Network Science, A Decade Later

From the Publisher: Network Science, A Decade Later - the result of NSF-funded research that looked at the experiences of a set of science projects which use the Internet - offers an understanding of how the Internet can be used effectively by science teachers and students to support inquiry-based teaching and learning. The book emphasizes theoretical and critical perspectives, and is intended to raise questions about the goals of education and the ways that technology helps reach those goals and ways that it cannot. The theoretical perspective of inquiry-based teaching and learning in which the book is grounded is consistent with the current discipline-based curriculum standards and frameworks.

Development of Activity-Based Science Learning Models with Inquiry Approaches

This study used the Relevance of Science Education (ROSE) survey (Sjoberg & Schreiner, 2004) to examine topics of interest and perspectives of secondary science students in a large school district in the southwestern U.S. A situated learning perspective was used to frame the project. The research questions of this study focused on (a) perceptions students have about themselves and their science classroom and how these beliefs may influence their participation in the community of practice of science; (b) consideration of how a future science classroom where the curriculum is framed by the Next Generation Science Standards might foster students' beliefs and perceptions about science education and their legitimate peripheral participation in the community of practice of science; and (c) reflecting on their school science interests and perspectives, what can be inferred about students' identities as future scientists or STEM field professionals? Data were collected from 515 second year science students during a 4-week period in May of 2012 using a Web-based survey. Data were disaggregated by gender and ethnicity and analyzed descriptively and by statistical comparison between groups. Findings for Research Question 1 indicated that boys and girls showed statistically significant differences in scientific topics of interest. There were no statistical differences between ethnic groups although. For Research Question 2, it was determined that participants reported an increase in their interest when they deemed the context of the content to be personally relevant. Results for Research Question 3 showed that participants do not see themselves as youthful scientists or as becoming scientists. While participants value the importance of science in their lives and think all students should take science, they do not aspire to careers in science. Based on this study, a need for potential future work has been identified in three areas: (a) exploration of the perspectives and interests of non-mainstream students and urban students whose representation in this study was limited; (b) investigation of topics where students expressed low interests topics; and (c) development and design of authentic communities of practice in the science classroom.

The purpose of this paper is twofold: to describe robust rationales for integrating inquiry-based learning into undergraduate science education, and to propose that digital libraries are potentially powerful technological tools that can support inquiry-based learning goals in undergraduate science courses. Overviews of constructivism and situated cognition are provided with regard to how these two theoretical perspectives have influenced current science education reform movements, especially those that involve inquiry-based learning. The role that digital libraries can play in inquiry-based learning environments is discussed. Finally, the importance of alignment among critical pedagogical dimensions of an inquiry-based pedagogical framework is stressed in the paper, and an example of how this can be done is presented using earth science education as a context.

Identifying what matters: Science education, science communication, and democracy

Welcome to the first regular issue of LUMAT: Research and Practice in Math, Science and Technology Education. The journal publishes peer-reviewed research and perspective papers as well as popularized general articles on new and innovative practices of math, science and technology education. The journal is published by Finland’s Science Education Centre LUMA in collaboration with National LUMA Network. The aim of all LUMA activities is to promote learning, studying and teaching of natural sciences, mathematics, computer science and technology.
 This issue includes three peer-reviewed research articles as well as one perspective article and one general article. We would like to thank all the authors who have submitted their work to this journal, and hope that many others will be inspired to submit by the high quality of articles published in the first regular issue of this new journal.
 The first article, written by Mononen and Aunio, discusses differences in children’s early mathematical skills. The research done on the formative years of mathematical skills, such as the study presented in this issue, is especially important, as math skills obtained during the critical formative years of kindergarten and elementary school set the ground for the future development of more complex mathematic skills. Based on their results, Mononen and Aunio also offer some sound advice for the development of kindergarten and elementary school math teaching.
 The article by Uitto, Kärnä and Hakonen discusses contribution of teaching methods and learning environments to students’ performance in biology as well as their attitudes towards biology. Their main results suggest that there is a need to use more experimental work and inquiry-based learning in biology education to improve learning and student attitudes towards biology. To improve biology learning in the coming decades, the group currently devising new biology curriculum for the comprehensive school will hopefully take into account the results of this study.
 The last research article, written by Tolppanen and Aksela, investigates the opinions of the gifted youth participants of the Millenium Youth Camp, a math, science and technology camp arranged by Finland’s Science Education Centre LUMA and Technology Academy Finland. The study summarizes number of things that organizers of similar non-formal education should take into consideration. One of the main findings is that the participants considered the opportunity to hear and learn about each other and experts, on a personal level, especially important.
 Since the release of the first Programme for International Student Assessment (PISA) results in 2002, the reasons for high achievement of Finnish students in reading, mathematics and science has been a hotbed of conversation. The perspective paper by Jari Lavonen contributes to this conversation by presenting some key characteristics of Finnish education policy and its implementation from the point of view of science education.
 The last article published in this issue is a general paper discussing a novel opening in non-formal learning organized by the Finland’s Science Education Centre LUMA. Vartiainen and Aksela write about Jippo Science Clubs for children from 3 to 6 years of age, based on the inquiry model of learning.
 And on the final note, we would like to acknowledge one more group of people. Publishing scientific journal such as LUMAT: Research and Practice in Math, Science and Technology Education would not be possible without one particular group of unsung heroes. As peer reviewers work in an anonymous capacity and without remuneration, we would like to offer our sincere gratitude to these people who selflessly give advice to the authors as well as to the editors.

In this conceptual paper, we explore how Artificial Intelligence (AI) educational applications can enhance Inquiry-Based Learning (IBL) and Critical Thinking in science classrooms. Despite widespread support for IBL from scholars around the globe, its implementation in classrooms often falls short. Grounded in social constructivist theory, which promotes active participation, collaboration, and inquiry in knowledge construction, this paper presents a case for using AI educational apps as teaching tools to simulate scientific inquiry. Two research questions were addressed: What challenges hinder the implementation of inquiry-based science learning in South African classrooms? And how can AI-infused educational apps promote inquiry-based science learning? The literature suggests that science educators often face challenges such as a lack of knowledge of IBL, negative attitudes towards IBL, and limited resources concerning the use of IBL, which hinder their ability to implement IBL effectively. It is found that AI-infused educational apps like Magic School, Labxchange and Edpuzzle can help overcome these challenges. Their free-to-use nature facilitates the automatic creation of lessons that enable pupils to engage with scientific concepts through inquiry-based prompts, critical thinking questions, and real-world applications. In light of these findings, we argue that teacher development programs must do more to equip science educators with the skills required to integrate AI into their teaching. Future research could explore how AI can be utilized in other subjects such as mathematics to create a more engaging learning experience.

Proceedings of the Symposium on International Science and Engineering Education: An Overview

In this study, 1700 articles related to children and science and technology education published on CNKI) were taken as the research objects, and the visualization software CiteSpace was used to draw the keyword knowledge map, so as to explore the hot research issues of children and science and technology education in China. The results show that the research of children and science and technology education in China basically focuses on the core issues of child education, and the main topics include the relationship between child education and science education, science museum and science and technology, early childhood education and child education. This study will focus on the following aspects, The relationship between science and technology and children's education policies: to explore the government's policy measures in promoting the integration of science and technology and children's education, and the impact of these policies on educational practice. Development and application of science and technology education products: analyze the design concept and functional characteristics of science and technology education products, as well as their application effect in educational practice. Development and innovation of science and technology education enterprises: to study the business model, market competition strategy of science and technology education enterprises, and their exploration in technology innovation and education practice. The knowledge graph analysis of this study will provide a visual tool for understanding the relationship between technology and child education, and will help to provide a useful reference for educational researchers, policy makers and practitioners.

Guest Editorial: Science education in the developing world: Issues and considerations

Early childhood education and care centers provide young children with opportunities to explore, create, reflect, experiment, and learn in the classroom environment. Theorists of human development have proposed theories, paradigms, models and ideologies regarding children's relationships with the social and physical environment. The physical layout of the early childhood education classroom is related to the center's theoretical or ideological perspective. For every theoretical model and teaching perspective, the designed environment will play a role in the quality of children's experiences in the classroom. The optimally-designed classroom space offers children a setting for exploration, reflection, and learning through the use and application of design principles and elements. The objective of this paper is to connect the concepts from the interior design field with the concepts from early childhood education perspectives on best practices for the design of early childhood education classrooms. Current research on color preference is presented, followed by an analysis of color in early childhood education classrooms. A color questionnaire is provided to assist teachers with the use of color as a design tool in their classrooms.

As the presence of engineering content and practices increases in science education, the distinction between the two fields of science and technology education becomes even more vague than previously theorized. Furthermore, the addition of engineering to the title of the profession raises the question of the true aim of technology education. As a result, the technology and engineering education community must effectively communicate its role in an evolving STEM education landscape. During this time of change, it is important that we understand how the technology education profession has transitioned in the past while we figure out how to balance traditions and contemporary needs. The authors present three pathways that appear most salient in moving forward: (1) adhering to the fundamental goals of technology education, (2) collaborating with science education to potentially become a core discipline, or (3) revitalizing the field through a shift to engineering education. A final recommendation is made to energize the field by centering on becoming a true provider of K–12 engineering education.

Introduction: Participation in science and technology education - presenting the challenge and introducing project IRIS.- Section 1:Theoretical perspectives on educational choice.- Chapter 1: Expectancy-value perspectives on STEM choice in late-modern societies.- Chapter 2. A narrative approach to understand students' identities and choices.- Chapter 3: Gender, STEM studies and educational choices. Insights from feminist perspectives.- Section 2: Interest and participation in STEM from primary school to phD.- Chapter 4: STEM attitudes, interests and career choice.- Chapter 5: Science aspirations and gender identity: Lessons from the ASPIRES project.- Chapter 6: The impact of science curriculum content on students' subject choices in post-compulsory schooling.- Chapter 7: A place for STEM: Probing the reasons for undergraduate course choices.- Chapter 8: Short stories of educational choice - in the words of science and technology students.- Chapter 9: Understanding declining science participation in Australia: A systemic perspective.- Chapter 10: Choice patterns of PhD students: why should i pursue a PhD?.- Chapter 11: The impact of outreach and out-of-school activities on Norwegian upper secondary students' STEM motivations.- Section 3: Staying in STEM, leaving STEM?.- Chapter 12: Why do students in stem higher education programmes drop/opt out? Explanations offered from research.- Chapter 13: What makes them leave and where do they go? Non-completion and institutional departures in STEM.- Chapter 14: The first-year experience: Students' encounter with science and engineering programmes.- Chapter 15: Keeping pace. Educational choice motivations and first-year experiences in the words of Italian students.- Section 4: Applying feminist perspectives to understand STEM participation.- Chapter 16: When research challenges gender stereotypes: Exploring narratives of girls' educational choices.- Chapter 17: Italian female and male students' choices: STEM studies and motivations.- Chapter 18: Being a woman in a man's place or being a man in a women's place: insights into students' experiences of science and engineering at university.- Chapter 19: Italian students' ideas about gender and science in late modern societies. interpretations from a feminist perspective.- Section 5: Understanding and improving STEM participation: Conclusions and recommendations.- Chapter 20: Understanding student participation and choice in science and technology education: The contribution of IRIS.- Chapter 21: Improving participation in science and technology higher education: Ways forward.- Appendix: The IRIS questionnaire: Brief account of instrument development, data collection and respondents.

The purposes of this study are to report the influences of a mixed delivery professional development [PD] course involving face-to-face classes and the mentoring assisted inquiry-based teaching [MAIT] website that addressed the conceptual change and self-efficacy of high school mathematics and science teachers’ conceptions of inquiry-based teaching. Twenty-five in-service high school science and mathematics teachers participated in a 9 weeks, 4 h per week PD course. Data collection included the pre-post Inquiry Teaching Efficacy Questionnaire [ITEQ], teachers’ reflective journals posted on the MAIT website, teachers’ assignments requested by the course instructor, and follow-up teachers’ interviews. Findings revealed that both mathematics and science teachers’ conceptions of inquiry teaching show significant improvements after the course. The mixed delivery PD course had the same influence on science and mathematics teachers. The authentic video clips and lesson plans provided on the MAIT website and the specific feedback toward teachers’ performance are the main factors that shaped teachers’ inquiry-based teaching conceptions.

The most recent draft of the U.S. “next generation science standards” promoted a practice-oriented approach to inquiry-based science learning ([ 1 ][1]), guided by the 2011 U.S. National Research Council framework for K-12 science education ([ 2 ][2]). The key question is whether science teachers are able to implement practice-oriented, inquiry-based learning. Training is crucial to ensure the quality of teaching described in the “Next generation science standards” report. China faces similar challenges regarding how to offer effective training. The Ministry of Education of China began the National Teacher Training Project (NTTP) in 2010 ([ 3 ][3]) and has invested US$89.6 million every year to provide professional development opportunities for teachers, especially training in inquiry-based learning. The NTTP cultivates lead teachers, who in turn train local teachers. Approximately 68,700 middle school science teachers have taken the 15-day training to be lead teachers since 2010 ([ 3 ][3]). Lead teachers have provided training courses of 10 to 15 days to about 100,000 middle school science teachers ([ 3 ][3]). An effective science teacher training program, in China as well as in the United States, should engage scientists, education psychologists, and excellent middle school science teachers to provide trainees with research-oriented training. My experiences suggest that the NTTP program is meeting these goals. I have designed and led the lead science teacher training program of the NTTP in Soochow University for 4 years. We required the trainees to study science history, research the classic experiments underlying middle school science curriculum, identify problems in science and science teaching, research positive and negative cases of science instruction, and provide inquiry-based science lessons in our partner middle schools and report on the experience. We hope that such thorough training will fundamentally change science education in China. 1. [↵][4]Next Generation Science Standards ([www.nextgenscience.org][5]). 2. [↵][6]Committee on Conceptual Framework for the New K-12 Science Education Standards, National Research Council, A Framework for K–12 Science Education: Practices, Crosscutting Concepts, and Core Ideas (National Research Council, Washington, DC, 2011). 3. [↵][7]National Teacher Training Project ([www.gpjh.cn/cms][8]) [in Chinese]. [1]: #ref-1 [2]: #ref-2 [3]: #ref-3 [4]: #xref-ref-1-1 View reference 1 in text [5]: http://www.nextgenscience.org [6]: #xref-ref-2-1 View reference 2 in text [7]: #xref-ref-3-1 View reference 3 in text [8]: http://www.gpjh.cn/cms