Science Education Research Research Articles

The effect of calculus and kinematics contexts on students’ understanding of graphs

In this study, we compare students’ understanding of the derivative as slope and the antiderivative as the area under the curve using isomorphic graph-based problems in both calculus and kinematics contexts. Drawing from previous research, we designed two isomorphic tests, each with 12 items, and administered them to 543 university students. Our findings show that students performed significantly better on the kinematics test, with a higher rate of correct answers in some items. We also identified the most frequent errors and general trends in students’ selection of incorrect answers across both contexts. Based on these results, we provide specific recommendations for improving the instruction of these concepts. The analyses, recommendations, and tests included in the study can serve as valuable resources for mathematics and science education researchers and instructors teaching these topics. This study offers insights into how context influences students’ conceptual understanding, with implications for enhancing calculus and physics education.

Research as a Pillar in STEAM Education - Prospects to Formalise Research in Science Education

Research as a Pillar in STEAM Education - Prospects to Formalise Research in Science Education

Evolving Computer Science Education Research in Teaching and Learning: A Bibliometric Analysis

This study performed a bibliometric analysis of computer science education (CSE) publications in teaching and learning. The research trend in computer science education was analysed using publications from the Scopus-indexed database between 1970 and 2021. This study aims to summarize this information to assist three groups of stakeholders: educators, researchers and policymakers. Our review goal to document and analyse the trends in CSE research publications for teaching and learning. A total of 800 publications were derived for further assessment based on computer science education in the article title with multiple tools. We used, Microsoft Excel, VOSviewer and Harzing’s Publish or Perish were utilized for frequency analysis data visualization and citation metrics and assessment. The study outcomes were documented with standard bibliometric indicators: publication growth, authorship trends, collaboration, prolific authors, national contribution, most active establishments, top-cited articles, preferred journals, intellectual structure and topical trends. Resultantly, CSE research publications have perpetually grown for the past 51 years since 1970 with the United States highlighting the largest study contributor, followed by Germany and the United Kingdom. The ACM SIGCSE Bulletin published the highest number of CSE research publications. The analysis of the cluster on topical trends indicates that curriculum design and implementation (e.g., assessment, broadening participation), elements of teaching and learning (e.g., constructivism, e-learning, game-based learning) and other areas of interest comprise pedagogical approach (e.g., computational thinking, k-12 education, motivation). Based on the research results, we expand on the findings and propose how authors might enhance the CSE function in curriculum design, implementation and shifts could eventually substitute past study clusters.

A framework for curriculum transformation in quantum information science and technology education

The field of Quantum Information Science and Technology (QIST) is booming. Due to this, many new educational courses and university programs are needed in order to prepare a workforce for the developing industry. Owing to its specialist nature, teaching approaches in this field can easily become disconnected from the substantial degree of science education research which aims to support the best approaches to teaching in Science, Technology, Engineering and Mathematics fields. In order to connect these two communities with a pragmatic and repeatable methodology, we have synthesised this educational research into a decision-tree based theoretical model for the transformation of QIST curricula, intended to provide a didactical perspective for practitioners. The Quantum Curriculum Transformation Framework consists of four steps: (1) choose a topic, (2) choose one or more targeted skills, (3) choose a learning goal and (4) choose a teaching approach that achieves this goal. We show how this can be done using an example curriculum and more specifically quantum teleportation as a basic concept of quantum communication within this curriculum. By approaching curriculum creation and transformation in this way, educational goals and outcomes are more clearly defined which is in the interest of the individual and the industry alike. The framework is intended to structure the narrative of QIST teaching, and with future testing and refinement it will form a basis for further research in the didactics of QIST.

Norwegian science teacher educators’ views of the master’s thesis and the supervision process

ABSTRACT The aim of this article is to investigate Norwegian science teacher educators’ views of the master’s thesis and the supervision process in connection with the recent change to five-year master’s programmes. Interviews with fourteen science teacher educators from the seven teacher education institutions offering a master’s specialisation in science education were analysed inductively through thematic analysis. The teacher educators’ perceptions were represented by four themes: development of personal traits, academic competence, value for classroom practice and value for the teaching community. Furthermore, they emphasised being project leaders and having competence in science education and relational competence when supervising master’s theses. The science educators are positive about the general features of the master’s thesis, such as developing personal traits and more research-competent colleagues of teachers. However, the study revealed that many supervisors expressed a lack of competence and supervision experience, and we suggest involving teacher educators in research projects in education.

CiteSaga: Conceptualisation of a Serious Game for Citation and Reference Styles

This article asserts that serious games (SGs) are effective tools for teaching citation and referencing styles in higher education. The proposed SG aims to enhance students' understanding and application of these styles through an engaging, game-based approach. We use an agile design cycle combined with educational design and design science research methodologies. The SG's key elements include objectives, rules, mechanics, learning outcomes, and assessment strategies, all integrated into higher education curricula.

Active learning strategies in entrepreneurship. Perceptions and experiences of students at a Mexican University

The intention of the educational research was to explore the expressions of students after experiencing various active learning strategies to enhance entrepreneurship. In 2023, an educational research project was conducted at a public Mexican university with three groups and two teachers. At the beginning of the course, the students' initial perceptions of the strategies were obtained. Subsequently, during the teaching-learning period, these strategies were guided by the teaching team. At the end of the course, the same students were asked to narrate their experiences with these strategies, and a thematic content analysis of the written narratives was conducted. The results indicate that the students' expressions were mostly positive and encouraging, especially in the early stages, though they declined slightly by the end, with nearly nine out of ten students expressing the intention to start a business someday. Learning through projects, conducting laboratory practices, receiving feedback-mentorship and counseling, attending conferences and visiting companies, and presenting business plans were the strategies perceived as most successful. Meanwhile, collaborating among peers and with teachers from various disciplines was less well received, yet still above 80% in the final evaluation. The students expressed the need for teacher support and solid institutional organization. The findings suggest improvements for teaching entrepreneurship at the university level through active learning, highlighting the challenges of entrepreneurial education.

What’s the Future for Science in the New Zealand Curriculum?

AbstractThis commentary article considers the current contentious debates over the national school science curriculum in Aoteaora New Zealand. The co-authors of this commentary are members of a group of science teacher educators and science education researchers who met recently to discuss concerns over aspects of these debates in the context of a wider political contest over the control and direction of education policy.

"Lives and times": The case for qualitative longitudinal research in anatomical sciences education.

Qualitative longitudinal research (QLR) focuses on changes in perceptions, interpretations, or practices through time. Despite longstanding traditions in social science, QLR has only recently appeared in anatomical sciences education (ASE). While some existing methodology papers guide researchers, they take a narrow view of QLR and lack specificity for ASE. This discursive article aims to (1) describe what QLR is and its benefits, its philosophies, methodologies and methods, considerations, and quality indicators, and (2) critically discuss examples of QLR in ASE. Underpinned by relativist ontology and subjectivist epistemology, time can be understood as fluid/subjective or fixed/objective. QLR is a flexible, creative, and exploratory methodology, often associated with other methodologies. Sampling is typically purposive, with repeated and recursive data collection methods, and complex three-strand analyses (themes, cases, and time), enabling cross-sectional and longitudinal analyses. QLR involves ethical, relationship, analytical, dissemination, and funding considerations. Key quality indicators relate to qualitative research as well as temporal aspects. Most of the nine ASE papers reviewed explored changes in anatomy learners, but few labeled their methodology as QLR. Just under half described their sampling as purposive, most employed pre-planned and standardized repeated interviews, analyzed their data cross-sectionally, and utilized qualitative data analysis software. Most cited the confirmability and transferability of their studies, but few cited credibility and dependability elements. Study timeframes and tempos were generally clear, but details of longitudinal retention/attrition were often lacking, and longitudinal data analysis was not often conducted. We therefore provide recommendations for the conduct of QLR in ASE.

Bibliometric Analysis of Studies on the Artificial Intelligence in Science Education with VOSviewer

Understanding the trends and developments in artificial intelligence research in science education, which has rapidly advanced in recent years, is crucial for technological innovations and applications in education. Therefore, this study examines research on artificial intelligence in science education conducted between 2019 and 2023 (the last five years) through bibliometric analysis, utilizing the Web of Science database. VOSviewer was used for the analysis. As a result of scanning the Web of Science database under these criteria, 867 studies were identified. Analyzing the distribution of these 867 publications by year reveals a concentration in 2023 and 2022. In terms of publication distribution by country, the leading contributors were the USA, China and Australia. The most prolific authors were identified as D. Gasevic, Z. Xiaoming and S. S. Oyelere. Regarding the number of documents and citations in journals, "Computers & Education" ranked first. The most cited used keywords were "Machine Learning" and "Artificial Intelligence", followed by "Learning Analytics", "Data Science" and "Higher Education". The findings illuminate recent research on artificial intelligence in science education. This study is expected to assist researchers in identifying trends within the field and to provide guidance for future studies.

Mentoring research projects in the Croatian higher education document framework

PurposeApproaching mentoring from the theoretical tradition of continental pedagogy and contrasting it to the neoliberal organization of the academy, this paper aims to analyze how the Croatian higher education document framework constructs mentoring graduate and postgraduate students' research projects.Design/methodology/approachThe analysis of 50 national- and university-level documents, which were coded using an adapted strategy described by Saldaña (2014), was guided by the following research questions. 1. Which elements of the mentor’s activity in guiding the research projects of graduate and postgraduate students are addressed by the relevant Croatian higher education documents? 2. Which elements of the graduate and postgraduate students’ activity in conducting research projects are addressed? 3. Which structural dimensions of mentoring these research projects are addressed?FindingsThe results point to the construction of mentoring as a pedagogical relationship based on guidance, support and dialog and also signal the processes of quantification of education and responsibilization of individuals.Practical implicationsThe results can be used in the critical revision of the documents as well as in supporting mentors in their professional roles.Originality/valueThis is the first analysis of the Croatian higher education document framework focused on mentoring students’ research projects.

Languaging-as-practice in science education: an alternative to metaphors of language-as-tool

AbstractThis commentary proposes the metaphor of “languaging-as-practice” in science education as an alternative to “language-as-tool” metaphors. Describing language as a tool implicitly positions language as static and unchanging and assumes that named languages are distinct and bounded entities. In contrast, describing languaging as a practice acknowledges the multiple and advanced ways speakers draw on many aspects of their linguistic repertoires while often crossing purported boundaries between named languages. This approach is grounded in translanguaging theory and offers a dynamic understanding of language in educational settings. It envisions students constructing and expressing scientific knowledge by drawing on their complete linguistic repertoires. By advocating for this approach, we aim to promote practices that acknowledge and leverage the diverse linguistic backgrounds of students, fostering inclusive and effective learning environments. While this approach has gained some traction in language-education circles, we believe it needs more consideration in the science education community. We also critique the limitations of viewing language merely as a tool for reproducing predefined scientific concepts and discourses, proposing that a more expansive approach to language can enhance opportunities for scientific sense-making and knowledge construction. We urge science education researchers and practitioners to shift how we think and talk about language in the science classroom to adopt and act upon a metaphor of “languaging-as-practice.”

New Insights for Teaching the One Health Approach: Transformative Environmental Education for Sustainability

The One Health approach often reaches classrooms through Environmental Education (EE), which aims to guide society’s response to current crises (environmental, health, economic, values). However, traditional EE teaching has focused on isolated ecological concepts and standardised solutions, ignoring the multidimensional nature of EE and failing to integrate the interdependence between environmental, animal, and human health. Moreover, teacher training often neglects didactic content knowledge, preventing students from acquiring the systemic vision needed to address eco-social problems and create sustainable solutions aligned with the Sustainable Development Goals (SDGs). This limits teachers’ ability to influence students’ concerns and behaviours. In this context, this study aims to reflect on the current state of the issue and propose strategies informed by Science Education research to improve EE teaching, enabling the integration of One Health dimensions through effective didactics to achieve Transformative Environmental Education (TEE). For this purpose, we begin by addressing the limitations identified in recent systematic reviews, shifting the paradigm towards a symbiosis of EE and Science Education through scientific practices. We then present practical examples showcasing successful EE initiatives that foster a deeper understanding of socio-environmental issues, encourage innovative solutions, and nurture engaged citizens from early education onwards. These proposals can support classroom practice and ongoing teacher self-development. Pedagogical strategies include tackling issues that require systemic and critical thinking by developing scientific and epistemic practices while raising awareness of Environmental Justice. Thus, this study advocates for a new vision of EE, integrating the One Health approach, which could be applied to develop new educational programs, including teacher training. This would lead to a new learning evaluation model and help identify key determinants that trigger pro-environmental behaviours.

What kind of education research was funded by the government in China? A decade-long investigation (2010–2020)

PurposeThe key purpose of this study is to systematically examine the landscape of education research funded by the National Plan of Educational Research Funding (NPERF) in China. The study aims to: (1) identify the thematic focus areas that reflect the national education agenda, (2) analyze the general funding patterns of education research projects and (3) gain insights into the distinctive nature of the research agenda in China. The study employs a rigorous data-driven approach to offer valuable insights into the dynamic discourses within the field of education research in China, which has received relatively little attention despite its potential significance.Design/methodology/approachIn this study, we utilized word co-occurrence analysis and corpus-based frequency analysis to analyze the research projects funded by the National Plan of Educational Research Funding (NPERF) from 2011 to 2020.FindingsThe key characteristics of these projects highlight the focus on higher education research, addressing the interests of specific cohorts of students, teachers and disadvantaged populations. Furthermore, these projects demonstrate a remarkable responsiveness to the policy needs of the country and a robust inclination toward an international comparative framework.Research limitations/implicationsThe findings offer valuable insights into the landscape and features of funded education research in China, revealing a strong emphasis on addressing practical needs and enhancing the capacity of the education system in the country.Originality/valueThis paper presents a systematic examination of the topics covered in funded research under the National Plan of Educational Research Funding (NPERF) scheme from 2011 to 2020. It contributes to the advancement of understanding regarding knowledge traditions and practices in the Chinese context. Methodologically, this paper is the first in the literature to be prototyped with a word co-occurrence analysis approach to systematically investigate the funded education research in China. Additionally, it includes the development of a comprehensive corpus list to uncover the key characteristics of the funded projects. The analysis provides unique insights into the priorities and directions of education research supported by the Chinese government, which are of potential interest to international readers.

Fostering scientific reasoning competencies: investigating impacts of cross- and within-content area experimentation using the competency triad

ABSTRACT Educational standards and science education research suggest that experiments can be used to foster scientific reasoning competencies. So far, little is known about whether to sequence experiments from one or multiple content areas for this purpose. Therefore, we compared two sequences in an experimental study to investigate the influence of content areas of experiments on competencies’ development: Based on the same underlying structure, the first, homogeneous sequence includes four kinetics experiments. The second, heterogeneous sequence involves experiments from kinetics, thermodynamics, and redox chemistry. A total of 97 students participating in undergraduate chemistry lab courses were randomly assigned to one of the sequences. The changes in competencies within the sequences were compared based on the ‘competency triad’ differentiating between underlying knowledge (dispositions), the use of this knowledge (processes), and the quality of the resulting investigations (products). The results show that both sequences are comparably suitable to foster scientific reasoning competencies. However, in the post-experiments, we found a tendency of increased inadequate or irrelevant content-related reasoning by bringing in and conflating concepts from previous experiments such as activation energy or the chemical equilibrium (in particular Le Chatelier's principle). We discuss these findings concerning the consequences of sequencing experiments for fostering scientific reasoning.

Philosophical, Legal, Ethical, and Practical Considerations in the Emerging Use of Generative AI in Academic Journals: Guidelines for Research in Science Education (RISE)

Philosophical, Legal, Ethical, and Practical Considerations in the Emerging Use of Generative AI in Academic Journals: Guidelines for Research in Science Education (RISE)

Efficiency analysis of engineering classes: A DEA approach encompassing active learning and expositive classes towards quality education

The science, technology, engineering, and mathematics (STEM) education research delves into the core of sustainable development goals (SDGs), including the pillars of quality education (SDG4), robust economic growth (SDG8), and diminished inequalities (SDG10). These pursuits stand as keystones in sculpting inclusive societies and bridging societal gaps. While previous studies utilising data envelopment analysis (DEA) have explored educational performance mainly from a macro-perspective, there is a lack of micro-perspective investigation. Our study aims to fill this gap by proposing a DEA approach to assess the relative efficiency of engineering classes. We analysed 70 classes covering 38 subjects in the first semester of 2022 at a South American school. Methodologically, we employed the slack-based measure (SBM) model under the benefit of doubt (BoD) condition. Unlike prior research, we analysed classes' relative performance considering different pedagogical approaches - 11 active-learning classes (15.7 %) and 59 passive-learning classes (84.3 %). Our results showed that 18 classes were efficient (25.7 %). Active classes were more efficient, but few subjects maintained similar efficiencies for all classes. Moreover, efficient classes were concentrated in the last two years prior to graduation (57.9 %). This may represent an additional barrier for low-income students, who tend to drop out in the first years. The findings support several improvement recommendations, such as integrating digital technologies, boosting active learning opportunities, and bolstering classes in foundational subjects. Also, implications for researchers, decision- and policy-makers are discussed. Our approach can be replicated in diverse educational contexts, enabling the identification of strengths and weaknesses for more efficient educational management.

Addressing Missing Data Due to COVID-19: Two Early Childhood Case Studies

One part of COVID-19’s staggering impact on education has been to suspend or fundamentally alter ongoing education research projects. This article addresses how to analyze the simple but fundamental example of a multi-cohort study in which student assessment data for the final cohort are missing because schools were closed, learning was virtual, and/or assessments were canceled or inconsistently ­collected due to COVID-19. We argue that current best-practice recommendations for addressing missing data may fall short in such studies because the assumptions that underpin these recommendations are violated. We then provide a new, simple decision-making framework for empirical researchers facing this situation and provide two empirical examples of how to apply this framework drawn from early childhood studies, one a cluster randomized trial and the other a descriptive longitudinal study. Based on this framework and the assumptions required to address missing data, we advise against the standard recommendation of adjusting for missing outcomes (e.g., via imputation or weighting). Instead, we generally recommend changing the target quantity by restricting to fully observed cohorts or by pivoting to focusing on an alternative outcome.

Research in Psychiatry Medical Education through "MUST Enrich Grant": A Scoping Review.

The Indian Teachers of Psychiatry (IToP) forum introduced a unique research grant scheme- IToP-MUST (Minds United Scholarship for Teachers) Enrich Research Grant- for conducting research in psychiatry education. This scoping review's objectives are to (a) assess the research areas and methodologies of MUST Enrich grant-supported research, (b) identify strengths and limitations of these research works, and (c) inform the researchers and funding agency concerning robust methodologies and study areas that can be considered in the future. We included all MUST-funded original educational research projects from their inception (2020) to the present, which were either published or, although unpublished, available in the public domain. Eleven research projects were identified. Most awardees were junior academic faculty members (n = 9, 82%). Eight (73%) studies were related to Competency-Based Medical Education (CBME) and were based on teaching-learning (TL) or related methods under the CBME framework, focusing on newer TL methods. Seven of eight (88%) were based on undergraduate TL. Most (n = 8, 73%) of the studies had an observational cross-sectional design, whereas the rest were interventional studies. Almost all were quantitative studies (n = 10, 91%). The prime themes of the research were students' and teachers' perspectives on the study topic, innovations in psychiatry TL, and their educational impact. This review's findings will inform funders and researchers about future research areas and help formulate robust methodologies. Other funders must earmark their funding for educational research to grow this field.

Key Issues on Research in Science Education by Up-And-Coming Young Researchers

Key Issues on Research in Science Education by Up-And-Coming Young Researchers