学术编译专栏｜Science Education 2024年第108卷第5期论文摘要

标题：

Conceptualizing community scientific literacy: Results from a systematic literature review and a Delphi method survey of experts

作者：

K. C. Busch, Aparajita Rajwade

DOI：

https://doi.org/10.1002/sce.21871

原文链接：

https://onlinelibrary.wiley.com/doi/10.1002/sce.21871

关键词：

community；cultural historical activity theory；scientific literacy；sociocultural

社区；文化历史活动理论；科学素养；社会文化

摘要：

The predominant conceptualization of scientific literacy occurs on the micro scale of an individual person. However, scientific literacy can also be exhibited at the meso scale by groups of people in communities of place, practice, or interest. What comprises this community level scientific literacy (CSL) is both understudied and undertheorized. In this paper, we utilized a systematic literature review to describe how CSL is characterized in the extant literature and a Delphi survey of experts to elicit more current thought. Guided by cultural-historical activity theory, inductive and deductive analyses produced seven elements of CSL and their constituent characteristics: (1) resources, (2) attributes of those resources, (3) actors, (4) interactions between actors, (5) contexts, (6) topics, and (7) purposes. The typology created through this process is meant to be generative, serving as a starting point for continuing refinement within science education and other fields related to science learning and knowing.

科学素养的概念主要体现在个人的微观层面。然而，科学素养也可以在不同地方、实践或兴趣的社区群体的中观尺度上表现出来。这种社区层面的科学素养（CSL）是由什么构成的，还没有得到充分的研究和理论探讨。在本文中，我们利用系统的文献综述来描述现有文献中社区科学素养的特征，并通过对专家进行德尔菲调查来引出更多的最新观点。在文化历史活动理论的指导下，本研究归纳和演绎分析得出了 CSL 的七个要素及其构成特征：（1）资源；（2）资源的属性；（3）行动者；（4）行动者之间的互动；（5）语境；（6）主题；以及（7）目的。通过这一过程创建的类型学具有生成性，可作为科学教育以及与科学学习和认知相关的其他领域不断完善的起点。

标题：

Extending science instruction beyond the CER: Use of critical questions in the argumentation of middle school science students

作者：

E. Michael Nussbaum, Michael S. Van Winkle, Lixian Tian, LeAnn G. Putney, Margarita Huerta, Harsha N. Perera, Ian J. Dove, Alicia N. Herrera, Kristoffer R. Carroll

DOI：

https://doi.org/10.1002/sce.21877

原文链接：

https://onlinelibrary.wiley.com/doi/10.1002/sce.21877

关键词：

argument and argumentation；classroom discourse；critical thinking；science teaching

论证与论辩；课堂话语；批判性思维；科学教学

摘要：

Critiquing arguments is important for K-12 science students to learn but not emphasized by the predominant claim-evidence-reasoning (CER) argumentation model. Drawing on the work of Yu and Zenker (2020), and Dove and Nussbaum (2018), we developed a tool for supplementing CER with critical questions (CQs) from philosophy that cover most, if not all, the logical dimensions of argument critique. Six middle school science teachers designed lessons involving argumentation, including the use of CQs. We assessed the effects on student self-efficacy for engaging in argument critique, teacher self-efficacy for using argument pedagogy, and teachers’ perceptions of the value of CQs. Qualitative data included teacher interviews, lesson transcripts, and student work samples. Quantitative data included surveys of student self-efficacy administered at the beginning and end of the school year. There was evidence suggesting an increase over time in students’ confidence for engaging in argument critique and teachers’ confidence with argument pedagogy. However, only four of the six teachers were confident and skilled enough to include CQs in their lessons. Those who did use CQs tended to perceive them as providing a helpful structure for critique, prompts for deeper thinking, and a tool for fostering critical classroom norms. Discussion of CQs may have benefitted students’ writing by promoting peer critique and encouragement to elaborate. Overall, CQs afford students with a framework for judging argument strength. Scientific argumentation involving CQs provides a more contemporary philosophical basis for scientific argumentation than CER or the Toulmin model as it emphasizes the critical and dialogic nature of science.

对于K-12理科学生来说，批判论证的学习至关重要，但主流的主张-证据-推理(CER)论证模式并没有强调这一点。根据Yu和Zenker（2020）以及Dove和Nussbaum（2018）的研究工作，我们开发了一个工具，该工具通过引入哲学中的批判性问题（CQs）来补充CER，这些问题涵盖了论证批判的大部分（或许不是全部）逻辑维度。六名中学科学教师设计了包含论证的课程，其中包括使用CQs。我们评估了学生参与论证批判的自我效能感、教师使用论证教学法的自我效能感以及教师对CQs价值认知的影响。定性数据包括教师访谈、课程记录和学生作业样本。定量数据包括在学年初和学年末对学生自我效能感进行的调查。有证据表明，随着时间的推移，学生参与论证批判的自信心以及教师使用论证教学法的自信心均有所提高。然而，六名教师中只有四名有足够的信心和技能在他们的课程中纳入CQs。使用CQs的教师倾向于认为CQs提供了一个有用的批判结构，促进了更深入的思考，并且是培养批判性课堂规范的工具。对CQs的讨论可能通过促进同行评判和鼓励详细阐述而对学生的写作有益。总体而言，CQs为学生提供了一个评估论证强度的框架。与CER或图尔敏模型相比，涉及CQs的科学论证为科学论证提供了更为现代的哲学基础，因为它强调了科学的批判性和对话性。

标题：

Making in-the-moment learning visible: A framework to identify and compare various ways of learning through continuity and discourse change

作者：

Jessica M. Karch, Nicolette M. Maggiore, Jennifer R. Pierre-Louis, Destiny Strange, Vesal Dini, Ira Caspari-Gnann

DOI：

https://doi.org/10.1002/sce.21874

原文链接：

https://onlinelibrary.wiley.com/doi/10.1002/sce.21874

关键词：

chemistry；framework development；learning；learning assistants；physics；sociocultural theory；undergraduate science

化学；框架发展；学习；学习助手；物理；社会文化理论；本科科学

摘要：

Small group interactions and interactions with near-peer instructors such as learning assistants serve as fertile opportunities for student learning in undergraduate active learning classrooms. To understand what students take away from these interactions, we need to understand how and what they learn during the moment of their interaction. This study builds on practical epistemology analysis to develop a framework to study this in-the-moment learning during interactions by operationalizing it through the lens of discourse change and continuity toward three ends. Using video recordings of students and learning assistants interacting in a variety of contexts including remote, in-person, and hybrid classrooms in introductory chemistry and physics at two universities, we developed an analytical framework that can characterize learning in the moment of interaction, is sensitive to different kinds of learning, and can be used to compare interactions. The framework and its theoretical underpinnings are described in detail. In-depth examples demonstrate how the framework can be applied to classroom data to identify and differentiate different ways in which in-the-moment learning occurs.

在本科主动学习课堂中，小组内互动和与年龄段相近导师（如教学助理）的互动为学生学习提供了丰富的机会。为了解学生从这些互动中学到了什么，我们需要了解他们在互动时的学习过程和内容。本研究基于实践认识论分析，通过话语变化与面向三个目标的连续性的视角，构建了一个框架以研究互动中的即时学习。在两所大学的远程、线下和混合课堂等不同情境下，我们利用化学和物理入门课程中学生与教学助理互动的视频记录，开发了一个分析框架。该框架可以描述互动时刻的学习，敏感捕捉到不同类型的学习方式，并可用于比较不同的互动。文章详细描述了该框架及其理论基础，并通过深入的实例展示了如何应用这一框架分析课堂数据，以识别和区分即时学习的不同方式。

标题：

Informing research on generative artificial intelligence from a language and literacy perspective: A meta-synthesis of studies in science education

作者：

Kok-Sing Tang

DOI：

https://doi.org/10.1002/sce.21875

原文链接：

https://onlinelibrary.wiley.com/doi/10.1002/sce.21875

关键词：

generative AI；language and literacy of science；multilingualism；multimodality；reading and writing

生成式人工智能；科学的语言与素养；多语言；多模态；阅读与写作

摘要：

Research in languages and literacies in science education (LLSE) has developed substantial theoretical and pedagogical insights into how students learn science through language, discourse, and multimodal representations. At the same time, language is central to the functioning of generative artificial intelligence (GenAI). On this common basis concerning the role of language, this paper explores how foundational ideas from LLSE studies can inform the use of GenAI in science education. A bibliometric analysis of 412 journal articles from Web of Science provided the initial step to identify major themes and relationships in the LLSE literature. The analysis revealed four clusters of research in LLSE: reading and writing scientific text, science discourse and interaction, multilingual science classroom, and multimodality and representations. Each cluster was further analyzed through close reading of selected articles to identify and connect key constructs to the potential use of GenAI. These constructs include the interactive-constructive reading model, text genre, reading-writing integration, dialogic interaction, critical questioning, argumentation, translanguaging, hybridity, thematic pattern, modal affordance, and transduction. From these ideas and connections, the paper recommends several pedagogical principles for science educators to guide the use of GenAI. It concludes that LLSE research offers valuable insights for researchers and teachers to investigate and design the use of GenAI in science education. In turn, the impending use of GenAI also calls for a rethinking of literacy that will shape future research in LLSE.

科学教育中的语言和素养（LLSE）的研究，对学生如何通过语言、话语和多模态表征学习科学，提供了大量的理论和教学见解。同时，语言也是生成式人工智能（GenAI）运作的核心。在这一有关语言作用的共同基础上，本文探讨了LLSE研究的基本思想如何为GenAI在科学教育中的应用提供参考。通过对Web of Science中的412篇期刊论文进行文献计量分析，初步确定了LLSE文献中的主要主题和关系。该分析揭示了LLSE研究的四个集群：科学文本的阅读与写作、科学话语与互动、多语言科学课堂以及多模态与表征。通过精读所选文章，对每个研究集群开展深入分析，以确定关键结构并将其与GenAI的潜在使用联系起来。这些结构包括互动-建构阅读模式、文本体裁、读写结合、对话互动、批判性提问、论证、跨语言、混合性、主题模式、模态可供性和转导。根据这些思想和联系，本文向科学教育工作者推荐了几条教学原则，以指导GenAI的使用。本文的结论是，LLSE研究为研究人员和教师调查和设计GenAI在科学教育中的使用提供了宝贵的见解。反过来，GenAI的未来使用也要求重新思考读写素养，这将影响未来的LLSE研究。

标题：

About birds and bees, snails and trees: Children's ideas on animal and plant evolution

作者：

Isabell K. Adler, Daniela Fiedler, Ute Harms

DOI：

https://doi.org/10.1002/sce.21873

原文链接：

https://onlinelibrary.wiley.com/doi/10.1002/sce.21873

关键词：

animals and plants；children's ideas；early evolution education；elementary education；plant awareness disparity；plant blindness；science education

动物和植物；儿童的想法；早期进化教育；小学教育；植物认知差异；植物盲；科学教育

摘要：

Evolution is the integrative framework of the life sciences. Even though the topic is often not formally introduced before high school, young children already have various ideas about evolutionary principles (variation, inheritance, and selection) and their underlying key concepts (e.g., differential fitness, reproduction, and speciation). Describing and refining those ideas has increasingly received attention over the last two decades. However, we see two scopes of improvement in the field: (1) There is a need to examine children's ideas about evolutionary concepts holistically rather than focusing at specific aspects. (2) Although research has shown that older students have different ideas about animal and plant evolution, there is little data on children's ideas about plant evolution to compare with their ideas about animal evolution. All of this results in an incomplete record of children's pre-existing ideas that would help to design assessments or interventions. Consequently, we developed a set of questions, about the evolutionary principles and interviewed 24 kindergarten children. Most children had basic ideas about individual variation in animals and plants but experienced a lack of knowledge about the origin of variation. Most children seemed to acknowledge plants as living beings and reasoned equally about animals and plants for most concepts. However, many children failed to reason about reproduction and inheritance in plants because they believed plants would not reproduce sexually. Confronted with a selection scenario, most children struggled applying concepts previously shown on an individual level to a population level. Considering our findings, we propose ideas about how to measure and foster children's pre-existing ideas about evolution.

进化论是生命科学的综合框架。尽管在高中之前通常不会正式介绍这一主题，但幼儿已经对进化原理（变异、遗传和自然选择）及其背后的关键概念（如差异适存性、繁殖和物种分化）有了各种想法。在过去的二十年里，描述和完善这些观念越来越受到关注。然而，我们认为该领域有两个需要改进的方面：(1) 有必要整体性地考察儿童对进化概念的想法，而不是只关注特定方面；(2) 尽管研究表明高年级学生对动物和植物的进化有着不同的看法，但关于儿童对植物进化的看法与他们对动物进化的看法进行比较的数据却很少。所有这些都导致对儿童预设观念的记录不完整，而这些记录有助于设计评估或干预措施。因此，我们编写了一套有关进化原理的问题集，并对24名幼儿园儿童进行了访谈。大多数儿童对动物和植物的个体差异有基本概念，但对变异的起源缺乏了解。大多数儿童似乎都承认植物是有生命的，并能对动物和植物的大多数概念进行同样的推理。然而，许多儿童未能推理出植物的繁殖和遗传，因为他们认为植物不会进行有性繁殖。在面对选择情景时，大多数儿童都很难将之前在个体层面上展示的概念应用到群体层面上。考虑到我们的研究结果，我们提出了如何衡量和培养儿童预设的进化观念的方法。

标题：

Characterizing engagement in the science practices: A study of preservice elementary teachers

作者：

Adam Bennion, Elizabeth A. Davis

DOI：

https://doi.org/10.1002/sce.21876

原文链接：

https://onlinelibrary.wiley.com/doi/10.1002/sce.21876

关键词：

elementary preservice teachers；science engagement；science practices；teacher education

小学职前教师；科学参与；科学实践；教师教育

摘要：

Preservice elementary teachers enter their science methods courses with a range of prior experience with science practice. Those prior experiences likely inform much of their science pedagogy and goals. In this study, the authors examine how a cohort of preservice elementary teachers engaged in science practice as they learned content in a physics course. Drawing on course documents, videorecords, and artifacts from in-class lab work and interviews with nine participants, the authors used an asset-based, mixed methods approach. The authors developed rubrics to assess the level of sophistication the participants used while engaging in science practice on a scale of 1 (pre-novice) to 4 (experienced). They used descriptive statistics and ANOVA's to interpret the performance of the participants in addition to grounded theory open coding of interviews to determine the participants' level of prior experience with science practice. The findings suggest that these preservice teachers primarily engaged in science practices at a novice level. In general, their sophistication scores on the rubric aligned with their prior experience. The findings suggest that while one content course steeped in science practice was not enough to significantly change preservice teachers' engagement, it can provide a needed starting place and that it likely takes time to develop these skills. The findings have implications for both teacher educators and researchers who hope to increase the use of science practice as a method of learning science content.

职前小学教师在进入科学方法课程学习时，会有一系列的科学实践经验。这些先前的经验很可能会影响他们的科学教学法和目标。在本研究中，作者考察了一批职前小学教师在学习物理课程内容时是如何参与科学实践的。作者利用课程文件、视频记录、课上实验操作的人工制品以及对九名参与者的访谈，采用了基于资产的混合方法。作者制定了评分标准，以1分（新手）到4分（经验丰富）来评估学员在科学实践中使用的熟练程度。他们使用了描述性统计和方差分析来解释参与者的表现，此外还对访谈进行了扎根理论开放式编码，以确定参与者先前的科学实践经验水平。研究结果表明，这些职前教师参与科学实践的水平主要处于新手阶段。总体而言，他们在评分标准上的熟练程度得分与其先前的经验相一致。研究结果表明，虽然一门科学实践内容课程不足以显著改变职前教师的参与程度，但它可以提供一个必要的起点，而且培养这些技能可能需要时间。这些发现对希望增加科学实践作为科学内容学习方法的教师教育者和研究者都有意义。

标题：

Not the only novice in the room: Partnerships and belongingness in a research immersion program

作者：

Katherine Ann Ayers, Robyn Ann Pennella, Olayinka Mohorn-Mintah, Summer Jane Jasper, Susan Naomi Nordstrom

DOI：

https://doi.org/10.1002/sce.21870

原文链接：

https://onlinelibrary.wiley.com/doi/10.1002/sce.21870

关键词：

belongingness；emotion and affect；mentorship relationships；postructural feminist theory；research immersion

归属感；情绪与情感；师生关系；后结构女性主义理论；沉浸式研究

摘要：

Lack of access to STEMM mentors has been identified as a critical barrier to biomedical research careers, leading to a lack of diversity in this field. To address such a barrier, the National Institutes of Health invested funds to support institutions in developing research immersion programs to provide “underrepresented” students with mentored research experiences. While providing access and opportunity for research experiences is an important equity endeavor, a focus solely on broadening participation neglects the role of institutions in perpetuating hegemonic views of science. Institutions often fail to recognize how entanglements of affect and emotion shape youth experiences in these programs and work to (de)legitimize their sense of belonging in science and perpetuate the notion of science as for an exclusive few. In this paper, we describe findings from a project aimed at understanding the entanglement of emotion and affect in a research immersion program and how these entanglements shaped participants' sense of belongingness in the program and research more broadly. Drawing on a poststructural feminist framework, we come to understand how individual histories and emotional experiences with racial and gender stereotypes work at the meta-affective level to contract feelings of belongingness in science for students.

缺乏 STEMM 导师已被确认为生物医学研究职业的一个关键障碍，导致该领域缺乏多样性。为解决这一障碍，美国国立卫生研究院投入资金，支持各院校制定沉浸式研究计划，为 “代表性不足 ”的学生提供导师指导的研究经历。虽然为学生提供研究经历和机会是一项重要的公平工作，但如果只关注扩大参与度，就会忽视院校在延续科学霸权观方面的作用。机构往往没有认识到情感和情绪的纠葛是如何影响青少年在这些项目中的体验，并使他们对科学的归属感（去）合法化，使科学只为少数人服务的观念永久化。在本文中，我们将介绍一个项目的研究成果，该项目旨在了解沉浸式研究项目中情感与情绪的纠葛，以及这些纠葛如何影响参与者对项目和研究的归属感。通过借鉴后结构女性主义框架，我们了解了个人历史以及与种族和性别刻板印象有关的情感经历是如何在元情感层面上影响学生对科学的归属感的。

标题：

Organizational sensemaking during curriculum implementation: The dilemma of agency, role of collaboration, and importance of discipline-specific leadership

作者：

Benjamin R. Lowell, Sarah E. Fogelman, Katherine L. McNeill

DOI：

https://doi.org/10.1002/sce.21885

原文链接：

https://onlinelibrary.wiley.com/doi/10.1002/sce.21885

关键词：

curriculum implementation；organizational sensemaking；teacher learning

课程实施；组织意义建构；教师学习

摘要：

Adopting new instructional materials is an important way to support reform in science education, but implementation can be challenging and complex. Therefore, we conducted a contrasting case study of two middle schools implementing new curricular materials. We conducted semi-structured interviews with teachers and leaders and collected instructional artifacts and reflections from teachers. Using an organizational sensemaking framework, we investigated the tensions that came up during implementation, the resources leveraged to address those tensions, and resulting instructional and leadership practices. One school focused on implementing the materials with fidelity, relying on networking and past practices, which led to a more traditionalized teaching approach. The other school centered the curricular materials, prioritizing understanding the instructional model and customizing for their students, resulting in more aligned instructional practices. Looking across the two cases highlights three key takeaways. First, we discuss the dilemma of agency, which is how can leaders balance teachers' professional agency with the push for instructional reform, especially when teachers may not fully understand the reform approach. We propose that a focus on understanding the goals of instructional reform might help resolve this dilemma. Second, we discuss the role of collaboration as potentially supporting or inhibiting teacher learning and propose that when teachers collaborate about high quality instructional materials they may be more likely to learn about the reforms inherent in them. Finally, we highlight the importance of discipline-specific leadership in helping teachers to understand and implement the complexities inherent in new science instructional materials.

采用新的教学材料是支持科学教育改革的重要途径，但实施起来可能具有挑战性和复杂性。因此，我们对两所实施新课程教材的中学进行了对比案例研究。我们对教师和领导进行了半结构化访谈，并收集了教师的教学成果和反思。我们采用组织意义建构的框架，调查了实施过程中出现的矛盾、为解决这些矛盾而利用的资源，以及由此产生的教学和领导实践。一所学校侧重于忠实地实施教材，依靠网络和过去的实践，这导致了一种更加传统化的教学方法。另一所学校则以课程教材为中心，优先了解教学模式并为学生量身定制，从而使教学实践更加一致。纵观这两个案例，我们得出了三个重要启示。首先，我们讨论了 “能动性 ”的困境，即领导者如何在教师的专业能动性与教学改革的推动之间取得平衡，尤其是在教师可能并不完全理解改革方法的情况下。我们提出，把重点放在理解教学改革的目标上可能有助于解决这一难题。其次，我们讨论了合作对教师学习的潜在支持或抑制作用，并提出当教师就高质量的教学材料进行合作时，他们可能更有可能学习到这些材料中固有的改革内容。最后，我们强调了学科领导力在帮助教师理解和实施新的科学教学材料的复杂性方面的重要性。

标题：

The reverse Matilda effect: Gender bias and the impact of highlighting the contributions of women to a STEM field on its perceived attractiveness

作者：

W. P. Malecki, Marta Kowal, Anna Krasnodębska, Bertram C. Bruce, Piotr Sorokowski

DOI：

https://doi.org/10.1002/sce.21878

原文链接：

https://onlinelibrary.wiley.com/doi/10.1002/sce.21878

关键词：

gender bias in higher education；gender bias in STEM；gender representation；higher education；inequality；Matilda effect；secondary education

高等教育中的性别偏见；STEM中的性别偏见；性别代表性；高等教育；不平等；玛蒂尔达效应；中等教育

摘要：

It is often assumed that highlighting the contributions of female researchers to STEM fields may make those fields more attractive to women, thereby encouraging female participation. The present study (n = 802) aimed to test that assumption by investigating the impact of messages highlighting the contributions of women researchers to two STEM fields, (mathematics and biology) on the perception of those fields among high school students and comparing it to the impact of analogous messages concerning three nonSTEM fields. We found that these messages did not encourage women to participate in the respective academic fields, in STEM or otherwise. And more strongly they led both women and men to see that academic field as less interesting and worthy of study. We propose that the effect observed here, and previously not discussed in the literature, is the reverse of the well-known Matilda effect. If the Matilda effect consists in a tendency to ignore or downplay the academic contributions of women based on the assumption that only men can contribute real value to research, then what we observed in our study is that that same assumption apparently makes people think that if women excel in certain fields, then those fields must be less valuable than others. We also argue that these effects are the result of gender stereotyping that takes what are supposedly male characteristics as better suited for research work than what are supposedly female characteristics. Finally, we suggest how to counteract this reverse Matilda Effect.

通常认为，强调女性研究人员对STEM领域的贡献可能会让这些领域对女性更具吸引力，从而鼓励更多女性参与其中。本研究（样本数=802）旨在检验这一假设，方法是调查强调女性研究人员对两个STEM领域(数学和生物学)的贡献的信息对高中生对这些领域的认知的影响，并将其与三个非STEM领域的类似信息的影响进行比较。研究结果表明，这些信息并没有鼓励女性参与相应的学术领域，无论是在STEM领域还是在其他领域。更为显著的是，它使得男女学生都认为这些学术领域不那么有趣，不值得研究。我们提出，这种效应是著名的“马蒂尔达效应”的逆向效应，此前在文献中未曾讨论过。如果马蒂尔达效是一种基于只有男性才能为研究贡献真正价值的假设而忽视或贬低女性学术贡献的倾向，那么我们在研究中观察到的是，相同的假设让人们认为，如果某些领域由女性在其中表现出色，那么这些领域必然不如其他领域有价值。我们还认为，这些效应源于性别刻板印象，认为所谓的男性特质更适合科研工作，而女性特质不如男性。最后，我们提出了一些应对这种“逆马蒂尔达效应”的建议。