, Daniela Fiedler, Ute Harms
Difficulties in understanding evolution are often rooted in early childhood, arising from naive assumptions and cognitive biases. However, literature reviews mainly focus on school and university s...
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The role of visualisation in science: a response to “Science teachers’ use of visual representations” Stud. Sci. Educ. (IF 4.9) Pub Date : 2020-05-20 Russell Tytler
(2021). The role of visualisation in science: a response to “Science teachers’ use of visual representations”. Studies in Science Education: Vol. 57, No. 1, pp. 129-139.
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Teacher noticing in science education: do you see what I see? Stud. Sci. Educ. (IF 4.9) Pub Date : 2020-05-19 Kennedy Kam Ho Chan, Lihua Xu, Rebecca Cooper, Amanda Berry, Jan H. van Driel
In recent years, teacher noticing has emerged as a construct to capture the dynamic and situational aspects of teaching expertise that underlies teachers’ in-the-moment teaching decisions and actio...
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Probability-related naïve ideas across physics topics Stud. Sci. Educ. (IF 4.9) Pub Date : 2020-05-12 Michael M. Hull, Alexandra Jansky, Martin Hopf
In this literature review, we survey student naive ideas (frequently referred to as ‘misconceptions’) that plausibly relate, at least in part, to difficulty in understanding probability. We collect...
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Transdisciplinarity in STEM education: a critical review Stud. Sci. Educ. (IF 4.9) Pub Date : 2020-05-12 Miwa A. Takeuchi, Pratim Sengupta, Marie-Claire Shanahan, Jennifer D. Adams, Maryam Hachem
ABSTRACT Science, Technology, Engineering and Mathematics (STEM) education garnered significant attention in recent years and has emerged as a key field of research globally. The goal of this article is to offer a critical review of how STEM education and its transdisciplinarity were defined and/or positioned in empirical studies published during the early formulation of the field. In particular, we
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Models of conceptual change in science learning: establishing an exhaustive inventory based on support given by articles published in major journals Stud. Sci. Educ. (IF 4.9) Pub Date : 2020-04-17 Patrice Potvin, Lucian Nenciovici, Guillaume Malenfant-Robichaud, François Thibault, Ousmane Sy, Mohamed Amine Mahhou, Alex Bernard, Geneviève Allaire-Duquette, Jérémie Blanchette Sarrasin, Lorie-Marlène Brault Foisy, Nancy Brouillette, Audrey-Anne St-Aubin, Patrick Charland, Steve Masson, Martin Riopel, Chin-Chung Tsai, Michel Bélanger, Pierre Chastenay
ABSTRACT In this article, we propose an analysis of the state of, and trends in, the field of conceptual change research in science education through the lens of its models. Using a quantitative approach, we reviewed all conceptual change articles (n = 245) published in five major journals in the field of science education in search of the support that their authors give to conceptual change models
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Teaching biology in schools: global research, issues and trends Stud. Sci. Educ. (IF 4.9) Pub Date : 2020-02-25 Nigel Skinner
(2020). Teaching biology in schools: global research, issues and trends. Studies in Science Education: Vol. 56, No. 1, pp. 153-156.
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A meta-analysis on the relationship between school characteristics and student outcomes in science and maths – evidence from large-scale studies Stud. Sci. Educ. (IF 4.9) Pub Date : 2020-01-02 Doris Holzberger, Sarah Reinhold, Oliver Lüdtke, Tina Seidel
ABSTRACT In the present meta-analysis, we examine how secondary school characteristics – such as schools’ academic press, school climate, material resources, personnel resources, classroom climate, instructional practices, out-of-school activities, and socioeconomic status (SES) composition – provide opportunities for students to engage in science and maths, and how these matter with regard to students’
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Bringing environmental identity research into the classroom context: examining the theoretical foundations influencing its current use in the literature Stud. Sci. Educ. (IF 4.9) Pub Date : 2020-01-02 Wendy Simms
ABSTRACT A theoretical review of the literature was conducted to understand how environmental identity is currently being interpreted and applied so the construct can be extended to the classroom context appropriately. The review found three key foundational philosophies contributing to the interpretation of environmental identity in the field of education: Eriksonian identity theories, Meadian identity
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Applying machine learning in science assessment: a systematic review Stud. Sci. Educ. (IF 4.9) Pub Date : 2020-01-02 Xiaoming Zhai, Yue Yin, James W. Pellegrino, Kevin C. Haudek, Lehong Shi
ABSTRACT Machine learning (ML) is an emergent computerised technology that relies on algorithms built by ‘learning’ from training data rather than ‘instruction’, which holds great potential to revolutionise science assessment. This study systematically reviewed 49 articles regarding ML-based science assessment through a triangle framework with technical, validity, and pedagogical features on three
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A systematic review of trends and findings in research employing drawing assessment in science education Stud. Sci. Educ. (IF 4.9) Pub Date : 2020-01-02 Hsin-Yi Chang, Tzung-Jin Lin, Min-Hsien Lee, Silvia Wen-Yu Lee, Tzu-Chiang Lin, Aik-Ling Tan, Chin-Chung Tsai
ABSTRACT In this study, we reviewed 76 journal articles on employing drawing assessment as a research tool in science education. Findings from the systematic review suggest four justifications for using drawing as a type of research tool, including assessment via drawing as (a) an alternative method considering young participants’ verbal or writing abilities, and affective or economic reasons, (b)
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Impact of serious games on science learning achievement compared with more conventional instruction: an overview and a meta-analysis Stud. Sci. Educ. (IF 4.9) Pub Date : 2019-07-03 Martin Riopel, Lucian Nenciovici, Patrice Potvin, Pierre Chastenay, Patrick Charland, Jérémie Blanchette Sarrasin, Steve Masson
Serious games have become increasingly available to educators. Empirical studies and meta-analyses have examined their impact on learning achievement. However, natural sciences could have a special...
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A categorisation of the terminological sources of student difficulties when learning chemistry Stud. Sci. Educ. (IF 4.9) Pub Date : 2019-07-03 Juan Quílez
This study consists of a categorisation of the vocabulary of chemistry, focusing on the terminological difficulties student face when learning this subject. Therefore, this classification intends t...
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Moving beyond the agency-structure dialectic in pre-collegiate science education: positionality, engagement, and emergence Stud. Sci. Educ. (IF 4.9) Pub Date : 2019-07-03 Guopeng Fu, Anthony Clarke
Agency and structure postulate a dialectic relationship: agents’ actions shape and are shaped by social structure in a spiral and dynamic manner. Empirical studies in pre-collegiate science educati...
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Reflecting science education across diverse Asian contexts Stud. Sci. Educ. (IF 4.9) Pub Date : 2019-04-14 Venus Hung
(2018). Reflecting science education across diverse Asian contexts. Studies in Science Education: Vol. 54, No. 2, pp. 207-215.
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Self-concept research in science and technology education – theoretical foundation, measurement instruments, and main findings Stud. Sci. Educ. (IF 4.9) Pub Date : 2019-01-02 Lilith Rüschenpöhler, Silvija Markic
ABSTRACT This article gives an overview of the current state of science and technology self-concept research. Following a defined selection process, we analysed 74 peer-reviewed journal articles published from 1998 to 2017, which are indexed in the ERIC database and that deal with science and technology self-concepts (STSC) of school children and adolescents. In our analysis, we focus on the theoretical
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Student-question-based inquiry in science education Stud. Sci. Educ. (IF 4.9) Pub Date : 2019-01-02 Jaana Herranen, Maija Aksela
ABSTRACT Students’ questions have an important function in science learning, and in inquiry-based approaches. Inquiry teaching in which the students’ own questions are used is promising, but a holistic view of the research and practice is lacking. A systematic review was conducted on 30 articles, both research report articles as well as descriptive and evaluative report articles on the use of students’
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Experimental research into teaching innovations: responding to methodological and ethical challenges Stud. Sci. Educ. (IF 4.9) Pub Date : 2019-01-02 Keith S. Taber
ABSTRACT Experimental studies are often employed to test the effectiveness of teaching innovations such as new pedagogy, curriculum, or learning resources. This article offers guidance on good practice in developing research designs, and in drawing conclusions from published reports. Random control trials potentially support the use of statistical inference, but face a number of potential threats to
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Modelling energy transfers between systems to support energy knowledge in use Stud. Sci. Educ. (IF 4.9) Pub Date : 2018-07-03 Jeffrey Nordine, David Fortus, Yaron Lehavi, Knut Neumann, Joe Krajcik
ABSTRACT School instruction is critical for helping students use energy as a lens for making sense of phenomena, however, students often struggle to see the usefulness of energy analysis for interpreting the world around them. One reason for this may be an over-reliance on the idea of energy forms in introductory energy instruction, which may unintentionally suppress, rather than prompt, insights into
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Towards a framework for effective instructional explanations in science teaching Stud. Sci. Educ. (IF 4.9) Pub Date : 2018-07-03 Christoph Kulgemeyer
ABSTRACT Instructional explanations have sometimes been described as an ineffective way to teach science, representing a transmissive view of learning. However, science teachers frequently provide instructional explanations, and students also offer them in cooperative learning. Contrary to the transmissive view regarding explanation, studies suggest that instructional explanations might be successful
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Making the case for a material-dialogic approach to science education Stud. Sci. Educ. (IF 4.9) Pub Date : 2018-07-03 Lindsay Hetherington, Mark Hardman, Jill Noakes, Rupert Wegerif
ABSTRACT Science is concerned with understanding the world. As such, engaging with the materiality of that world is integral to both empirical experimentation and theorising within science. However, it has been recognised for some time that the way scientists learn about the world and the way that young people learn about science cannot be simply equated. This difference has been pronounced in recent
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Considering the global picture of engineering education Stud. Sci. Educ. (IF 4.9) Pub Date : 2018-01-02 Jessica Dobrin
Since the 1960s, there has been a push to change the way students are taught at the university level. Beginning in the medical school at McMaster University in Canada and later expanding to additio...
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Encouraging a career in science: a research review of secondary schools’ effects on students’ STEM orientation Stud. Sci. Educ. (IF 4.9) Pub Date : 2018-01-02 Sarah Reinhold, Doris Holzberger, Tina Seidel
Abstract Previous studies have pointed out that schools play a central role in students’ orientation towards science, technology, engineering, and mathematics (STEM). However, studies use a variety of theoretical foundations in order to define variables and hypothesise relationships between schools and STEM orientation. In order to facilitate the interpretation and comparison of the studies’ findings
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Exploring shifts in the characteristics of US government-funded science curriculum materials and their (unintended) consequences Stud. Sci. Educ. (IF 4.9) Pub Date : 2018-01-02 Natalie Pareja Roblin, Christian Schunn, Debra Bernstein, Susan McKenney
Abstract Grant-funded curriculum development efforts can substantially impact practice and research in science education. Therefore, understanding the sometimes-unintended consequences of changes in grant priorities is crucial. Using the case of two large funding agencies in the United States, the current portfolio review provides insight into these consequences by examining shifts in the characteristics
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Learning and engagement through natural history museums Stud. Sci. Educ. (IF 4.9) Pub Date : 2018-01-02 Tamjid Mujtaba, Martin Lawrence, Mary Oliver, Michael J. Reiss
Abstract This review examines how natural history museums (NHMs) can enhance learning and engagement in science, particularly for school-age students. First, we describe the learning potential of informal science learning institutions in general, then we focus on NHMs. We review the possible benefits of interactions between schools and NHMs, and the potential for NHMs to teach about challenging issues
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Eclectic perspectives on the preparation of informal science educators Stud. Sci. Educ. (IF 4.9) Pub Date : 2017-11-07 John K. Gilbert
(2017). Eclectic perspectives on the preparation of informal science educators. Studies in Science Education: Vol. 53, No. 2, pp. 235-237.
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Controlling the variables relating to chemistry teaching and the training of chemistry teachers Stud. Sci. Educ. (IF 4.9) Pub Date : 2017-10-23 Georgios Tsaparlis
(2017). Controlling the variables relating to chemistry teaching and the training of chemistry teachers. Studies in Science Education: Vol. 53, No. 2, pp. 227-234.
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Use of the concept of Bildung in the international science education literature, its potential, and implications for teaching and learning Stud. Sci. Educ. (IF 4.9) Pub Date : 2017-07-03 Jesper Sjöström, Nadja Frerichs, Vânia G. Zuin, Ingo Eilks
Abstract Bildung is a complex educational concept that emerged in Germany in the mid eighteenth century. Especially in Germany and Scandinavia conceptions of Bildung became the general philosophical framework to guide both formal and informal education. Bildung concerns the whole range of education from setting educational objectives in general towards its particular operation in different school subjects
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Teaching for genetics literacy in the post-genomic era Stud. Sci. Educ. (IF 4.9) Pub Date : 2017-07-03 Florian Stern, Kostas Kampourakis
Abstract Research in genetics and genomics is advancing at a fast pace, and thus keeping up with the most recent findings and conclusions can be very challenging. At the same time these recent findings and conclusions have made necessary a reconceptualization of genes and heredity, both in science and in science education, beyond the mostly gene-centred view of the twentieth century. The teaching of
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University-level teaching of Anthropogenic Global Climate Change (AGCC) via student inquiry Stud. Sci. Educ. (IF 4.9) Pub Date : 2017-04-27 Drew Bush, Renee Sieber, Gale Seiler, Mark Chandler
Abstract This paper reviews university-level efforts to improve understanding of anthropogenic global climate change (AGCC) through curricula that enable student scientific inquiry. We examined 152 refereed publications and proceedings from academic conferences and selected 26 cases of inquiry learning that overcome specific challenges to AGCC teaching. This review identifies both the strengths and