当前期刊: Science & Education Go to current issue    加入关注   
显示样式:        排序: IF: - GO 导出
  • Engineering Education as the Development of Critical Sociotechnical Literacy
    Sci. Edu. (IF 1.266) Pub Date : 2020-08-07
    Veronica Cassone McGowan, Philip Bell

    Recent policy documents position engineering as a way to broaden participation for students in STEM fields. However, a recent review of the literature on engineering education found that fewer than 1% of reviewed articles focused on issues of equity and broadening participation. For this reason, there are few frameworks to build on when designing for equitable engineering instruction in K-12 settings

  • Scientific Perspectivism in Secondary-School Chemistry Education
    Sci. Edu. (IF 1.266) Pub Date : 2020-08-07
    Ilse Landa, Hanna Westbroek, Fred Janssen, Jacqueline van Muijlwijk, Martijn Meeter

    The importance of learning chemical ways of thinking is widely recognized. Various frameworks have been developed to address the essence of chemistry and chemical thinking. However, very few studies have focused on how chemical ways of thinking can be defined. To elaborate chemical ways of thinking, this paper draws on scientific perspectivism (Giere 2010; Wimsatt 2007; Thagard 2012). Scientific perspectivism

  • The Effect of Replicating Historical Scientific Apparatus on High School Students’ Attitudes Towards Science and Their Understanding of Nature of Science
    Sci. Edu. (IF 1.266) Pub Date : 2020-07-23
    Zeynep Neslihan Alisir, Serhat Irez

    For many historians of science and science educators, the method of replicating historical scientific apparatus and experiments provides an avenue for science learning, promotes critical and independent thinking, and fosters a deeper understanding of the nature of scientific practice. This paper presents a research study where a group of high school students replicated various historical scientific

  • Teaching the Nature of Science from a Philosophical Perspective
    Sci. Edu. (IF 1.266) Pub Date : 2020-07-22
    Yvonne Lampert

    This paper draws attention to basic philosophical perspectives which are of theoretical and methodological interest for science education, general education and curriculum research. It focuses on potential contributions philosophy class can offer if philosophy education opens up for science and for a collaboration of teachers in the context of post-compulsory education. A central educational goal is

  • Understanding Biological Evolution Through Computational Thinking
    Sci. Edu. (IF 1.266) Pub Date : 2020-07-22
    Dana Christensen, Doug Lombardi

    Computational thinking is a contemporary science and engineering practice that has been introduced to the US science classrooms due to its emphasis in the Next Generation Science Standards (NGSS). However, including computational thinking into science instruction may be challenging. Therefore, for biological evolution (an essential theory within biology that spans across temporal and organizational

  • Comparing Crosscutting Practices in STEM Disciplines
    Sci. Edu. (IF 1.266) Pub Date : 2020-07-21
    Maria Develaki

    In the literature, there are multiple definitions of integrated STEM education, resulting in ambiguity and uncertainty of application. A firm conception of integrated STEM education is needed to determine its content, procedures and epistemological knowledge, the latter being the focus of this article. While epistemological accounts exist for its several disciplines, an integrated STEM epistemology

  • Trends, Issues and Possibilities for an Interdisciplinary STEM Curriculum
    Sci. Edu. (IF 1.266) Pub Date : 2020-07-18
    Victoria Millar

    In the last decade, the term STEM has been increasingly picked up internationally and come to represent a solution to a range of issues. Within education, STEM is being translated as a curriculum organiser that has the possibility of engaging and retaining students and is interdisciplinary and skills focussed. This paper takes the STEM curriculum as its focus and investigates the influences that have

  • Pre-service Teachers’ False Beliefs in Superstitions and Pseudosciences in Relation to Science and Technology
    Sci. Edu. (IF 1.266) Pub Date : 2020-07-17
    Miguel Ángel Fuertes-Prieto, Santiago Andrés-Sánchez, Diego Corrochano-Fernández, Carmen Urones-Jambrina, Mª Laura Delgado-Martín, Pablo Herrero-Teijón, Camilo Ruiz

    In order to increase scientific competence within the general population, it is important that teachers and educators have a realistic image of science and scientists, leaving aside superstitions and pseudoscientific claims that could be transmitted to their students. A starting point in this strategy is to make a good diagnosis of the future teachers’ perceptions of science and technology. To this

  • Science Education in the Light of COVID-19
    Sci. Edu. (IF 1.266) Pub Date : 2020-07-09
    Michael J. Reiss

    In this position paper, I examine how the history, philosophy and sociology of science (HPS) can contribute to science education in the era of the COVID-19 pandemic. I discuss shortcomings in the ways that history is often used in school science, and examine how knowledge of previous pandemics might help in teaching about COVID-19. I look at the potential of issues to do with measurement in the context

  • The Nature of STEM Disciplines in the Science Education Standards Documents from the USA, Korea and Taiwan
    Sci. Edu. (IF 1.266) Pub Date : 2020-07-07
    Wonyong Park, Jen-Yi Wu, Sibel Erduran

    Understanding the nature of science (NOS) has emerged as a core curricular goal since at least the 1960s. While science education reforms around the world have shed light on various epistemic and social underpinnings of science, how science curriculum documents portray the nature of other related disciplines such as mathematics and engineering has drawn little attention. Such lack of attention is surprising

  • Exploring How Students Construct Collaborative Thought Experiments During Physics Problem-Solving Activities
    Sci. Edu. (IF 1.266) Pub Date : 2020-06-18
    Hartono Bancong, Jinwoong Song

    Thought experiments are personal and tacit processes of experimentation that scientists perform within their own imagery in formulating new theories or refuting existing theories. However, by viewing learning as a social process, this study aims to show that thought experiments can also be constructed collaboratively and to present a detailed mechanism of how thought experiments occur as a collective

  • Science Teachers’ Professional Development about Science Centers
    Sci. Edu. (IF 1.266) Pub Date : 2020-06-17
    Ece N. Eren-Şişman, Ceyhan Çiğdemoğlu, Uygar Kanlı, Fitnat Köseoğlu

    The purpose of this study is twofold: first, to delve into professional development (PD) of science teachers’ views about nature of science (NOS) throughout activities linking NOS aspects to science centers (SCs), and second, to reveal how a science teacher uses NOS aspects while teaching in SCs. An instrumental qualitative case study method with different data sources was used. There were 18 elementary

  • A Critique of “STEM” Education
    Sci. Edu. (IF 1.266) Pub Date : 2020-06-12
    William F. McComas, Stephen R. Burgin

    While a mutually agreed-upon definition of STEM education remains elusive, there is no doubt that instructional models and ideas put forward with the STEM label have had a tremendous impact on thinking, debate, and practice in schools worldwide. At issue is the degree to which some or all the STEM disciplines must be taught in a concurrent or combined way, so curricula can qualify for the STEM education

  • Indonesian Pre-service Biology Teachers’ and Biology Education Professors’ Views on Evolution
    Sci. Edu. (IF 1.266) Pub Date : 2020-06-05
    Rahmi Qurota Aini, Arif Rachmatullah, Muhammad Dika Harliadi, Minsu Ha

    Indonesia is a religious country that values local wisdom and customs. Although the characteristics of the Indonesian people may provide novel insight into and distinguished views on the theory of evolution by natural selection, few studies have explored how Indonesians view the theory of biological evolution. Thus, this study aimed to examine the views on evolution of undergraduate students and their

  • A Framework for Epistemological Discussion on Integrated STEM Education
    Sci. Edu. (IF 1.266) Pub Date : 2020-06-02
    Jairo Ortiz-Revilla, Agustín Adúriz-Bravo, Ileana M. Greca

    In primary and secondary schools, the disciplines encompassed in “STEM”—Science, Technology, Engineering and Mathematics—have usually been studied as separate subjects, with little effort directed towards non-anecdotal integration. “Integrated STEM education” is one of the most recent interdisciplinary proposals and, under its umbrella, school disciplines are beginning to be integrated in an educationally

  • S + T + M = E as a Convergent Model for the Nature of STEM
    Sci. Edu. (IF 1.266) Pub Date : 2020-05-30
    Candice M. Quinn, Joshua W. Reid, Grant E. Gardner

    The paper provides a theoretical synthesis that addresses the multiple calls to consider the existence of an integrated nature of STEM (science, technology, engineering, and mathematics). The nature of STEM (NOSTEM) has been advocated for as a way to promote effective STEM instruction in K-16 education and has been challenged as being non-existent. We propose a theoretical conceptualization of the

  • Inquiring into the Nature of STEM Problems
    Sci. Edu. (IF 1.266) Pub Date : 2020-05-27
    Jacob Pleasants

    Around the world, there is a growing interest in integrated STEM (science, technology, engineering, mathematics) education. Many of the calls for integrated STEM emphasize the need for students to engage with complex STEM problems that cut across multiple fields. Yet there is a need to clarify the nature of those problems and differentiate STEM problems from those of different kinds. This conceptual

  • Using Historical Scientific Controversies to Promote Undergraduates’ Argumentation
    Sci. Edu. (IF 1.266) Pub Date : 2020-05-27
    Pablo Antonio Archila, Jorge Molina, Anne-Marie Truscott de Mejía

    The Covid-19 pandemic is the reason why humanity is paying more attention to the importance of regular and rigorous handwashing. Interestingly, in the nineteenth century, regular and rigorous handwashing was a key (and controversial) solution proposed by the Hungarian obstetrician Ignaz Philipp Semmelweis to cut drastically cases of puerperal fever. The purpose of this study was to provide evidence

  • Philosophical Standpoints of Textbooks in Quantum Mechanics
    Sci. Edu. (IF 1.266) Pub Date : 2020-05-25
    Ashwin Krishnan Mohan

    Quantum mechanics has proven to be a challenging subject for instructors to teach and conceptually difficult for students to understand. A major source of the difficulty is the lack of everyday experience that quantum mechanics can be related to and the change in thinking required in transitioning from deterministic classical mechanics to a probabilistic quantum theory. Philosophically, the transition

  • Can Faraday's The Chemical History of a Candle Inform the Teaching of Experimentation?
    Sci. Edu. (IF 1.266) Pub Date : 2020-05-25
    Markus Emden, Mario Gerwig

    Michael Faraday is considered one of the greatest science lecturers in history. He popularized the Christmas Lectures as a format of science communication that has survived until today in the Royal Institution of Great Britain. Especially, his Chemical History of a Candle has become a classic of science communication that has inspired numerous approaches to science teaching. Science educators have

  • Teachers’ Conceptions about the Origin of Humans in the Context of Three Latin American Countries with Different Forms and Degrees of Secularism
    Sci. Edu. (IF 1.266) Pub Date : 2020-05-22
    Heslley Machado Silva, Eduardo Fleury Mortimer

    In comparison to teachers from Argentina and Uruguay, Brazilian teachers face greater difficulties in teaching biological evolution, due to religion. While Argentina has an official religion set in its constitution, Uruguay and Brazil are considered secular countries. Despite being a self-proclaimed secular country, Brazil tolerates and encourages religious teaching in public schools. Acceptance of

  • Does Social Constructionist Curricula Both Decrease Essentialist and Increase Nominalist Beliefs About Race?
    Sci. Edu. (IF 1.266) Pub Date : 2020-05-11
    John Tawa

    Increasingly, educators in the biological and social sciences teach about the concept of race from a social constructionist perspective. Scholarship on race pedagogy suggests that to fully appreciate the complexity of race, students must be able to both deconstruct multiple false beliefs about the fixed nature of race (i.e., racial essentialism) and be able to articulate the sociopolitical development

  • How Should We Select Conceptual Content for Biology High School Curricula?
    Sci. Edu. (IF 1.266) Pub Date : 2020-05-02
    Ítalo Nascimento de Carvalho, Charbel N. El-Hani, Nei Nunes-Neto

    The excess of curriculum content is a well-known problem in high school biology. Some strategies to adjust the amount of content to the available classroom time have been proposed, but none has been widely accepted and applied. Furthermore, biology is frequently presented in high school not as an integrated science, but as a collection of unrelated sub-areas, say, zoology, botany, physiology, genetics

  • Exploring the Inclusion of Nature of Science in Biology Curriculum and High-Stakes Assessments in Hong Kong
    Sci. Edu. (IF 1.266) Pub Date : 2020-05-02
    Kason Ka Ching Cheung

    Nature of science (NOS) has become one of the major emphases in curriculum and assessment. This study explores what NOS is included and how this is achieved in the Hong Kong biology curriculum and 7-year high-stakes assessments. While conceptualizations of the official definition of NOS differ, this study employs the family resemblance approach (FRA) to analyze the inclusion of NOS in the curriculum

  • Effect of Scientific Argumentation on the Development of Critical Thinking
    Sci. Edu. (IF 1.266) Pub Date : 2020-05-02
    Vetti Giri, M. U. Paily

    The paper reports a study that focussed on investigating the effectiveness of Toulmin’s argument pattern (TAP) within Think-Read-Group-Share-Reflect (TRGSR) scientific argumentation strategy on higher secondary students’ critical thinking. A quasi-experimental, pretest-posttest-control group design was deployed. The subjects were 50 twelfth grade students. The experimental group was taught with TAP

  • Exploring the Promises and Perils of Integrated STEM Through Disciplinary Practices and Epistemologies
    Sci. Edu. (IF 1.266) Pub Date : 2020-04-18
    Brandon M. Reynante, Megan E. Selbach-Allen, Daniel R. Pimentel

    Growing interest in integrated science, technology, engineering, and mathematics (iSTEM) education has been promoted as one way to increase innovation capacity, support future employment, and enhance learning outcomes in K-12 education throughout the USA. Existing efforts to construct iSTEM curricula have largely focused on finding points of integration among commonly shared disciplinary practices

  • Supporting Elementary Teachers' Collective Inquiry into the “E” in STEM
    Sci. Edu. (IF 1.266) Pub Date : 2020-04-14
    Elaine Silva Mangiante, Kaitlin A. Gabriele-Black

    In the USA context of the Next Generation Science Standards, elementary teachers face challenges in implementing engineering practices in their teaching due their lack of experience and training in engineering design. The paper reports about a multiple case study that examined one professional development approach to improve teachers’ understanding and implementation of the STEM discipline of engineering

  • The Influence of PCK-Based NOS Teaching on Pre-service Science Teachers’ NOS Views
    Sci. Edu. (IF 1.266) Pub Date : 2020-04-08
    Günkut Mesci

    The purpose of this paper is to investigate the effectiveness of pedagogical content knowledge (PCK)–based nature of science (NOS) teaching on pre-service science teachers’ (PSTs) NOS views. The study is grounded by conceptual change and experiential learning theory. It is also framed by the teacher professional knowledge and skill (TPK&S) PCK model. This is an exploratory case study of PSTs’ developments

  • Re-examining Postcolonial Science Education Within a Power-Knowledge Framework
    Sci. Edu. (IF 1.266) Pub Date : 2020-04-01
    Lydia E Carol-Ann Burke, John Wallace

    Education systems in once-colonised locations cannot escape the abiding legacy of colonisation. Science, in particular, has played a prominent role in the reasonings and rationalisations of the colonial process. When considered in the context of an education system established by imperial powers, it is difficult to reconcile processes of self-determination without examining perceptions of the past

  • How Do University Students Perceive the Nature of Science?
    Sci. Edu. (IF 1.266) Pub Date : 2020-03-26
    Selin Akgun, Ebru Kaya

    The paper presents an empirical study on university students’ perceptions of nature of science (NOS). NOS is framed in terms of the cognitive, epistemic, and social-institutional systems of science based on the Family Resemblance Approach (FRA) (Erduran and Dagher 2014; Irzik and Nola 2014; Irzik and Nola, SCED 20:591–607, 2011). FRA includes the following categories: aims and values of science, scientific

  • Dialogic Pathways to Manage Uncertainty for Productive Engagement in Scientific Argumentation
    Sci. Edu. (IF 1.266) Pub Date : 2020-03-25
    Ying-Chih Chen

    Scientific knowledge is advanced because scientists manage uncertainty. Although managing uncertainty is an essential practice of science, transferring it from expert settings to K–12 classrooms is problematic because, understandably, students are not familiar with the intentions of scientists. Few studies have explored learning science as an enterprise of uncertainty management. This longitudinal

  • Correction to: The Confounding of Race in High School Biology Textbooks, 2014-2019
    Sci. Edu. (IF 1.266) Pub Date : 2020-03-21
    John Willinsky

    The author deeply regrets, and apologizes to those affected as well as to the editors and readers of this journal, that the published version of this article contains the following errors:

  • The Laboratory as a Vehicle for Enhancing Argumentation Among Pre-Service Science Teachers
    Sci. Edu. (IF 1.266) Pub Date : 2020-03-09
    Naim Najami, Muhamad Hugerat, Fattma Kabya, Avi Hofstein

    A study was conducted on how scientific laboratory lessons contribute to building arguments, both cognitively and socially. The population consisted of 12 second-year pre-service teachers at a college of education specializing in the teaching of biology and chemistry in middle school. The study examines the nature of the arguments students raise when conducting a laboratory experiment and how conducting

  • “Evolution? I Don’t Believe in It”
    Sci. Edu. (IF 1.266) Pub Date : 2020-03-04
    Merav Siani, Anat Yarden

    Due to the controversies surrounding the topic of evolution among religious and non-religious people alike, the treatment of biological evolution in education—both teaching and learning—is a potential minefield. The goal of this study was to probe the insights of Israeli stakeholders in education regarding the revision of the Israeli science and technology and biology curricula with respect to evolution

  • From Inquiry-Based Science Education to the Approach Based on Scientific Practices
    Sci. Edu. (IF 1.266) Pub Date : 2020-02-29
    Antonio García-Carmona

    For years, inquiry-based learning has been conceived of and promoted as one of the best approaches to learning science. However, there is currently a movement within the science education community that suggests promoting science learning based on scientific practices, instead of inquiry, because in this way, science learning would be more coherent with the enterprise that is science. But, are there

  • Acceptance of Biological Evolution by First-Year Life Sciences University Students
    Sci. Edu. (IF 1.266) Pub Date : 2020-02-22
    Lia Betti, Peter Shaw, Volker Behrends

    Lack of acceptance of biological evolution, despite the overwhelming evidence that supports it, can be very problematic in higher education courses that have a strong biological basis. We investigated acceptance of biological evolution in 344 first-year Life Sciences undergraduate students across five programmes at the University of Roehampton, UK. In line with previous findings in British universities

  • Understanding Students’ Perceptions of the Nature of Science in the Context of Their Gender and Their Parents’ Occupation
    Sci. Edu. (IF 1.266) Pub Date : 2020-01-28
    Ameer Emran, Ornit Spektor-levy, Ofra Paz Tal, Orit Ben Zvi Assaraf

    A thorough understanding of the concept of the nature of science (NOS) is essential to the development of scientific literacy among students, as it provides the students with the tools and capacity to interpret the scientific knowledge they will encounter. This study focuses on how social factors may influence 1010 Israeli 9th grade students’ understanding of NOS by exploring their perceptions of NOS

  • Enabling Factors of Preservice Science Teachers’ Pedagogical Content Knowledge for Nature of Science and Nature of Scientific Inquiry
    Sci. Edu. (IF 1.266) Pub Date : 2020-01-21
    Günkut Mesci, Renee S. Schwartz, Brandy Ann-Skjold Pleasants

    The goal of this study was to explore the influencing factors of pre-service science teachers’ pedagogical content knowledge (PCK) for targeted aspects of nature of science (NOS) and nature of scientific inquiry (NOSI) in a 13-month teacher development program, through multiple data sources. The program included a research experience, a course on NOS/NOSI, and a teaching practicum. This was an exploratory

  • Correction to: Learning About Archaeology and Prehistoric Life
    Sci. Edu. (IF 1.266) Pub Date : 2019-07-10
    M. Besse, S. Fragnière, A. Müller, M. Piguet, L. Dubois, D. Miéville, S. Schoeb, D. Schumacher

    The original article unfortunately contains incorrect figures 6 to 13.

Contents have been reproduced by permission of the publishers.
ACS ES&T Engineering
ACS ES&T Water