首页 | 本学科首页   官方微博 | 高级检索  
相似文献
 共查询到20条相似文献，搜索用时 15 毫秒
1.
科学教育是建设创新型国家以及呼应科教强国政策的根本,对于科技创新人才的培养至关重要。美国国家科学教学研究学会的年会代表了全球最高规格的科学教育研究盛典,基于NARST 2020年会报告题目和摘要,采用定性与定量相结合的文本分析法,依次进行了词频分析、主题建构和共现演化三个阶段的研究。研究发现:教师的教、学生的学、教师教育、课程评估、科学文化是本届科学教育年会五个研究领域,STEM是贯穿其中的核心议题。基于行为科学理论、活动理论和知识整合理论的管理学与教育学的跨学科研究框架和关键要素,可以把STEM研究划分为理论-实践、结构-功能,宏观-微观和心理-行动这八个维度构成的多元分析框架;无监督LDA主题模型的关系建模全面、清晰地确定了全球科学教育最新的六大研究主题的发展脉络与趋势;国际科学教育研究极为重视职前和职后教师教育,高质量的教师是科学教育改革的重要引擎和支撑,教师的教与学生的学是探究教学机制的关键。最后对西方思潮影响的中国科学教育改革提出了审思。  相似文献   

2.
Following a series of reviews every 5 years since 1998, this fourth study presents the research trends in science education based on 1,088 research articles published in Science Education, Journal of Research in Science Teaching, and International Journal of Science Education from 2013 to 2017. The top three research topics, that is, the context of students’ learning, science teaching, and students’ conceptual learning were still emphasized by researchers in the period of 2013–2017. It is also evident that researchers have undoubtedly changed their preferences of research topics in the three journals within the 2 decades. For example, the topic concerning conceptual understanding, alternative conceptions, and conceptual change (Learning-Conceptions) was in continuous decline from 2003 to 2017, although it ranked as the top topic in the 1998–2002 period. The research topic of Teaching continuously ranked second in the 2008–2012 as well as in the 2013–2017 periods. Yet, the declining trend of Goals, Policy, and Curriculum reported in the last review was not observed in the latest period. The analysis of the top 10 most-cited papers unveiled that the issues such as inequality in science education, STEM education, and undergraduate research experiences were gradually highlighted.  相似文献   

3.
This paper, describes Synergies, an on-going longitudinal study and design effort, being conducted in a diverse, under-resourced community in Portland, Oregon, with the goal of measurably improving STEM learning, interest and participation by early adolescents, both in school and out of school. Authors examine how the work of this particular research–practice partnership is attempting to accommodate the six principles outlined in this issue: (1) to more accurately reflect learning as a lifelong process occurring across settings, situations and time frames; (2) to consider what STEM content is worth learning; (3) to examine learning as a cultural process, involving varied repertoires of practice across learners’ everyday lives; (4) to directly involve practitioners (and learners) in the research process; (5) to document how existing and emerging technologies and new media are, and will continue, to shape and redefine the content and practice of STEM learning research; and, (6) to take into account the broader socio-cultural–political contexts of the needs and concerns of the larger global society.  相似文献   

4.
Science, technology, engineering and mathematics (STEM) is a form of education seen by many governments and educators as a preparation of the types of students needed for the future. STEM education is being developed in many countries without the support of official policy, such as is the case in Canada. In the United States, the National Science Foundation (NSF), and a private non-profit organisation, Achieve Inc.?, have been enlisted to develop policy to guide the development on STEM nationally. Due to its influence in global politics and economy, many countries, including Canada, are interested in how the United States is preparing its citizens for the future through STEM education. In this paper we present a critical discourse analysis on STEM policy from the United States as a basis to discuss: biopolitics in science education; notions of citizenship in contemporary school education and science education; and citizenship and STEM education.  相似文献   

5.
The scale and importance of Vision and Change in Undergraduate Biology Education: A Call to Action challenges us to ask fundamental questions about widespread transformation of college biology instruction. I propose that we have clarified the “vision” but lack research-based models and evidence needed to guide the “change.” To support this claim, I focus on several key topics, including evidence about effective use of active-teaching pedagogy by typical faculty and whether certain programs improve students’ understanding of the Vision and Change core concepts. Program evaluation is especially problematic. While current education research and theory should inform evaluation, several prominent biology faculty–development programs continue to rely on self-reporting by faculty and students. Science, technology, engineering, and mathematics (STEM) faculty-development overviews can guide program design. Such studies highlight viewing faculty members as collaborators, embedding rewards faculty value, and characteristics of effective faculty-development learning communities. A recent National Research Council report on discipline-based STEM education research emphasizes the need for long-term faculty development and deep conceptual change in teaching and learning as the basis for genuine transformation of college instruction. Despite the progress evident in Vision and Change, forward momentum will likely be limited, because we lack evidence-based, reliable models for actually realizing the desired “change.”
All members of the biology academic community should be committed to creating, using, assessing, and disseminating effective practices in teaching and learning and in building a true community of scholars. (American Association for the Advancement of Science [AAAS], 2011 , p. 49)
Realizing the “vision” in Vision and Change in Undergraduate Biology Education (Vision and Change; AAAS, 2011 ) is an enormous undertaking for the biology education community, and the scale and critical importance of this challenge prompts us to ask fundamental questions about widespread transformation of college biology teaching and learning. For example, Vision and Change reflects the consensus that active teaching enhances the learning of biology. However, what is known about widespread application of effective active-teaching pedagogy and how it may differ across institutional and classroom settings or with the depth of pedagogical understanding a biology faculty member may have? More broadly, what is the research base concerning higher education biology faculty–development programs, especially designs that lead to real change in classroom teaching? Has the develop-and-disseminate approach favored by the National Science Foundation''s (NSF) Division of Undergraduate Education (Dancy and Henderson, 2007 ) been generally effective? Can we directly apply outcomes from faculty-development programs in other science, technology, engineering, and mathematics (STEM) disciplines or is teaching college biology unique in important ways? In other words, if we intend to use Vision and Change as the basis for widespread transformation of biology instruction, is there a good deal of scholarly literature about how to help faculty make the endorsed changes or is this research base lacking?In the context of Vision and Change, in this essay I focus on a few key topics relevant to broad-scale faculty development, highlighting the extent and quality of the research base for it. My intention is to reveal numerous issues that may well inhibit forward momentum toward real transformation of college-level biology teaching and learning. Some are quite fundamental, such as ongoing dependence on less reliable assessment approaches for professional-development programs and mixed success of active-learning pedagogy by broad populations of biology faculty. I also offer specific suggestions to improve and build on identified issues.At the center of my inquiry is the faculty member. Following the definition used by the Professional and Organizational Development Network in Higher Education (www.podnetwork.org), I use “faculty development” to indicate programs that emphasize the individual faculty member as teacher (e.g., his or her skill in the classroom), scholar/professional (publishing, college/university service), and person (time constraints, self-confidence). Of course, faculty members work within particular departments and institutions, and these environments are clearly critical as well (Stark et al., 2002 ). Consequently, in addition to focusing on the individual, faculty-development programs may also consider organizational structure (such as administrators and criteria for reappointment and tenure) and instructional development (the overall curriculum, who teaches particular courses). In fact, Diamond (2002) emphasizes that the three areas of effort (individual, organizational, instructional) should complement one another in faculty-development programs. The scope of the numerous factors impacting higher education biology instruction is a realistic reminder about the complexity and challenge of the second half of the Vision and Change endeavor.This essay is organized around specific topics meant to be representative and to illustrate the state of the art of widespread (beyond a limited number of courses and institutions) professional development for biology faculty. The first two sections focus on active teaching and biology students’ conceptual understanding, respectively. The third section concerns important elements that have been identified as critical for effective STEM faculty-development programs.  相似文献   

6.
This paper presents the third study of research trends in science education. In this review, a total of 990 papers published in the International Journal of Science Education, the Journal of Research in Science Teaching, and Science Education from 2008 to 2012 were analyzed. The results indicate that in the recent five years (2008–2012), the top three research topics in the published papers were those regarding the context of students' learning, science teaching, and students' conceptual learning. The changes in the most popular research topics in the past 15 years also evidentially indicate shifts in the journals' preferences and researchers' interest. For example, in 2003–2007, context of students' learning replaced students' conceptual learning, which was the most published research topic from 1998 to 2002. The research topic of students' learning contexts continued to rank the first in 2008–2012. Moreover, there was an increasing trend of research papers regarding science teaching from 1998 to 2012. The analysis of highly cited papers revealed that research topics such as argumentation, inquiry-based learning, and scientific modeling were recently highlighted by science educators. In recent 15 years, productive researchers' publications also focused on the topics about context of students' learning, science teaching, and students' conceptual learning.  相似文献   

7.
为了更好促进美国STEM教育改革,美国出台了《STEM2026:STEM教育创新愿景》。该报告提出:STEM教育要从娃娃抓起;STEM教育要丰富生源,让更多弱势群体接受优质STEM教育;STEM教育要从校内走向校外,构建校内外一体化的STEM教育环境;STEM课程要注重学科的交叉整合,不仅要实现科学、技术、工程和数学之间的融合,还要重视STEM与其他学科的融合;STEM教学要融入游戏且具有风险性,让学生在探究中感知STEM教育的魅力,且养成不畏险阻的科学精神;STEM考评方式要多样且能促进学生更好地学习,为此考评方式要创新且具操作性。  相似文献   

8.
Counterspaces in science, technology, engineering, and mathematics (STEM) are often considered “safe spaces” at the margins for groups outside the mainstream of STEM education. The prevailing culture and structural manifestations in STEM have traditionally privileged norms of success that favor competitive, individualistic, and solitary practices—norms associated with White male scientists. This privilege extends to structures that govern learning and mark progress in STEM education that have marginalized groups that do not reflect the gender, race, or ethnicity conventionally associated with STEM mainstream success, thus necessitating spaces in which the effects of marginalization may be countered. Women of color is one such marginalized group. This article explores the struggles of women of color that threaten their persistence in STEM education and how those struggles lead them to search out or create counterspaces. It also examines the ways that counterspaces operate for women of color in STEM higher education, particularly how they function as havens from isolation and microaggressions. Using a framework of Critical Race Theory (CRT) and intersectionality theory and drawing on interview data from 39 women of color about their STEM higher education experiences, we describe five ways in which counterspaces operate: in peer‐to‐peer relationships; mentoring relationships; national STEM diversity conferences; STEM and non‐STEM campus student groups; and STEM departments. Whereas most research has discussed counterspaces as racially or ethnically homogeneous social groups of peers at the margins, our research found that counterspaces vary in terms of the race/ethnicity, gender, and power levels of participants. We found that counterspaces can be physical settings, as well as conceptual and ideological. Additionally, we identified counterspaces both at the margins and at the center of STEM departments. Thus, our research expands the existing understanding of the types and functions of counterspaces and broadens the definition of what locations can be and should be considered counterspaces. © 2017 The Authors. Journal of Research in Science Teaching Published by Wiley Periodicals, Inc. on behalf of National Association for Research in Science Teaching. J Res Sci Teach 55: 206–245, 2018  相似文献   

9.
In this study, a theoretical model is tested to examine factors shaping the decision to pursue STEM fields of study among students entering community colleges and four-year institutions, based on a nationally representative sample of high school graduates from 2004. Applying the social cognitive career theory and multi-group structural equation modeling analysis, this research highlights a number of findings that may point to specific points of intervention along students’ educational pathway into STEM. This study also reveals important heterogeneity in the effects of high school and postsecondary variables based on where students start their postsecondary education: community colleges or four-year institutions. For example, while high school exposure to math and science courses appears to be a strong influence on four-year beginners’ STEM interest, its impact on community college beginners’ STEM interest, albeit being positive, is much smaller. In addition, college academic integration and financial aid receipt exhibit differential effects on STEM entrance, accruing more to four-year college students and less to those starting at community colleges.  相似文献   

10.
The concept of connected learning proposes that youth leverage individual interest and social media to drive learning with an academic focus. To illustrate, we present in-depth case studies of Ryan and Sam, two middle-school-age youth, to document an out-of-school intervention intended to direct toward intentional learning in STEM that taps interest and motivation. The investigation focused on how Ryan and Sam interacted with the designed elements of Studio STEM and whether they became more engaged to gain deeper learning about science concepts related to energy sustainability. The investigation focused on the roles of the engineering design process, peer interaction, and social media to influence youth interest and motivation. Research questions were based on principles of connected learning (e.g., self-expression, lower barriers to expertise, socio-technical supports) with data analyzed within a framework suggested by discursive psychology. Analyzing videotaped excerpts of interactions in the studio, field notes, interview responses, and artifacts created during the program resulted in the following findings: problem solving, new media, and peer interaction as designed features of Studio STEM elicited evidence of stimulating interest in STEM for deeper learning. Further research could investigate individual interest-driven niches that are formed inside the larger educational setting, identifying areas of informal learning practice that could be adopted in formal settings. Moreover, aspects of youth’s STEM literacy that could promote environmental sustainability through ideation, invention, and creativity should be pursued.  相似文献   

11.
Currently, there are policy debates regarding the efficacy and legality of single sex formal and informal education programs. This issue is particularly poignant in science education due to the historical marginalization of women in these fields. This marginalization has resulted in women being positioned as a stigmatized group within many science, technology, engineering, and mathematics (STEM) related fields. Research points to adolescence as the age where this sense of marginalization begins to develop. As a result, policy responses have utilized various frameworks such as: increased access for women, changing pedagogy to address women’s learning styles, changing the language and culture of science to prevent marginalization of stigmatized groups, and finally exploring the role that individual identity plays in the marginalization of women. This study adds to the policy debate as it applies to single sex education by comparing middle school participants’ STEM identity formation during two informal science learning environments (an all girls’ STEM camp and a co-educational STEM camp). Additionally, this study focuses on the influence of camp activities within two informal science education programs: particularly the provision of role models and authentic STEM research activities, as means to improve STEM identity and make these fields relevant to the lives of middle school students. The results indicate that both camps improved girls’ STEM identities. These findings suggest that the single sex environment is not as important to STEM identity as the pedagogy used within the program.  相似文献   

12.
The Australian Science and Mathematics School (ASMS) is a purpose-built innovative senior secondary school situated on the grounds of Flinders University, South Australia. The school was established to address declining enrollments in senior secondary mathematics and science, students' negative attitudes, a shortage of qualified science, technology, engineering, and mathematics (STEM) teachers, and a curriculum that lacked relevance to contemporary life. Such research evidence called for transformation in STEM education and acknowledged that teachers' professional learning was central to achieving transformation. A key professional learning strategy employed by the school to transform STEM education was the engagement of teachers and academics as professional partners in developing interdisciplinary curriculum. The value and challenges of the professional partnership are explored in this article, noting the importance of valuing rather than dismissing dissonance between the groups.  相似文献   

13.
In a technologically driven society, math and science students in the United States are falling further and further behind their international counterparts, resulting in an influx of STEM focused, reformed K-12 schools, including schools focused on project-based learning (PBL). This article reports a study of the effectiveness of PBL on high school students' performance on state mandated standardized mathematics and science achievement measures. Manor New Tech High School is a nationally recognized model STEM school, with a diverse student population, where all instruction is delivered through PBL. Although there is ample research suggesting that PBL is advantageous for increasing STEM learning compared to conventional teaching approaches, there is a lack of studies randomly assigning students to receive PBL. Further, some of the effects observed for students attending project-based schools could be due to a self-selection bias for students or parents that choose such an alternative learning environment. This study addresses both of these concerns and found that students taught through PBL, as a group, matched performance of conventionally taught students on all science 11th grade and mathematics 9th, 10th, and 11th grade TAKS achievement measures and exceeded performance by a scale score increase of 133 for the 10th grade science TAKS measure by (B = 133.082, t = 3.102, p < .05). One possible explanation of the differences observed in this study could be the TAKS instrument used to capture student math and science achievement that interprets “real-life applications” of content differently between math and science questions. These results align with literature on the effects of PBL and deepen our understanding of these effects by providing a controlled study with random assignments to the PBL experience. Future research looking at the effect of PBL on achievement on the PISA could be beneficial in identifying benefits of PBL implementation in schools.  相似文献   

14.
Vision and Change in Undergraduate Biology Education outlined five core concepts intended to guide undergraduate biology education: 1) evolution; 2) structure and function; 3) information flow, exchange, and storage; 4) pathways and transformations of energy and matter; and 5) systems. We have taken these general recommendations and created a Vision and Change BioCore Guide—a set of general principles and specific statements that expand upon the core concepts, creating a framework that biology departments can use to align with the goals of Vision and Change. We used a grassroots approach to generate the BioCore Guide, beginning with faculty ideas as the basis for an iterative process that incorporated feedback from more than 240 biologists and biology educators at a diverse range of academic institutions throughout the United States. The final validation step in this process demonstrated strong national consensus, with more than 90% of respondents agreeing with the importance and scientific accuracy of the statements. It is our hope that the BioCore Guide will serve as an agent of change for biology departments as we move toward transforming undergraduate biology education.
The intent of the Vision and Change conversations and national conference was to move toward a consensus framework in the biology community that would be broadly adaptable, given the unique structures, capacities, and constraints of individual life sciences programs … We pose these core concepts … as a resource and starting point based on the collective experience and wisdom of a broad national community of biological scientists and educators.Vision and Change (AAAS, 2011 , p. 11)
Biology is without question the most diverse of the science, technology, engineering, and mathematics (STEM) disciplines. What began as an observational science has blossomed into a wide-ranging set of subdisciplines, each with its own set of key concepts, experimental techniques, and approaches to the study of life. The discipline is currently so segmented that biologists who work in particular subdisciplines attend separate scientific meetings, publish in specialty journals, and are sometimes housed in different departments.The rapid expansion and increased diversity of the field has greatly expanded the scope and impact of biological discoveries but creates a challenge for instructors. The exponential rate of discovery in biology makes it difficult to decide what to teach in a 4-yr undergraduate curriculum. Given that we cannot teach everything, can we reach consensus about what is most important to teach?  相似文献   

15.
Despite substantial evidence that writing can be an effective tool to promote student learning and engagement, writing-to-learn (WTL) practices are still not widely implemented in science, technology, engineering, and mathematics (STEM) disciplines, particularly at research universities. Two major deterrents to progress are the lack of a community of science faculty committed to undertaking and applying the necessary pedagogical research, and the absence of a conceptual framework to systematically guide study designs and integrate findings. To address these issues, we undertook an initiative, supported by the National Science Foundation and sponsored by the Reinvention Center, to build a community of WTL/STEM educators who would undertake a heuristic review of the literature and formulate a conceptual framework. In addition to generating a searchable database of empirically validated and promising WTL practices, our work lays the foundation for multi-university empirical studies of the effectiveness of WTL practices in advancing student learning and engagement.  相似文献   

16.
Research in Science Education - The global lack of student motivation towards learning science and gender imbalance in STEM careers provided the impetus for this study, which had two key aims: (1)...  相似文献   

17.
Opportunities for American Indian youth to meaningfully engage in school-based science, technology, engineering, and mathematics (STEM) experiences have historically been inadequate. As a consequence, American Indian students perform lower on standardized assessments of science education than their peers. In this article we describe the emergence of meaning for students—as well as their community—resulting from Indigenous culturally-based STEM curriculum that used an American Indian tradition as a focal context. Specifically, the game of snow snakes (Gooneginebig in Ojibwe) afforded an opportunity for STEM and culturally-based resources to work in unison. A case study research design was used with the bounded case represented by the community associated with the snow snake project. The research question guiding this study was: What forms of culturally relevant meaning do students and the community form as a result of the snow snake game? Results indicate evidence of increased student and community engagement through culturally-based STEM experiences in the form of active participation and the rejuvenation of a traditional game. Implications are discussed for using culturally-based contexts for STEM learning.  相似文献   

18.
This narrative inquiry examines teachers’ influences on undergraduate and graduate students who enrolled in STEM programs and intended to enter STEM careers. Three National Science Foundation (NSF) scholarship grants sat in the backdrop. Narrative exemplars were crafted using the interpretative tools of broadening, burrowing, storying and restorying, fictionalisation and serial interpretation. Three diverse students’ narratives constituted the science education cases: one from teacher education, another arising from cyber technology and a third involving cyber security. The influence of the university students’ former teachers cohered around five themes: 1) same program-different narratives, 2) in loco parentis, 3) counter stories, 4) learning in small moments, and 5) the importance of the liberal arts in STEM education. The students’ narratives form instructive models for their siblings and other students pursuing STEM degrees and careers. Most importantly, the multiperspectival stories of experiences capture the far-reaching impact of ‘unsung teachers’ whose long-term influence is greatly underestimated by the public.  相似文献   

19.
美国新近发布的课程文件报告《K-12科学教育的框架:实践,跨学科概念与核心概念》为美国未来的科学教育勾勒了总体蓝图,是美国制定新科学教育标准的基础和依据。新框架汲取了近年来科学教育、脑科学、学习科学等多方面研究成果,提炼出六条指导原则贯穿其中,并构建三维框架结构来概括所有学生在高中毕业前应完成的知识和实践内容。新框架提出的新思路值得我们关注和借鉴。  相似文献   

20.
Research in Science Education - Integrated science, technology, engineering, and mathematics (STEM) education is becoming increasingly common in K-12 classrooms, and small group activities are...  相似文献   

设为首页 | 免责声明 | 关于勤云 | 加入收藏

Copyright©北京勤云科技发展有限公司  京ICP备09084417号