Implications For Science Education Research Articles

Participatory Digital Mapping, Dynamic Data, and Children’s Emergent Science Argumentation About Local Socio-Ecological Systems

Abstract Over the last two decades, there has been an increasing focus on spatial technologies in teaching and learning, revealing the potential to support new forms of youth sensemaking across varied settings and modalities. Recent scholarship has shown the possibilities of participatory digital mapping technologies, enabling young people to collect data within community settings and create interactive data-rich maps about complex phenomena and processes that build from their local expertise and inquiries. Yet to date, these technologies and related pedagogies remain less researched within K-5 educational contexts. In this article, we examine the most recent iteration from a multi-year design research project that centered 5th grade students’ learning about socio-ecological systems by engaging in participatory digital mapping to study their schoolyard soil ecosystems underfoot. We examine the possibilities of centering digital participatory map making as a basis for modeling and argumentation in elementary science. Analyzing whole class discussion video within the 10-week curriculum, we show how children authored their collective maps in numerous ways, making visible their social and ecological knowledge of the schoolyard, as well as their experiences defining, producing and visualizing qualitative and quantitative data. As part of this broader design-based research project, we find that children were able to reason about complex socio-ecological systems across spatial, temporal, and relational dimensions in inventive ways, often considered out of reach for elementary aged students, while also expanding what could count as data and what ways of knowing were valued within the science classroom. Implications for science education, place-based education, and emerging geospatial technologies are discussed.

Willingness to mitigate climate change: the role of knowledge, trust, and engagement

The recent IPCC report (IPCC, 2023) highlighted the need to increase the perception of risk and prompt climate action through education. The question is what contribution science and environmental education can make—if any—to this challenge. Psychological research has suggested that knowledge (topical and epistemological) and beliefs about self-efficacy are relevant starting points, but the evidence is scarce and inconsistent. We conducted a transversal correlational study to test the direct and indirect effects of system knowledge of climate change, personal engagement with science, and trust in climate science on the willingness to mitigate the effects of climate change. The participants were 386 students attending high schools in Chile. The results reveal that there is no direct effect of climate change system knowledge on the willingness to act. We did find indirect effects of system knowledge on the willingness to act, mediated by personal engagement with science and trust in climate science knowledge. The results also demonstrate a direct effect of personal engagement with science, and an indirect effect mediated by trust in science. The implications for science education are discussed.

Exploring the role of disciplinary knowledge in students’ covariational reasoning during graphical interpretation

BackgroundThis study investigates undergraduate STEM students’ interpretation of quantities and quantitative relationships on graphical representations in biology (population growth) and chemistry (titration) contexts. Interviews (n = 15) were conducted to explore the interplay between students’ covariational reasoning skills and their use of disciplinary knowledge to form mental images during graphical interpretation.ResultsOur findings suggest that disciplinary knowledge plays an important role in students’ ability to interpret scientific graphs. Interviews revealed that using disciplinary knowledge to form mental images of represented quantities may enhance students’ covariational reasoning abilities, while lacking it may hinder more sophisticated covariational reasoning. Detailed descriptions of four students representing contrasting cases are analyzed, showing how mental imagery supports richer graphic sense-making.ConclusionsIn the cases examined here, students who have a deep understanding of the disciplinary concepts behind the graphs are better able to make accurate interpretations and predictions. These findings have implications for science education, as they suggest instructors should focus on helping students to develop a deep understanding of disciplinary knowledge in order to improve their ability to interpret scientific graphs.

Studying Students’ Representations of the “Orbital” and “Electron Cloud” Concepts

The study investigates secondary students’ understanding of “orbital” and “electron cloud” concepts in different quantum contexts (for values of the ʽprincipal quantum number n = 1 and n = 2) on the basis of their verbal and pictorial representations, evaluating also their consistency. Participants, which were 192 12th-grade students from six urban secondary schools of Northern Greece, represented these two concepts through two corresponding tasks of a paper-and-pencil assessment tool, each of which comprised two parts for verbal and pictorial representations, respectively. Results provide evidence that although students struggle to express verbally the orbital and electron cloud concepts, their competences in the corresponding pictorial representations are relatively better, exhibiting inconsistencies between verbal and pictorial representations. Inconsistencies also exist between representations of the orbital and electron cloud concepts, since students appear to have verbally a better understanding of the electron cloud than the orbital, whereas the opposite holds true for their pictorial representations. Comparing verbal and pictorial representations, the pictorial ones appear to be more consistent tools, whereas a quantum context defined by n = 2 seems to be more challenging for students compared to that of n = 1. Furthermore, an analysis of student profiles leads to their categorization in four classes, providing additional relevant information. Implications for science education are also discussed.

Exploring Prospective Preschool Teachers’ Argumentation Skills on the Greenhouse Effect

The purpose of this study is to explore the degree to which prospective preschool teachers can develop arguments regarding the main contributors to the greenhouse effect, the intensity of the phenomenon across the earth’s surface and the consequences of global warming caused by the constant increase of the greenhouse effect. Participants were 93 students (prospective teachers) who had been provided with a number of data in order to be able to articulate claims and to develop reasoning to support them. Students’ argumentation components were categorized according to their content suitability, and relevant paths from data to claims were constructed. Results provide evidence for the capability of students to develop arguments based on the information and data available to them, revealing a number of misunderstandings in relation to the greenhouse effect and insufficient reasoning regarding their argumentation skills. Relevant improvements that could take place in preschool education departments and implications for science education are also discussed.

Epistemic networks and the social nature of public engagement with science

AbstractThis theoretical paper focuses on the social processes of public engagement with science and their implications for science education. The core of our argument is that science education should help people become better at evaluating, using, and curating their epistemic networks to make personal and civic decisions and to understand the natural world. In this context, an epistemic network is a set of people who support sensemaking by providing new information and aiding in the interpretation and reconstruction of scientific knowledge in context. We believe epistemic networks are an important consideration for science education, particularly when misinformation plays an outsized role in the cultural landscape. Understanding when epistemic networks are useful and how science education should incorporate them requires a clear sense of how they work in different contexts. We start by contrasting the inevitably social nature of all public engagement with science with the particularly social or interpersonal nature of some public engagement with science. We draw on research from education, communication, and science and technology studies to develop the idea of an epistemic network and to describe two basic types: the individual resource network and the collective action network. We illustrate each type with an extended example that is hypothetical but informed by both research and experience. Finally, we discuss how science education can incorporate epistemic networks, as well as the challenges inherent in that educational strategy.

Química recreativa: Referentes históricos y actuales e implicaciones en la enseñanza y la divulgación

After introducing some general ideas about recreational chemistry, here I provide some historical references from the 18th century to the present day. These include philosophical evenings, the creation of institutions for popularising science, and the publication of emblematic books and journals on the subject. I discuss the activities of some prominent personalities in recreational chemistry and analyse the specificities of different aspects of this domain such as varying approaches (games and gamification, science fairs, media, the internet, and software, etc.). These are compared to other fields of science popularisation (prevention and safety, specific recommendations for its use, etc.) and implications for science teaching and popularisation in relation to this field of knowledge. Finally, with the conclusions, I have also provided bibliographical references to facilitate further study of the subject.

INTERSECTION OF SCIENCE AND EDUCATION: EUROPEAN EXPERIENCE AND BEST PRACTICES

The encompasses a comprehensive overview of the evolution of science education in Europe, examining both traditional and modern tools and methods. It delves into the historical context, milestones, and current trends in science education, highlighting European experiences through case studies and success stories. The abstract also addresses challenges encountered and identifies effective strategies and best practices for enhancing science learning. Additionally, it explores future directions and emerging trends, providing insights into the implications for science education in Europe. Overall, the abstract offers a holistic perspective on the intersection of science and learning, drawing on European experiences and best practices to inform future advancements in science education.

Exploring NOS in the interview given by Niels Bohr in 1962: Implications for science teaching

Resumo: Este artigo visa explorar aspectos relativos à Natureza da Ciência em partes de uma entrevista concedida por Niels Bohr a Thomas Kuhn, Léon Rosenfeld, Aage Petersen e Erik Rudinger, entre outubro e novembro de 1962. Procura-se contribuir para que discussões e reflexões sobre a ciência sejam promovidas no âmbito do ensino de ciências. Nessa perspectiva, estabelecem-se interlocuções entre trechos da entrevista e outros materiais históricos, como publicações do próprio Bohr e fontes secundárias de reconhecida relevância.

Pre-service Science Teachers’ Perceptions of the Aesthetic Features of Science

Abstract This study investigated the perception of aesthetic features within science among 73 pre-service science teachers and its implications for science education. We developed an analytical framework and questionnaire to administer to teachers. The findings revealed notable distinctions in how participants perceived aesthetic aspects, particularly between the ‘nature’ domain and others. Furthermore, some respondents exhibited negative perceptions, largely due to their naive understanding of the nature of science, while others simply acknowledged contradictions within aesthetic features. The study offers several crucial implications, including that pre-service science teachers should be granted more opportunities for hands-on experiences in the field of science; educational interventions aimed at reshaping pre-service teachers’ views on the nature of science are imperative; and there is a need to provide opportunities for pre-service teachers to recognize and grapple with opposing aesthetic features within science. Additionally, explicit education on aesthetics within the context of science is warranted.

Exploring the predictiveness of curiosity and interest in science learning in and after class

AbstractScience learning takes place not only in the context of science class but also after class. Students' internal forms of motivation, such as curiosity and interest, affect the entire science learning process in both in‐class and after‐class contexts. In addition, both stable existing learner characteristics, such as science curiosity and interest in a specific natural phenomenon (phenomenon interest), and temporary emotional states, such as state curiosity, are considered essential factors in improving learning. Given the importance of understanding how learners' two aspects of motivational variables influence their science learning in different learning contexts, this study aimed to examine the extent to which existing learner characteristics, such as science curiosity and phenomenon interest, and temporary emotional states, such as state curiosity, predict science learning both during and following class and how these variables are related to exploration after class. To achieve this goal, an explanatory sequential mixed‐method approach was employed, based on a correlational design, with a total of 706 cases from fifth‐grade and sixth‐grade students (45.5% female). In the context of science class, relatively stable existing learner characteristics, such as science curiosity and phenomenon interest, and temporary emotional states, such as state curiosity, were positively associated with learning, and temporary states were more predictive of learning than existing characteristics. In addition, state curiosity was directly related to learning, whereas science curiosity and phenomenon interest were only indirectly related to learning, mediated by state curiosity. In the context of the after‐class, however, only phenomenon interest significantly predicted spontaneous follow‐up learning and was positively associated with students' continued learning. An interpretation of these results was discussed, as well as their implications for science education and future research. Our findings will enable more fine‐grained analyses regarding how curiosity and interest can predict learning in science.

Impact of COVID-19 on performance of college and university graduate students: Implications for science education

The aim of this study is to investigate the impact of COVID-19 on the academic performance of colleges and Kotebe Metropolitan University students in terms of the Internet access, resource availability, and students’ perception of e-learning. The study also described the concerns of students, parents, and teachers related to the circumstances caused by social isolation and the perspectives of teachers and parents with regard to remote or online learning. This study adopted a mixed research design. For data collection, survey questionnaires, which were conducted on a total population of n=350, and semi-structured interviews were used with department heads and stream heads. In addition, simple random sampling was used for all instructors from the college, university, and students from the college of teachers’ education. According to the study’s findings, there was a lack of the Internet access, a lack of ICT resource availability, and a lack of online competency among students and teachers throughout the epidemic. The findings of this study confirm the readiness and motivation of teachers to advance their knowledge and skills, as well as to contribute with the aim of improving the quality of education. The findings also confirmed that COVID-19 comes with both challenges and opportunities for the Ethiopian education system.

What’s mathematics doing here? The role of mathematics in German Physics Olympiad tasks

Physics competitions target at motivating students for engaging in physics and at promoting students talented in physics. Physics competitions also aim at conveying a picture of physics as a scientific discipline, going beyond regular physics classes in school, and should thus also include a more intense mathematization of physics problems. Given that physics students often struggle with mathematics, mathematics in the competition may pose a challenge beyond the intended physics challenge. The present paper therefore presents an analysis of theoretical tasks employed in the German Physics Olympiad. Mathematical requirements were (1) identified by analyzing sample solutions and (2) compared to mathematics curricula. Then, (3) the solutions were categorized regarding whether the mathematics employed was used in a tool-like manner, a structuring manner, or both. Findings indicate that the first competition round typically includes rather basic mathematical requirements which are addressed in lower secondary mathematics education. In the higher rounds, more advanced mathematics is needed, which is only taught in the last years of high school, or not taught at all. The structural role of mathematics proved to be essential in the analyzed tasks. Beside the (intended) physics challenges, participants thus have to deal with mathematics they have not learned at school and have to apply mathematics in a different way than is often done at school when participating in the competition. As a consequence, unintended negative effects may occur, potentially counteracting the aim to promote students talented in physics. Implications for science education and future research are discussed.

Children's hypothetical reasoning about complex and dynamic systems.

Children's hypothetical reasoning about a complex and dynamic causal system was investigated. Predominantly White, middle-class 5- to 7-year-old children from the Greater Toronto Area learned about novel food chains and were asked to consider the effects of removing one species on the others. In Study 1 (N = 72; 36 females, 36 males; 2018), 7-year-olds answered questions about both direct and indirect effects with a high degree of accuracy, whereas 5-year-olds performed at chance. Six-year-olds showed intermediate performance. Using food chains with clearer constraints, Study 2 (N = 72; 35 females, 37 males; 2020-2021) replicated these findings. These results indicate that the ability to think about hypothetical changes to dynamic causal systems develops between 5 and 7 years. Implications for science education are discussed.

Perceptions of Genetics difficulty among science students in Nigeria

This study examined the perceptions of Genetics among science students with implications for science education in the Fourth Industrial Revolution. The non-experimental design of a descriptive survey type was adopted in this study. Sample comprised 351 Biology students selected randomly from four senior secondary schools. Data were collected using an instrument titled “Genetics Perceptions Questionnaire (GPQ) (r = .70)”, and analysis was done using descriptive and inferential statistical approaches of mean, rank order, frequency counts and percentages, and independent-sample t-test, at 0.05 alpha level. Findings showed that while the majority (88.9%, 312 > 11.1%, 39) of science students perceived Genetics to be interesting, yet, they listed a lack of Biology laboratory for practical classes (x = 1.66, rated 1), not enough time to learn (x = 1.60, rated 2), and teacher’s poor teaching method (x = 1.56, rated 3), as factors affecting their effective learning of Genetics. Also, it was found that while there exists a significant difference (t = -3.11; df = 349; p<0.05) in the students’ perceptions of Genetics being interesting based on gender. However, there exists no significant difference (t = .579; df = 349; p<0.05) in their perceptions of the factors affecting the learning of Genetics, based on gender. It was recommended, among others, that Biology educators adopt innovative approaches of the 21st century in teaching Genetics.

Accommodating heterogeneity: the interaction of instructional scaffolding with student preconditions in the learning of hypothesis-based reasoning

Hypothesis-based reasoning with conditionals is a skill that is required for engaging in integral activities of modern elementary school science-curricula. The teaching of this skill at this early stage of education, however, is demanding, particularly in whole school classes in which it is difficult to adapt teaching to children’s individual needs. We examine whether a scaffold that is static yet tailored to the context, in which the teacher explicitly models the reasoning process, manages to meet students’ individual cognitive preconditions for learning this skill. Within an inquiry-based learning setting, N = 143 third-graders underwent either an experimental condition in which they received the explicit scaffold, or a control condition in which they did not receive this specific scaffold. Employing a latent transition analysis and a general additive model, it is examined how the additional scaffold interacted with students’ prior knowledge, inhibition ability, and logical reasoning judged by their own teachers. It is found that the additional scaffolds managed to meet the needs of students with little prior knowledge; under the control condition, students with little prior knowledge showed decreased learning achievement, whereas under the experimental condition, students with differing prior knowledge learned to comparable extent and on a higher level. The scaffolds also almost fully diminished a disadvantage for students with lower teacher-judged logical reasoning, and supported students with high inhibition ability in mastering the most difficult aspect of reasoning based on irrelevant evidence. Implications for science education are discussed.

A pragmatic reading of Bruno Latour’s work and the implications for Science Education

Resumo: Neste ensaio, objetivamos discutir a relação entre a obra de Bruno Latour e as concepções vinculadas ao pragmatismo. Consideramos os fundamentos ontológicos e metodológicos dessas perspectivas para empreender a tese de que a característica híbrida da abordagem latouriana tem bases importantes no projeto pragmatista de superação das dicotomias racionalistas e empiristas, bem como no entendimento das relações metodológicas entre objetos e práticas, em termos de ação. Como recorte, apontamos para a necessidade das discussões em torno das áreas de Educação, Didática e Ensino de Ciências considerarem essa relação como parte de uma influência que ultrapassa citações esporádicas ao longo da obra de Bruno Latour, estabelecendo-se enquanto parte fundamental de seu realismo pragmático e das abordagens da Teoria Ator-Rede e da Investigação dos Modos de Existência.

Hva stimulerer utforskende undervisning i naturfag? Et studium av rollen for læreboken i noen norske ungdomsskoler.

Inquiry-based science education is highly emphasized in recent curricula. Our paper aims to find out more about the connections between science teachers' orientation toward the textbook and the enabling of inquiry-based teaching. It will be important to map this connection better in improving how to facilitate inquiry-based education. The textbook has a strong position in the Norwegian school system, and teaching based on the textbook is often seen as oppositional to inquiry-based teaching. On a national level, more research about the use of textbooks and its implications for science teaching is needed. A survey has been conducted among science teachers at 68 lower secondary schools in three (recently merged into two) counties in Norway. The survey data is used to measure the textbook’s importance for science teachers, and the extent to which the textbook contributes to inquiry in science teaching. Results show that the textbook has a central role for science teachers. The textbook is partly perceived as supportive for facilitating inquiry activities, especially for textbook-oriented teachers. At the same time, the study shows that those teachers who frequently facilitate inquiry are not closely tied to the textbook.

Primary students’ argumentation skills on evaporation: A teaching intervention

This paper reports the findings of a study exploring the possibilities of improving students’ argumentation skills concerning evaporation process and factors affecting evaporation by implementing two teaching schemes, with and without the use of particle theory. The participants (ages 10/11, n = 77) were students of four fifth-grade classes of two Greek regular public primary schools. The research data were collected through an open-ended written test (pre- and post-intervention) and a semi-structured interview (post-intervention). Results revealed that the improvement of students’ argumentation skills regarding the evaporation process and the factors affecting evaporation is feasible through an appropriate teaching intervention. This concerns mainly the components of claim and evidence, whereas the use of the particle theory seems to contribute further to this improvement, as well as to the improvement of the reasoning component. Implications for science education are also discussed.

Incorporating Quantum Number Characteristics in the Pictorial Representations of the Atomic Structure: Consistency Issues and Students’ Relevant Profiles

The main purpose of this study was to investigate the consistency of pictorial representations of the atomic structure drawn by students on the basis of particular quantum numbers’ characteristics. Participants were 192 students of the 12th grade of secondary Greek schools. This study’s instrument, a paper-and-pencil assessment tool, included four open-ended tasks. In each one of the four tasks, students were asked to draw representations of the atomic structure under two specific conditions concerning particular quantum numbers’ values. Results indicated the existence of a consistency between pictorial representations, providing indications that this kind of representation could be used as a consistent tool in order to study students’ understanding of the contribution of quantum number characteristics in the configuration of the atomic structure. Furthermore Latent Class Analysis revealed distinct student profiles indicating how this consistency is distributed across the sample and emerging student classes that have problems in conceptualizing the characteristics of the first and fourth quantum numbers. Implications for science education are discussed.