学术编译专栏｜Journal of Research in Science Teaching 2024年第61卷第6期论文摘要

标题：What affects the continued learning about energy? Evidence from a 4-year longitudinal study

作者：Marcus Kubsch

原文链接：https://onlinelibrary.wiley.com/doi/epdf/10.1002/tea.21886

DOI：https://doi.org/10.1002/tea.21886

关键词：COVID-19；science education；teacher education；teacher emotion

COVID-19；科学教育；教师教育；教师情感

摘要：

Taking on an agentic perspective, this study employed a digital ethnographic approach to examine a science teacher's emotional experiences in an online graduate science education course during the COVID-19 pandemic. Veronika, the teacher, revealed her feelings of grievance and loss to the graduate course cohort at the advent of large-scale school closures. Her emotions, shared through the online course, connected the members of the cohort to overcome emotional and pedagogical difficulties caused by the pandemic. She received both emotional and professional support from the cohort and designed an environmental related learning activity that centered on fun and connection in science learning. The activity stimulated students’ positive emotions and simultaneously served to reset Veronika's emotions. This study underlined that emotions connect teachers during a social crisis in ways that address obstacles encountered in teaching and learning. Lessons for teacher education include providing space for and acknowledging emotions in teaching, especially in times of stress and the importance of fostering agentic actions, collegiality, and collaboration by explicitly connecting an individual's emotions and beliefs to their professional practice.

本研究从主体视角出发，采用数字民族志研究方法，考察了一名科学教师在 COVID-19 大暴发期间在线研究生科学教育课程中的情感体验。维罗妮卡老师向研究生课程的同学们透露了她在学校大规模关闭时的委屈和失落感。她通过在线课程分享了自己的情感，并将小组成员联系在一起，共同克服大流行病造成的情感和教学困难。她得到了同学们的情感和专业支持，并设计了一个与环境相关的学习活动，以科学学习中的乐趣和联系为中心。这项活动激发了学生的积极情绪，同时也重新调整了维罗妮卡的情绪。这项研究强调，在社会危机期间，教师之间的情感联系可以解决教学中遇到的障碍。对教师教育的启示包括：为教学中的情感提供空间并承认情感，尤其是在压力时期；通过明确地将个人情感和信念与其专业实践联系起来，促进主体行动、同事关系和合作的重要性。

标题：Effectiveness of conceptual change strategies in science education: A meta-analysis

作者：Cagatay Pacaci, Ulas Ustun, Omer Faruk Ozdemir

原文链接：https://onlinelibrary.wiley.com/doi/epdf/10.1002/tea.21887

DOI：https://doi.org/10.1002/tea.21887

关键词：cognitive bridging；cognitive conflict；conceptual change；meta-analysis；ontological category shift

认知桥接；认知冲突；概念变化；元分析；本体论范畴转换

摘要：

There is extensive literature focusing on students' misconceptions in various subject domains. Several conceptual change approaches have been trying to understand how conceptual change occurs to help learners handle these misconceptions. This meta-analysis aims to integrate studies investigating the effectiveness of three types of conceptual change strategy: cognitive conflict, cognitive bridging, and ontological category shift in science learning. We conducted a random-effects meta-analysis to calculate an overall effect size in Hedges' g with a sample of 218 primary studies, including 18,051 students. Our analyses resulted in a large overall effect size (g = 1.10, 95% CI [1.01, 1.19], k = 218, p < 0.001). We also performed a robust Bayesian meta-analysis to calculate an adjusted effect size, which specified a large effect (adjusted g = 0.93, 95% CI [0.68, 1.07], k = 218). Results are also consistent across the conceptual change strategies of cognitive conflict (g = 1.10, 95% CI [0.99, 1.21], k = 150, p < 0.001), cognitive bridging (g = 1.06, 95% CI [0.84, 1.28], k = 30, p < 0.001), and ontological category shift (g = 0.88, 95% CI [0.50, 1.26], k = 9, p < 0.001). However, a wide-ranging prediction interval [0.19, 2.38] points out a high level of heterogeneity in the distribution of effect sizes. Thus, we investigated the moderating effects of several variables using simple and multiple meta-regression. The final meta-regression model we created explained 35% of overall heterogeneity. This meta-analysis provides robust evidence that conceptual change strategies significantly enhance students' learning in science.

有大量的文献关注学生在各个学科领域的误解。一些概念变化相关的方法试图理解概念变化是如何发生的，以帮助学习者处理这些误解。本研究旨在整合认知冲突、认知桥接和本体论范畴转换三种概念转换策略在科学学习中的有效性研究。我们采用随机效应元分析，以218项初级研究为样本，包括18051名学生，计算了Hedges' g的总体效应大小。我们的分析得出了一个较大的总体效应大小（g = 1.10，95% CI [1.01，1.19]，k = 218，p < 0.001）。我们还进行了稳健贝叶斯元分析，计算出调整后的效应大小，结果显示效应较大（调整后 g = 0.93，95% CI [0.68，1.07]，k = 218）。认知冲突（g = 1.10，95% CI [0.99，1.21]，k = 150，p < 0.001）、认知桥接（g = 1.06，95% CI [0.84，1.28]，k = 30，p < 0.001）和本体论类别转换（g = 0.88，95% CI [0.50，1.26]，k = 9，p < 0.001）等概念改变策略的结果也是一致的。然而，预测区间[0.19, 2.38]的范围较大，表明效应大小的分布存在高度异质性。因此，我们利用简单和多重元回归研究了几个变量的调节作用。我们最终建立的元回归模型解释了 35% 的总体异质性。这项元分析提供了有力的证据，证明概念改变策略能显著提高学生的科学学习成绩。

标题：Designing a framework for teachers' integration of computational thinking into elementary science

作者：Lautaro Cabrera, Diane Jass Ketelhut, Kelly Mills, Heather Killen, Merijke Coenraad, Virginia L. Byrne, Jandelyn Dawn Plane

原文链接：https://onlinelibrary.wiley.com/doi/epdf/10.1002/tea.21888

DOI：https://doi.org/10.1002/tea.21888

关键词：computational thinking；elementary；professional development；science education；teacher education

计算思维；小学；专业发展；科学教育；教师教育

摘要：

As professional science becomes increasingly computational, researchers and educators are advocating for the integration of computational thinking (CT) into science education. Researchers and policymakers have argued that CT learning opportunities should begin in elementary school and span across the K-12 grades. While researchers and policymakers have specified how students should engage in CT for science learning, the success of CT integration ultimately depends on how elementary teachers implement CT in their science lessons. This new demand for teachers who can integrate CT has created a need for effective conceptual tools that teacher educators and professional development designers can use to develop elementary teachers' understanding and operationalization of CT for their classrooms. However, existing frameworks for CT integration have limitations. Existing frameworks either overlook the elementary grades, conceptualize CT in isolation and not integrated into science, and/or have not been tested in teacher education contexts. After reviewing existing CT integration frameworks and detailing an important gap in the science teacher education literature, we present our framework for the integration of CT into elementary science education, with a special focus on how to use this framework with teachers. Situated within our design-based research study, we (a) explain the decision-making process of designing the framework; (b) describe the pedagogical affordances and challenges it provided as we implemented it with a cohort of pre- and in-service teachers; (c) provide suggestions for its use in teacher education contexts; and (d) theorize possible pathways to continue its refinement.

随着专业科学的计算性越来越强，研究人员和教育工作者正在倡导将计算思维（CT）融入科学教育。研究人员和政策制定者认为，计算思维学习机会应从小学开始，贯穿 K-12 年级。虽然研究人员和政策制定者已经明确了学生应如何参与计算思维的科学学习，但计算思维整合的成功与否最终取决于小学教师如何在科学课中融入计算思维。对能够整合计算思维的教师的这一新需求催生了对有效概念工具的需求，教师教育者和专业发展设计者可以利用这些工具来培养小学教师对课堂计算思维的理解和操作能力。然而，现有的计算思维整合框架有其局限性。现有的框架要么忽视了小学年级，要么将计算思维孤立地概念化，没有将其与科学结合起来，和/或没有在教师教育背景下进行过测试。在回顾了现有的计算思维整合框架并详细介绍了科学教师教育文献中的一个重要空白之后，我们提出了将计算思维整合到小学科学教育中的框架，并特别关注如何与教师一起使用这一框架。在我们以设计为基础的研究中，我们（a）解释了设计该框架的决策过程；（b）描述了当我们在一批职前和在职教师中实施该框架时，它所提供的教学能力和挑战；（c）提供了在教师教育背景下使用该框架的建议；以及（d）从理论上提出了继续完善该框架的可能途径。

标题：A hypothetico-deductive theory of science and learning

作者：Steven T. Kalinowski, Avital Pelakh

原文链接：https://onlinelibrary.wiley.com/doi/epdf/10.1002/tea.21892

DOI：https://doi.org/10.1002/tea.21892

关键词：college；hypothetico-deductive；learning；reasoning；science

大学；假设演绎；学习；推理；科学

摘要：

This article presents a simple, cognitive theory of science and learning. The first section of the paper develops the theory's two main propositions: (i) A wide range of scientific activities rely heavily on one type of reasoning, hypothetical thinking, and (ii) This type of reasoning is also useful to students for learning science content. The second section of the paper presents a taxonomy of multiple-choice questions that use hypothetical thinking and the third section of the paper tests the theory using data from a college biology course. As expected by the theory, student responses to 24 scientific reasoning questions were consistent with a one-dimensional psychometric construct. Student responses to the scientific reasoning questions explained 36% of the variance in exam grades. Several directions for additional research are identified, including studying the psychometric structure of scientific thinking in more detail, performing randomized, controlled experiments to demonstrate a causal relationship between scientific thinking and learning, and identifying the relative contribution of other factors to success in college.

本文提出了一个简单的科学与学习的认知理论。论文的第一部分阐述了该理论的两个主要命题：(i)广泛的科学活动在很大程度上依赖于一种推理方式，即假设性思维；(ii)这种推理方式对学生学习科学内容也很有用。论文的第二部分提出了使用假设性思维的多项选择题分类法，第三部分利用大学生物课程的数据对该理论进行了测试。与理论预期一致，学生对24个科学推理问题的回答与一维心理测量构成一致。学生对科学推理问题的回答解释了考试成绩差异的36%。文章确定了几个额外研究方向，包括更详细地研究科学思维的心理测量结构，进行随机对照实验以证明科学思维与学习之间的因果关系，以及确定其他因素对大学成功的相对贡献。

标题：Developing and using a scalable assessment to measure preservice elementary teachers' content knowledge for teaching about matter

作者：Katherine E. Castellano, Jamie N. Mikeska

原文链接：https://onlinelibrary.wiley.com/doi/epdf/10.1002/tea.21894

DOI：https://doi.org/10.1002/tea.21894

关键词：content knowledge for teaching；elementary；matter and its interactions；preservice teachers

教学内容知识；基础知识；物质及其相互作用；职前教师

摘要：

There is strong agreement in science teacher education of the importance of teachers' content knowledge for teaching (CKT), which includes their subject matter knowledge and their pedagogical content knowledge. However, there are limited instruments that can be easily administered and scored on a large scale to assess and study elementary science teachers' CKT. Such measures would support strategic monitoring of large groups of science teachers' CKT and the investigation of comparative questions about science teachers' CKT longitudinally across the professional continuum or across teacher education or professional development sites. To address this gap, this study focused on designing an automatically scorable summative assessment that can be used to measure preservice elementary teachers' (PSETs') CKT in one high-leverage science content area: matter and its interactions. We conducted a field test of this CKT instrument with 822 PSETs from across the United States and used the response data to examine how this instrument functions as a potential tool for measuring PSETs' CKT in this science content area. Results suggest this instrument is reliable and can be used on large scale to support valid inferences about PSETs' CKT in this content area. In addition, the dimensionality analysis showed that all items measure a single construct of CKT about matter and its interactions, as participants did not show any differential performance by content topic or work of teaching science instructional tool categories. Implications for progressing the field's understanding of the nature of CKT and approaches to developing summative instruments to assess science teachers' CKT are discussed.

在科学教师教育领域，人们普遍认同教师的教学内容知识（CKT）的重要性，其中包括他们的学科知识和教学内容知识。然而，目前缺乏可以在大规模范围内轻松进行评估和评分的工具，以评估和研究小学科学教师的CKT。这样的评估工具将支持对大量科学教师的CKT进行战略监测，并纵向调查关于科学教师CKT的比较性问题，跨越专业连续体或跨越教师教育或专业发展场所。为填补这一空白，本研究着重设计了一个可自动评分的总结性评估工具，用于衡量初级教师在一个高影响力的科学内容领域中的CKT：物质及其相互作用。我们对来自美国各地的822名初级教师进行了该CKT工具的现场测试，并利用响应数据来研究该工具在衡量该科学内容领域初级教师CKT方面的潜在作用。结果表明，该工具具有可靠性，并可在大规模范围内使用，以支持对该内容领域初级教师CKT的有效推断。此外，维度分析显示，所有项目均衡量了关于物质及其相互作用的CKT的单一结构，因为参与者在内容主题或教学科学教学工具类别方面没有表现出差异性。文章讨论了推进该领域对CKT性质的理解以及开发总结性评估工具来评估科学教师CKT的方法的意义。

标题：Exposing the hazards of teaching 19th century genetic science

作者：Jason McCartney

原文链接：https://onlinelibrary.wiley.com/doi/epdf/10.1002/tea.21895

DOI：https://doi.org/10.1002/tea.21895

关键词：behavioral genetics；epigenetics；genetic essentialism；Mendel

行为遗传学；表观遗传学；遗传本质主义；孟德尔

摘要：

Science should provide students an accurate and contemporary education on genetic influence, particularly how it impacts trait variability and developmental norms. Stories involving familial, racial, and sexual differences routinely appear in the popular media and sales of over-the-counter genetic tests are mounting. Unfortunately, research suggests genetic curricula in secondary education and university courses have little impact on genetic literacy；instead they appear to amplify genetic essentialism. This position paper reports on genetic essentialism, the impact of three components of science education (teachers, students, curriculum), and critiques existing genetic lessons in two prevalent scientific disciplines, biology and psychology. Two entrenched 19th century genetic paradigms (e.g., Mendelian inheritance and behavioral genetics) are specifically examined. The paper closes with specific recommendations for improving students' genetic literacy including important contemporary genetic science (e.g., epigenetics) and instructional approaches (e.g., learning progression, refutational teaching).

科学应该为学生提供一个关于遗传影响的准确和当代的教育，特别是它如何影响性状变异和发展规范。涉及家庭、种族和性别差异的故事经常出现在流行媒体上，而非处方基因检测的销售也越来越多。遗憾的是，研究表明，中学和大学课程中的遗传学课程对遗传素养的影响微乎其微；相反，它们似乎放大了遗传本质主义。本文是一篇立场报告，阐述了遗传本质主义、科学教育三个组成部分（教师、学生、课程）的影响，并对生物学和心理学这两个普遍的科学学科中现有的遗传学课程进行了批判。本文特别研究了两种根深蒂固的19世纪遗传范式（如孟德尔遗传和行为遗传学）。最后，本文提出了提高学生遗传素养的具体建议，包括重要的当代遗传学科学（如表观遗传学）和教学方法（如学习进展、反驳式教学）。

标题：Black Lives Matter and other signs of solidarity: Perspectives from Black STEM graduate students

作者：Steven Stone-Sabali, Kristen J. Mills, Allen B. Mallory, E. Alexander

原文链接：https://onlinelibrary.wiley.com/doi/epdf/10.1002/tea.21896

DOI：https://doi.org/10.1002/tea.21896

关键词：Black students；informed allyship；sense of belonging；signs of solidarity；STEM

黑人学生；知情盟友；归属感；团结标志；STEM

摘要：

Creating inclusive and supportive environments in science, technology, engineering, and mathematics (STEM) educational settings are important tools for countering racially hostile academic spaces and attracting and retaining talented Black and African American students. STEM faculty and other university members may display Black Lives Matter and similar signs of solidarity to express their support for Black students. However, how Black students perceive such signs is unknown. On the one hand, the identity safety cue literature suggests such signs relate to increased comfort and a sense of belonging among individuals from minoritized groups. On the other hand, some contemporary perspectives toward Black Lives Matter and other signs of solidarity have been criticized for lacking substance and impact. Given the extant literature's omission of Black students' perspectives about signs of solidarity, the current study employed semi-structured interviews and qualitative analytic methods to solicit and analyze the perspectives of 12 Black STEM graduate students. The findings revealed a general preference for some signs over others, as well as nuanced perspectives toward each sign of solidarity. Implications for STEM researchers and faculty who aspire to support Black students are discussed. Further, recommendations for adopting an informed ally approach are provided.

在科学、技术、工程和数学（STEM）教育环境中创造包容性和支持性的环境，是反对种族敌意的学术空间、吸引和留住有才华的黑人和非裔美国学生的重要手段。STEM教师和其他大学成员可能会展示“黑人的命也是命”及类似的团结标志，以表达他们对黑人学生的支持。然而，黑人学生如何看待这些标志尚不得而知。一方面，身份安全提示文献表明，这些标志与少数群体成员的舒适感和归属感增强有关。另一方面，一些当代对“黑人的命也是命”及其他团结标志的看法因缺乏实质性和影响力而受到批评。鉴于现有文献中缺失了黑人学生对团结标志的看法，本研究采用半结构化访谈和定性分析方法，征求并分析了12名黑人STEM研究生的观点。研究结果显示，学生们对某些标志的偏好普遍高于其他标志，并且对每种团结标志的看法都有细微差别。本文讨论了这些发现对致力于支持黑人学生的STEM研究人员和教师的启示，并进一步提出了采用知情盟友方法的建议。