学术编译专栏｜Studies in Science Education 2024年第60卷第2期论文摘要

标题：Metacognitively ALERT in science: literature synthesis of a hierarchical framework for metacognition and preliminary evidence of its viability

作者：John Willison,Claire Draper,Laura Fornarino,Menghua Li,Tala Sabri,Yan Shi &Xinshuo Zhao

Doi：https://doi.org/10.1080/03057267.2023.2207147

原文链接：https://www.tandfonline.com/doi/full/10.1080/03057267.2023.2207147

关键词：Metacognition；cognitive labels；self-awareness；self-monitoring；self-regulation；transfer of cognition

元认知；认知标签；自我意识；自我监控；自我调节；认知迁移

摘要：

The development of student metacognition has the potential to provide some of the greatest learning gains in science education, even outstripping the contribution of general intelligence. While models for metacognition are in broad agreement about their nature, they vary widely in essential elements and the relationships between them, especially between metacognitive knowledge and metacognitive skills. Recent systematic literature reviews have not untangled the concept of metacognition as they are not suited to crafting a synthesised conceptualisation for a controversial topic. This article, then, presents an integrative literature review of metacognition studies that draws together metacognitive knowledge and metacognitive skills into a hierarchical framework. The framework comprises, from the foundational level, metacognitive knowledge, called self-Aware of cognition, then various metacognitive skills; self-Monitor cognition, self-Evaluate cognition, self-Regulate cognition and self-Transfer cognition (AMERT). As a preliminary test of its viability, the AMERT framework is used to analyse interview data in which there was evidence of rich metacognitive thinking by students in the fourth, research-focused, year of a science degree. Rich epitomising statements were found in interviews for each level of the AMERT hierarchy, providing tentative evidence of its viability for understanding metacognitive processes when students learn in science.

学生元认知的发展有可能为科学教育提供最大的学习收益，甚至超过智力带来的贡献。虽然元认知模型在本质上达成了广泛的一致，但在基本要素及其之间的关系方面存在很大差别，尤其是元认知知识和元认知技能之间的关系。最近的系统性文献综述并没有理清元认知的概念，因为它们不适合为一个有争议的话题制定综合概念。因此，本文对元认知研究进行了综合文献综述，将元认知知识和元认知技能纳入一个分层框架。该框架（AMERT）从基础层面看包括元认知知识，即自我认知，以及各种元认知技能：自我监控认知、自我评估认知、自我调节认知和自我转移认知。作为对其可行性的初步检验，AMERT 框架被用于分析访谈数据，在这些数据中，有证据表明以研究为重点的科学学位第四学年的学生具有丰富的元认知思维。在访谈中发现，AMERT 层次结构的每个层次都有丰富的表象陈述，这为了解学生在科学学习中的元认知过程提供了初步的可行性证据。

标题：Inquiry-based science education in science teacher education: a systematic review

作者：Tonje Tomine Seland Strat,Ellen Karoline Henriksen &Kirsti Marie Jegstad

Doi：https://doi.org/10.1080/03057267.2023.2207148

原文链接：https://www.tandfonline.com/doi/full/10.1080/03057267.2023.2207148

关键词：Inquiry-based science education；science teacher education；pre-service teachers；cognitive domains；systematic review

探究式科学教育；科学教师教育；职前教师；认知领域；系统综述

摘要：

Inquiry is central in science education and therefore also in pre-service teacher (PST) education. In this systematic review of 142 empirical articles, we examine research on inquiry-based science education (IBSE) in teacher education between 2000 and 2022. The aim is to investigate how and with what outcomes IBSE is used in PST education. The included articles were categorised according to whether the PSTs worked with inquiry in the role of learner or in the role of teacher and also according to the cognitive domains of inquiry (epistemic, procedural, conceptual, social, pedagogical, or affective). The review shows that IBSE is used for PSTs to learn science concepts and processes and how to teach science through inquiry；however, few studies highlight the transition between these. In terms of cognitive domains, the procedural, conceptual, pedagogical, and affective domains dominated, whereas fewer articles addressed the epistemic or social domains. Favourable outcomes of IBSE for science understanding, teaching competence and improved attitudes or self-efficacy were reported. Challenges were noted, for example with implementing IBSE in school placement after having learned about it in campus-based courses. Finally, we offer recommendations for fruitful ways of implementing IBSE in PST education and suggest areas for future research.

探究是科学教育的核心，因此也是职前教师（PST）教育的核心。在这篇包含142篇实证文章的系统性综述中，我们考察了2000年至2022年期间师范教育中有关探究式科学教育（IBSE）的研究。目的是研究 IBSE 在 PST 教育中的应用方式和成果。所收录的文章按照师范专业学生是以学习者的角色还是以教师的角色进行探究，并根据探究的认知领域（认识、程序、概念、社会、教学或情感）进行了分类。综述显示，国际基础结构教育被用于让小学科学教师学习科学概念和过程，以及如何通过探究进行科学教学；然而，很少有研究强调这两者之间的过渡。就认知领域而言，程序、概念、教学和情感领域占主导地位，而涉及认识或社会领域的文章较少。据报道，国际基础结构教育在科学理解、教学能力和改善态度或自我效能方面取得了有利的成果。我们也注意到了一些挑战，例如在校园课程中了解国际基础教育之后，在学校实习中实施国际基础教育所面临的挑战。最后，我们就如何在PST教育中卓有成效地实施IBSE提出了建议，并提出了未来研究的领域。

标题：Inquiry-based chemistry education: a systematic review

作者：Kirsti Marie Jegstad

Doi：https://doi.org/10.1080/03057267.2023.2248436

原文链接：https://www.tandfonline.com/doi/full/10.1080/03057267.2023.2248436

关键词：Inquiry-based；chemistry education；scientific domains；primary schools；secondary schools；systematic review

探究式；化学教育；科学领域；小学；中学；系统综述

摘要：

The aim of this article is to examine research on inquiry-based chemistry education in primary and secondary schools to discuss how it is addressed in the research literature. A systematic review was conducted, including 102 articles published between 2000 and 2020. Through inductive analyses, the articles were categorised into four groups: (1) articles testing specific teaching approaches or models, (2) articles testing specific learning environments, (3) articles reporting on teachers and (4) additional relevant studies. Within each group, the articles were further categorised into five scientific domains (i.e. conceptual, epistemic, social, procedural and affective) and two categories: classroom practice and other. The experimental studies were also given a typology according to the quality of the methods applied. Overall, the research has been conducted with varied foci and it generally reports positive learning outcomes. However, the main emphasis is on the conceptual and affective domains, with fewer studies focusing on the epistemic domain. Finally, when it comes to methodology, the reviewed articles included many quantitative studies, often with few respondents and of varied quality. Thus, there is a need for more studies with larger numbers of participants, longer durations, more purposeful sampling and with focus on the epistemic and social domains.

本文旨在考察有关中小学探究式化学教育的研究，讨论研究文献是如何论述的。本文对 2000 年至 2020 年间发表的 102 篇文章进行了系统性综述。通过归纳分析，这些文章被分为四类：（1）测试特定教学方法或模式的文章；（2）测试特定学习环境的文章；（3）报告教师的文章；（4）其他相关研究。在每个类别中，文章又被进一步细分为五个科学领域（即概念、认知、社会、程序和情感）和两个类别：课堂实践和其他。实验研究还根据所采用方法的质量进行了分类。总体而言，这项研究的重点各不相同，一般都报告了积极的学习成果。但主要侧重于概念和情感领域，对认知领域的研究较少。最后，就方法论而言，所回顾文章包含了许多定量研究，但通常只有少数受访者且质量参差不齐。因此，有必要开展更多的研究，参与者人数应更多，持续时间应更长，取样应更有目的性，重点应放在认识和社会领域。