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Using Text Mining to Identify Teleological Explanations in Physics and Biology Textbooks: An Exploratory Study Sci. Edu. (IF 2.8) Pub Date : 2024-03-16 Richard Brock, Nikos Tsourakis, Kostas Kampourakis
Creating and critiquing explanations of phenomena is a significant goal of many scientific disciplines and therefore also a learning goal of science education. A significant source of explanations is science textbooks; however, the large corpus of text in textbooks means that manual review of explanations by individual researchers is extremely time consuming. In this paper, we introduce a text-mining
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Unpacking Epistemic Insights of Artificial Intelligence (AI) in Science Education: A Systematic Review Sci. Edu. (IF 2.8) Pub Date : 2024-03-15 Kason Ka Ching Cheung, Yun Long, Qian Liu, Ho-Yin Chan
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Reconceptualized Family Resemblance Approach to the Nature of Science in Middle-School Science Textbooks from Brazil and South Korea Regarding Environmental Issues Sci. Edu. (IF 2.8) Pub Date : 2024-03-14 Brenda Braga Pereira, Sangwoo Ha
This study analyzes the elements of the nature of science (NOS) with respect to environmental issues in middle-school science textbooks, covering three collections (nine and 12 books) from South Korea and Brazil, respectively. Content analysis was used to categorize the elements of the NOS using the reconceptualized family resemblance approach to the NOS (RFN) framework. The results showed that middle-school
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Cross-Referenced Perspectives on Three Science Teachers’ Practices Incorporating the History of Science in their Classrooms Sci. Edu. (IF 2.8) Pub Date : 2024-03-13 Sophie Canac, Patricia Crepin-Obert, Camille Roux-Goupille
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Science Education in the USA During the Cold War Sci. Edu. (IF 2.8) Pub Date : 2024-02-21 Felipe Sanches Lopez, Cristiano Rodrigues de Mattos
Several countries have implemented educational changes in recent years, most of which generally happen suddenly and abruptly to appease sectors of society that benefit economically. Most educational change watchword is innovation, fulfilling more a propaganda space than a fundamental educational transformation. One of the foremost educational innovations in science education was the Physical Science
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The Role of Materiality in an Era of Generative Artificial Intelligence Sci. Edu. (IF 2.8) Pub Date : 2024-02-21 Kok-Sing Tang, Grant Cooper
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Embodiment Matters in Knowledge Building Sci. Edu. (IF 2.8) Pub Date : 2024-02-17 Margaret Blackie, Kathy Luckett
In this paper, we begin a conversation with educators invested in developing epistemic insight. We argue that generative artificial intelligence provides an opportunity to make a necessary corrective to our understanding of knowledge and knowledge building. The use of the metaphors of such as ‘human-as-machine’ has inadvertently promoted a reductive understanding of knowledge which has led to an impoverished
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Science Textbooks: Aids or Obstacles to Inquiry Teaching? Science Teachers’ Experiences in Norwegian Secondary Schools Sci. Edu. (IF 2.8) Pub Date : 2024-02-16 Marianne Isaksen, Marianne Ødegaard, Tove Aagnes Utsi
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Can Generative AI and ChatGPT Outperform Humans on Cognitive-Demanding Problem-Solving Tasks in Science? Sci. Edu. (IF 2.8) Pub Date : 2024-01-29 Xiaoming Zhai, Matthew Nyaaba, Wenchao Ma
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The non-epistemic dimension, at last a key component in mainstream theoretical approaches to teaching the nature of science Sci. Edu. (IF 2.8) Pub Date : 2024-01-22 Antonio García-Carmona
Abstract For many years, hegemonic approaches to teaching the nature of science (NOS) have focused mainly on understanding some epistemic (i.e., rational, or cognitive) aspects involved in the construction of science. So, aspects of a non-epistemic (i.e., non-rational, contextual, or extra-scientific) nature have been practically neglected in these predominant proposals for teaching NOS. However, those
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Drawing a Portrayal of Science Teachers’ Epistemic Cognitions Around Different Concepts Characterizing Science Education Sci. Edu. (IF 2.8) Pub Date : 2024-01-22 Yilmaz Soysal
The objective of this descriptive study is to provide a detailed examination of science teachers’ perspectives regarding scientific knowledge, science learning, science concepts, and science teaching. A total of 304 science teachers created metaphors to express their cognitions about the epistemological aspects of their work. A specifically designed metaphor construction task was used to capture the
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The Effect of Argumentation on Middle School Students’ Scientific Literacy as well as their Views, Attitudes and Knowledge About Socioscientific Issues Sci. Edu. (IF 2.8) Pub Date : 2024-01-13 Cansu Karaman Türk, Aylin Çam
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Performative Bundles: How Teaching Narratives and Academic Language Build Mental Models of Mechanisms Sci. Edu. (IF 2.8) Pub Date : 2024-01-10 Joseph Salve, Pranshi Upadhyay, K. K. Mashood, Sanjay Chandrasekharan
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The Contributions of Philosophy of Science in Science Education Research: a Literature Review Sci. Edu. (IF 2.8) Pub Date : 2023-11-30 Wencheng Liu, Xiaofei Li, Gaofeng Li
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An Improved Model to Help University Students Understand and Assess Results of Science in the Making Sci. Edu. (IF 2.8) Pub Date : 2023-11-23 Mads Paludan Goddiksen
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The Use of Anticipation Guides in Reading Activities to Support College Students in Developing Scientific Written Arguments Sci. Edu. (IF 2.8) Pub Date : 2023-11-21 Surya Gumilar, Daris Hadianto, Ari Widodo, Nizar Alam Hamdani, Tetep
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Index Collaborative Analysis of Green Chemistry Literacy and Public Literacy of Ideological and Political Consciousness Sci. Edu. (IF 2.8) Pub Date : 2023-11-16 Lili Zhou, TienTien Lee, Mingming Xing, Kaifeng Xue
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Investigating Equitable Representation in K-8 Science Textbook Portrayal of Scientists Sci. Edu. (IF 2.8) Pub Date : 2023-11-09 Becky Barton Sinclair, Christopher Sean Long, Susan Szabo, Gilbert Naizer
This study used the Draw-A-Scientist Test Checklist (DAST-C) to analyze and assess how scientists are portrayed in the illustrations found within two different prominent science textbook series used in Texas. Researchers reviewed 18 Kindergarten through eighth grade science textbooks in which 415 pages (N=8543 total), included images depicting scientists. The historical view of a scientist is of an
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A Case Study on Text Formats in Undergraduate Physics Courses: Focus on a Professor’s Voice Sci. Edu. (IF 2.8) Pub Date : 2023-10-21 Joselaine Setlik, Henrique César da Silva
There are conditions that lead professors to use different text formats in quantum physics courses. Studying these conditions is an important aspect to understand the dynamics of physics pedagogy, and philosophy of science can be used as an orientation to do so. A case study was conducted at a Brazilian initial physics teacher training program. Using a framework based on Fleck’s work, we investigate
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Dewey and Rousseau on Experience-Based Science Education Sci. Edu. (IF 2.8) Pub Date : 2023-10-20 Georgia Dimopoulou, Renia Gasparatou
Science education researchers suggest teaching activities that are based on students’ experience. Since anything and everything that happens in one's life can be called experience however, it is important to pause and ask what kinds of experiences promote science education. In this paper, we will turn to two philosophers that are considered the forefathers of experience based education, J.J. Rousseau
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Science Education Collaboration Network: the Case of the Cultural-Historical Activity Theory Sci. Edu. (IF 2.8) Pub Date : 2023-10-20 Daniel Trugillo Martins Fontes, André Machado Rodrigues
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The Development of Pre-service Primary Teachers’ Understanding and Skills of Argumentation through Argument Driven Inquiry Sci. Edu. (IF 2.8) Pub Date : 2023-10-18 Demet Şahin Kalyon, Yasemin Özdem Yılmaz
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Understanding Science Identity Development Among College Students Sci. Edu. (IF 2.8) Pub Date : 2023-10-13 Zhimeng Jiang, Bing Wei
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Representations of Nature of Science in Science Textbooks Sci. Edu. (IF 2.8) Pub Date : 2023-10-13 Riping Su, Zhimeng Jiang, Bing Wei
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Mozambican Preservice Chemistry Teachers’ Performance when Analysing Textbook Analogies About the Atom Sci. Edu. (IF 2.8) Pub Date : 2023-10-06 José Arão, Laurinda Leite, Emília Nhalevilo
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Natural History Museum Guides’ Conceptions on the Integration of the Nature of Science Sci. Edu. (IF 2.8) Pub Date : 2023-09-25 Anna Pshenichny-Mamo, Dina Tsybulsky
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The Critical Role of Understanding Epistemic Practices in Science Teaching Using Wicked Problems Sci. Edu. (IF 2.8) Pub Date : 2023-09-22 Hendra Y. Agustian
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Minoritized Pre-service Teachers’ Negotiated Border Crossings Sci. Edu. (IF 2.8) Pub Date : 2023-09-20 Karthigeyan Subramaniam
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Impact of Instruction Based on a Validated Learning Progression on the Argumentation Competence of Preservice Elementary Science Teachers Sci. Edu. (IF 2.8) Pub Date : 2023-09-08 Miriam Palma-Jiménez, Daniel Cebrián-Robles, Ángel Blanco-López
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The Chimera, the Robot Artist, and the Cardboard Hand Sci. Edu. (IF 2.8) Pub Date : 2023-09-07 Peter Nagy, Areej Mawasi, Ed Finn, Ruth Wylie
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Reasoning in the Era of COVID-19 Pandemic Sci. Edu. (IF 2.8) Pub Date : 2023-09-07 Meltem Irmak, Nilay Ozturk, Büşra Tuncay Yüksel, Birgül Çakır Yıldırım, Güliz Karaarslan Semiz
In this study, we explored Turkish preservice teachers’ (PTs) informal reasoning regarding COVID-19 vaccination and new media literacy (NML), and investigated potential relationships between their informal reasoning and NML levels. Participants of the study were 410 PTs enrolled in teacher education programs of 19 different universities in Turkiye. The New Media Literacy Scale was employed to determine
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A Science Teacher’s Autoethnographic Reflections on Teaching Nature of Science Sci. Edu. (IF 2.8) Pub Date : 2023-09-06 Busra Aksöz, Ebru Kaya, Aysegül Çilekrenkli
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Scientific Thinking and Critical Thinking in Science Education Sci. Edu. (IF 2.8) Pub Date : 2023-09-05 Antonio García-Carmona
Scientific thinking and critical thinking are two intellectual processes that are considered keys in the basic and comprehensive education of citizens. For this reason, their development is also contemplated as among the main objectives of science education. However, in the literature about the two types of thinking in the context of science education, there are quite frequent allusions to one or the
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Who Says Scientific Laws Are Not Explanatory? Sci. Edu. (IF 2.8) Pub Date : 2023-08-30 Valeria Edelsztein, Claudio Cormick
In this article, we tackle the phenomenon of what seems to be a misunderstanding between science education theory and philosophy of science—one which does not seem to have received any attention in the literature. While there seems to be a consensus within the realm of science education on limiting or altogether denying the explanatory role of scientific laws (particularly in contrast with “theories”)
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Use of Drawings and Connections Between Epistemic Practices in Grade 1 Science Lessons Sci. Edu. (IF 2.8) Pub Date : 2023-08-25 Vanessa Cappelle, Luiz Gustavo Franco, Danusa Munford
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The Role of Communication Media in Argumentative Discourse Sci. Edu. (IF 2.8) Pub Date : 2023-08-24 Xiaoshan Li, Chong Peng
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Preschool Teachers’ Argumentation on Socioscientific Issues Scenarios Sci. Edu. (IF 2.8) Pub Date : 2023-08-14 Deniz Saribas
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Learning About Different Models of Theory Change Using an Adapted Mystery Tube Activity in Science Teacher Education Sci. Edu. (IF 2.8) Pub Date : 2023-08-02 Sangwoo Ha
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‘Happy Stories’ of Swedish Exceptionalism Sci. Edu. (IF 2.8) Pub Date : 2023-08-01 Rebecka Fingalsson, Hannele Junkala
Sexuality education (SE) takes place in fields of tension where biology, legislation, norms, and values intersect. Drawing on Ahmed’s phenomenological account of whiteness, this article examines how Swedish whiteness is constructed and reproduced within SE. In Sweden, SE is formalised as an overarching, subject-integrated knowledge area where the biology subject plays a crucial role in its delivery
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Elaborating Nature of Engineering Through Family Resemblance Approach Sci. Edu. (IF 2.8) Pub Date : 2023-07-05 Sevgi Aydın-Günbatar, Gillian H. Roehrig
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Research on the Nature of Science in China’s Current High School Physics Textbooks Sci. Edu. (IF 2.8) Pub Date : 2023-06-14 Lijun Wei, Bilin Gao, Jingying Wang, Chunming Jiang, Xufan Zhang, Xiaomei Ping
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Pre-service Science Teachers’ Epistemic Beliefs, Nature of Science Views, and Beliefs in Pseudoscience Sci. Edu. (IF 2.8) Pub Date : 2023-06-07 Oktay Kızkapan, Oğuzhan Nacaroğlu, Aslı Saylan Kırmızıgül
This study aims to examine the relationship between pre-service teachers’ understanding of the Nature of Science (NOS), epistemic beliefs (EB), and pseudoscientific beliefs (PSB), and whether there is a difference between pre-service teachers’ understanding of NOS and pseudoscientific beliefs with sophisticated and naive epistemological beliefs. The sample consisted of 159 pre-service science teachers
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Upper Secondary School Science Teachers' Values in Sweden: Sci. Edu. (IF 2.8) Pub Date : 2023-05-26 Ola Nordqvist, Anders Jidesjö
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Exploring the Role of Multiplist Epistemic Beliefs on COVID-19 Conspiracies and Prevention Among Undergraduates Sci. Edu. (IF 2.8) Pub Date : 2023-05-15 Danya Marie Serrano, Travis Crone, Patrick S. Williams
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Rethinking the Nature of Engineering: Attending to the Social Context of Engineering Sci. Edu. (IF 2.8) Pub Date : 2023-05-11 Jacob Pleasants
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The Effect of Textbook Analysis as a Teacher Professional Development Tool on Teacher Understanding of Nature of Science Sci. Edu. (IF 2.8) Pub Date : 2023-05-11 Tarisai Chanetsa, Umesh Ramnarain
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Exploring the boundaries in an interdisciplinary context through the Family Resemblance Approach: The Dialogue Between Physics and Mathematics Sci. Edu. (IF 2.8) Pub Date : 2023-04-27 Sara Satanassi, Laura Branchetti, Paola Fantini, Rachele Casarotto, Martina Caramaschi, Eleonora Barelli, Olivia Levrini
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A Framework for Evidentiary Reasoning in Biology: Insights from Laboratory Courses Focused on Evolutionary Tree-thinking Sci. Edu. (IF 2.8) Pub Date : 2023-04-26 Shiyao Liu, Chaonan Liu, Ala Samarapungavan, Stephanie M. Gardner, Kari L. Clase, Nancy J. Pelaez
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An Explicit and Reflective Approach to Teaching Nature of Science in a Course-Based Undergraduate Research Experience Sci. Edu. (IF 2.8) Pub Date : 2023-04-19 Allison Witucki, Wendy Beane, Brandy Pleasants, Peng Dai, David Wÿss Rudge
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Reframing Chemical Thinking Through the Lens of Disciplinary Essential Questions and Perspectives for Teaching and Learning Chemistry Sci. Edu. (IF 2.8) Pub Date : 2023-04-15 Ming Chi, Changlong Zheng, Peng He
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Developing a Phenomenographic Argument for Science Teacher Educators’ Conceptions Regarding Question-Asking Sci. Edu. (IF 2.8) Pub Date : 2023-04-12 Yilmaz Soysal
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Agency and Transformative Potential of Technology in Students’ Images of the Future Sci. Edu. (IF 2.8) Pub Date : 2023-03-27 Tapio Rasa, Jari Lavonen, Antti Laherto
Various current trends in education highlight the importance of pedagogies that address societal and environmental questions while preparing and inspiring students to take action. Meanwhile, how we view the future influences how we act, and how we act influences the future. Research on young people’s images of the future has shown how technology plays a central role in how we imagine the future and
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STEM and Non-STEM Misconceptions About Evolution: Findings from 5 Years of Data Sci. Edu. (IF 2.8) Pub Date : 2023-03-27 Pablo Antonio Archila, Silvia Restrepo, Anne‑Marie Truscott de Mejía, Jorge Molina
Even though it is widely held that the theory of evolution is one of the pillars of the biological sciences, as we begin the third decade of the twenty-first century, it is alarming how little we know about science, technology, engineering, and mathematics (STEM) majors and non-STEM majors’ misconceptions about evolution in countries such as Brazil, Chile, Colombia, and Greece, to name a few. The situation
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Exploring Middle School Science Teachers’ Error-Reaction Patterns by Classroom Discourse Analysis Sci. Edu. (IF 2.8) Pub Date : 2023-03-27 Yilmaz Soysal
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Indonesian Prospective Teachers’ Scientific Habits of Mind:A Cross‑Grade Study in the Context of Local and Global Socio‑scientific Issues Sci. Edu. (IF 2.8) Pub Date : 2023-03-25 Antuni Wiyarsi, Muammer Çalik, Erfan Priyambodo, Dina Dina
This study explored Indonesian prospective teachers’ views on the adapted (including global socio-scientific issues) and revisited (including local socio-scientific issues) versions of the scientific habits of mind (SHOM) scale and compared their SHOM levels concerning teacher education programs and grades. The sample of the study consisted of 1298 Indonesian prospective teachers drawn from departments
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What Is the Role of the Body in Science Education? A Conversation Between Traditions Sci. Edu. (IF 2.8) Pub Date : 2023-03-25 Magdalena Kersting, Tamer G. Amin, Elias Euler, Bor Gregorcic, Jesper Haglund, Liv Kondrup Hardahl, Rolf Steier
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The Impact of the Curriculum on Pre-service Physics Teachers’ Nature of Science Conceptions Sci. Edu. (IF 2.8) Pub Date : 2023-03-24 Nguyen Duc Dat, Nguyen Van Bien, Simon Kraus
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Epistemological and Didactic Reflections on Teacher Training in France Sci. Edu. (IF 2.8) Pub Date : 2023-03-22 Mohamed Soudani
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Using the History of the Super-Organismic-Plant-Community Concept To Help Students Understand the Nature of Science Sci. Edu. (IF 2.8) Pub Date : 2023-03-16 Georgios Ampatzidis, Marida Ergazaki
Although formulating a broadly accepted definition of scientific literacy may be challenging, it is widely recognized that Nature of Science (NOS) is an essential component of it. There are different ways to define NOS. In some cases, NOS can be conceptualized through a number of general NOS aspects like for instance science’s empirical basis or tentativeness. This approach in NOS teaching and learning