学术编译专栏｜Journal of Research in Science Teaching 2024年第61卷第7期论文摘要

标题：Are there any “science people” in undergraduate health science courses? Assessing science identity among pre-nursing and pre-allied health students in a community college setting

作者：Heather Perkins, Emily A. Royse, Sara Cooper, Jennifer D. Kurushima, Jeffrey N. Schinske

原文链接：https://onlinelibrary.wiley.com/doi/epdf/10.1002/tea.21902

DOI：https://doi.org/10.1002/tea.21902

关键词：career goals；community college；factor analysis；pre-nursing and allied health；science identity；undergraduate students

职业目标；社区学院；因子分析；护理预科与联合健康；科学身份认同；本科生

摘要：

Science identity, or one's sense of recognition and competence as a scientist, is an invaluable tool for predicting student persistence and success, but is understudied among undergraduates completing preparatory work for later studies in medicine, nursing, and allied health (“pre-health career students”). In the United States, pre-health career students make up approximately half of all biology students and, as professionals, play important roles in caring for an aging, increasingly diverse population, managing the ongoing effects of a pandemic, and navigating socio-political shifts in public attitudes toward science and evidence-based medicine. Pre-health career students are also often members of groups marginalized and minoritized in STEM education, and generally complete their degrees in community college settings, which are chronically under-resourced and understudied. Understanding these students' science identities is thus a matter of social justice and increasingly important to public health in the United States. We examined science identity and engagement among community college biology students using two scales established and validated for use with STEM students attending four-year institutions. Exploratory and confirmatory factor analysis were used on two sub-samples drawn from the pool of 846 participants to confirm that the factor structures functioned as planned among the new population. Science identity values were then compared between pre-health career students (pre-nursing and pre-allied health) and other groups. Pre-health career students generally reported interest and performance/competence on par with their traditional STEM, pre-med, and pre-dentistry peers, challenging popular assumptions about these students' interests and abilities. However, they also reported significantly lower recognition than traditional STEM and pre-med/dentistry students. The implications for public health, researchers, and faculty are discussed.

科学身份认同，即一个人作为科学家的认同感和能力感，是预测学生能否坚持学业并取得成功的宝贵工具，但在为以后学习医学、护理和联合健康专业做准备的本科生（“健康职业预科生”）中，这种认同感却未得到充分研究。在美国，健康职业预科生约占所有生物专业学生的一半，作为专业人士，他们在照顾老龄化和日益多样化的人口、管理大流行病的持续影响以及引导公众对科学和循证医学态度的社会政治转变方面发挥着重要作用。健康职业预科学生也常常是在 STEM教育中被边缘化和少数化群体的成员，并且他们通常是在长期资源不足且研究不足的社区学院环境中完成学位。因此，了解这些学生的科学认同关系到社会公正，对美国的公共卫生也越来越重要。我们使用为四年制院校的 STEM 学生建立并验证过的两个量表，研究了社区大学生物系学生的科学认同感和参与度。我们对从 846 名参与者中抽取的两个子样本进行了探索性和确认性因子分析，以确认因子结构在新人群中按计划发挥作用。然后比较了健康职业预科生（护理预科生和联合健康预科生）和其他群体的科学认同值。健康职业预科学生普遍表示，他们的兴趣和表现/能力与传统的 STEM、医学预科和牙科预科学生相当，这对有关这些学生兴趣和能力的普遍假设提出了挑战。然而，他们的认可度也明显低于传统的科学、技术、工程和数学以及医学/牙科学预科学生。本文还讨论了这对公共卫生、研究人员和教师的影响。

标题：Assessing concept mapping competence using item expansion-based diagnostic classification analysis

作者：Shulan Xia, Peida Zhan, Kennedy Kam Ho Chan, Lijun Wang

原文链接：https://onlinelibrary.wiley.com/doi/epdf/10.1002/tea.21897

DOI：https://doi.org/10.1002/tea.21897

关键词：cognitive diagnosis；concept map；diagnostic classification model；performance assessment；physics education

认知诊断；概念图；诊断分类模型；成绩评估；物理教育

摘要：

Concept mapping is widely used as a tool for assessing students' understanding of science. To fully realize the diagnostic potential of concept mapping, a scoring method that not only provides an objective and accurate assessment of students' drawn concept maps but also provides a detailed understanding of students' proficiency and deficiencies in knowledge is necessary. However, few of the existing scoring methods focus on the latent constructs (e.g., knowledge, skills, and cognitive processes) that guide the creation of concept maps. Instead, they focus on the completeness of the concept map by assigning a composite score, which makes it difficult to generate targeted diagnostic feedback information for advancing students' learning. To apply the diagnostic classification model to the quantitative analysis of concept maps, this study introduced the novel application of the item expansion-based diagnostic classification analysis (IE-DCA) for this purpose. The IE-DCA can not only assess students' concept mapping abilities along a continuum but also classify students according to their concept mapping attributes when constructing the concept maps. The application and benefits of this approach were illustrated using a physics concept-mapping item related to particle and rigid body. Results showed that the estimated attribute profiles via the IE-DCA provided more detailed information about students' latent constructs than the composite score. Overall, this study illustrates the feasibility and potential of applying IE-DCA to analyze concept maps. Future applications of IE-DCS in other assessments in science education are discussed.

概念图被广泛用作评估学生对科学理解的工具。要充分发挥概念图的诊断潜力，就必须有一种评分方法，不仅能客观准确地评估学生绘制的概念图，还能详细了解学生在知识方面的熟练程度和不足之处。然而，现有的评分方法很少关注指导绘制概念图的潜在建构（如知识、技能和认知过程）。相反，它们通过给出一个综合分数来关注概念图的完整性，这就很难产生有针对性的诊断反馈信息，以促进学生的学习。为了将诊断分类模型应用于概念图的定量分析，本研究为此引入了基于项目扩展的诊断分类分析（IE-DCA）这一新颖应用。IE-DCA不仅能沿着连续统一体评估学生的概念图能力，还能根据学生构建概念图时的概念图属性对学生进行分类。我们用一个与质点和刚体有关的物理概念图项目来说明这种方法的应用和优点。结果表明，与综合得分相比，通过 IE-DCA 估算的属性剖析提供了有关学生潜在建构的更详细信息。总之，这项研究说明了应用 IE-DCA 分析概念图的可行性和潜力。讨论了 IE-DCS 在科学教育的其他评估中的未来应用。

标题：Can either using cognitive science principles or improving teacher content knowledge boost student achievement in middle school science?

作者：Steven L. Kramer, Janie Scull, Andrew Porter, Christine M. Massey, F. Joseph Merlino, John Y. Baker

原文链接：https://onlinelibrary.wiley.com/doi/epdf/10.1002/tea.21923

DOI：https://doi.org/10.1002/tea.21923

关键词：cluster randomized controlled trial；cognitive science；contrasting cases；diagrammatic reasoning；teacher content knowledge

分组随机对照试验；认知科学；对比案例；图表推理；教师学科知识

摘要：

This study used a cluster randomized controlled trial to investigate the effectiveness of two approaches to increasing middle school students' science learning when using an inquiry-based science curriculum. Eighty-nine schools, with 253 teachers and 20,591 students, were randomly assigned into one of three conditions: (a) a treatment condition in which the textbook curriculum was modified based on three principles of cognitive science coupled with teacher professional development (PD), (b) a second treatment condition in which teachers received PD designed to improve their knowledge of the science content, and (c) a business-as-usual control group. The cognitive science treatment had a small but statistically significant positive effect on content learning, with a stronger impact on students of higher prior achievement. Compared to business-as-usual, the intervention to increase teacher content knowledge had no impact.

本研究采用分组随机对照试验的方法，调查在使用探究式科学课程时，两种提高初中学生科学学习能力的方法的有效性。八十九所学校的 253 名教师和 20,591 名学生被随机分配到三个条件中的一个：（a）基于认知科学与教师专业发展（PD）相结合的三个原则修改教科书课程的一种处理条件；（b）在第二种处理条件下，教师接受旨在提高其科学内容知识的培训；以及（c）一切照旧的对照组。认知科学疗法对内容学习产生了微小但具有统计学意义的积极影响，对成绩较好的学生影响更大。与 “一切照旧 ”的对照组相比，增加教师内容知识的干预措施没有影响。

标题：Computational Thinking for Science: Positioning coding as a tool for doing science

作者：Ari Krakowski, Eric Greenwald, Natalie Roman, Christina Morales, Suzanna Loper

原文链接：https://onlinelibrary.wiley.com/doi/epdf/10.1002/tea.21907

DOI：https://doi.org/10.1002/tea.21907

关键词：computational thinking；curriculum development；equity；interdisciplinary；problem-based learning；science education

计算思维；课程开发；平等；跨学科；基于问题的学习；科学教育

摘要：

The role of computation in science is ever-expanding and is enabling scientists to investigate complex phenomena in more powerful ways and tackle previously intractable problems. The growing role of computation has prompted calls to integrate computational thinking (CT) into science instruction in order to more authentically mirror contemporary science practice and to support inclusive engagement in science pathways. In this multimethods study, we present evidence for the Computational Thinking for Science (CT+S) instructional model designed to support broader participation in science, technology, engineering, and mathematics (STEM) pathways by (1) providing opportunities for students to learn CT within the regular school day, in core science classrooms；and (2) by reframing coding as a tool for developing solutions to compelling real-world problems. We present core pedagogical strategies employed in the CT+S instructional model and describe its implementation into two 10-lesson instructional units for middle-school science classrooms. In the first unit, students create computational models of a coral reef ecosystem. In the second unit, students write code to create, analyze, and interpret data visualizations using a large air quality dataset from the United States Environmental Protection Agency to understand, communicate, and evaluate solutions for air quality concerns. In our investigation of the model's implementation through these two units, we found that participating students demonstrated statistically significant advancements in CT, competency beliefs for computation in STEM, and value assigned to computation in STEM. We also examine evidence for how the CT+S model's core pedagogical strategies may be contributing to observed outcomes. We discuss the implications of these findings and propose a testable theory of action for the model that can serve future researchers, evaluators, educators, and instructional designers.

计算在科学中的作用不断扩大，使科学家能够以更强大的方式研究复杂的现象，解决以前难以解决的问题。计算的作用越来越大，促使人们呼吁将计算思维（CT）融入科学教学，以便更真实地反映当代科学实践，支持全纳参与科学学习。在这项多方法研究中，我们提出了科学计算思维（CT+S）教学模式的证据，该模式旨在通过以下方式支持更广泛地参与科学、技术、工程和数学（STEM）课程：（1）在核心科学课堂上，为学生提供在正常上课时间内学习计算思维的机会；（2）将编码重新定义为一种工具，用于开发解决现实世界中棘手问题的方案。我们介绍了CT+S 教学模式所采用的核心教学策略，并描述了该教学模式在初中科学课堂两个 10 课时教学单元中的实施情况。在第一个单元中，学生创建珊瑚礁生态系统的计算模型。在第二个单元中，学生编写代码，使用美国环境保护局提供的大型空气质量数据集创建、分析和解释数据可视化，以了解、交流和评估空气质量问题的解决方案。在通过这两个单元对该模式实施情况的调查中，我们发现参与调查的学生在CT、STEM 中计算的能力信念以及STEM中计算的价值分配方面都取得了统计意义上的显著进步。我们还研究了CT+S模式的核心教学策略如何促进观察结果的证据。我们讨论了这些发现的意义，并为该模式提出了一个可检验的行动理论，以服务于未来的研究人员、评估人员、教育工作者和教学设计人员。

标题：Does role play manipulate students? Persuasive effects of role play on students' attitude and behavior regarding a socioscientific issue

作者：Moritz Steube, Matthias Wilde, Melanie Basten

原文链接：https://onlinelibrary.wiley.com/doi/epdf/10.1002/tea.21910

DOI：https://doi.org/10.1002/tea.21910

关键词：attitude；role play；SSI；transportation

态度；角色扮演；社会科学问题；运输

摘要：

Socioscientific issues (SSIs) can provide a context to address societal decision-making processes in school. In recent years, studies have demonstrated that one effective way to deal with these topics is through role play. However, role plays may induce an unreflected attitude change based on the roles the participants take on, which raises ethical concerns about indoctrination. To explain this change of attitude, we applied the Transportation-Imagery Model. We asked if transportation into a role play would bring about a change of attitude and behavior. Furthermore, we investigated whether the perspective of the prepared or performed characters affected transportation and the direction of an attitude change. The research was conducted in Germany with a sample of 256 secondary-school students (Mage = 16.9 years, SDage = 1.5, 68% female). We found that transportation affected neither attitude change nor behavior. There was also no effect of the prepared or performed characters' perspective on transportation or attitude change. This suggests that role play does not constitute a form of manipulation and can be used as a learning method for SSIs without reservation.

社会科学问题（SSIs）可以为解决校园中的社会决策过程提供背景。近年来的研究表明，角色扮演是解决这些问题的有效方法之一。然而，角色扮演可能会根据参与者所扮演的角色诱发未经反思的态度转变，这引发了对灌输的伦理担忧。为了解释这种态度的转变，我们采用了“运输-想象模型”。我们询问了将运输转化成角色扮演是否会带来态度和行为的改变。此外，我们还调查了准备好的角色或表演的角色的视角是否会影响运输和态度转变的方向。研究在德国进行，抽样调查了256名中学生（平均年龄=16.9岁，最小年龄=1.5岁，68%为女性）。我们发现，运输既不会影响态度的改变，也不会影响行为。准备好的角色或表演的角色对运输或态度的改变也没有影响。这表明，角色扮演并不构成一种操纵形式，可以毫无保留地用作SSI的学习方法。

标题：Development of VAScoR: A rubric to qualify and score responses to the views of nature of science (VNOS) questionnaire

作者：Fouad Abd-El-Khalick, Ryan Summers, Jeanne L. Brunner, Jeremy Belarmino, John Myers

原文链接：https://onlinelibrary.wiley.com/doi/epdf/10.1002/tea.21916

DOI：https://doi.org/10.1002/tea.21916

关键词：assessment；nature of science；reliability；scoring VNOS

评估；科学本质；可靠性；VNOS评分

摘要：

We report on the development of a rubric to reliably qualify and score responses to the Views of Nature of Science Questionnaire (VNOS): The VNOS Analysis and Scoring Rubric (VAScoR). The VAScoR is designed to (a) provide systematic guidance for the qualitative analysis, and score assignment to nuanced categories, of VNOS responses, (b) explicitly scaffold qualitative inferencing and standardize score assignment to substantially lessen the burden of, and variance in, analyzing and scoring the VNOS, and (c) improve the viability and meaningfulness of cross-study comparisons drawing on VNOS data. The rubric adopted the VNOS's consensus NOS framework and further delineated core and related elements across 10 target NOS aspects. The VAScoR's reliability was examined in two studies that drew on VNOS questionnaires completed by 185 preservice secondary science teachers (58% female；126 undergraduate and 59 graduate students) enrolled over several years in a combined undergraduate and graduate licensure program in a large U.S. Midwestern university. In Study I, VAScoR analyses of 86 VNOS questionnaires undertaken by a single author were used to examine the rubric's intra-rater reliability, which resulted in a robust Cronbach's alpha value of 0.81. In Study II, analyses by four authors of a randomly generated, overlapping set of 18 questionnaires were used to examine inter-rater reliability, which was supported with substantial consensus among raters as indicated by a Cohen's kappa of 0.71. Further evidence for the VAScoR's inter-rater reliability was indicated by moderate to strong consistency among four raters with an overall Pearson's correlation coefficient of 0.82, and coefficient values ranging from 0.77 to 0.89 for six possible rater pairings.

我们报告了对科学本质观点问卷（VNOS）的答复进行可靠鉴定和评分的量规的开发情况：VNOS分析和评分量规（VAScoR）。VAScoR的设计目的是：(a)为VNOS答复的定性分析和细微类别的分值分配提供系统指导；(b)明确支持定性推断和标准化分值分配，以大大减轻VNOS分析和评分的负担和差异；(c)提高利用VNOS数据进行跨研究比较的可行性和意义。该评分标准采用了VNOS的共识NOS框架，并进一步划分了10个目标NOS方面的核心和相关要素。VAScoR的可靠性在两项研究中进行了检验，这两项研究利用了185名职前中学科学教师（58%为女性；126名本科生和59名研究生）在美国中西部一所大型大学的本科生和研究生联合执业资格课程中完成的VNOS问卷。在研究一中，一位作者对86份VNOS问卷进行了VAScoR分析，以检验评分量规的评分者内部信度，从而得出稳健的Cronbach's alpha值为0.81。在研究二中，四位作者对随机生成的一组18份重叠问卷进行了分析，以检验评分者之间的可靠性，结果显示评分者之间的一致性很高，Cohen's kappa值为0.71。VAScoR的评分者之间可靠性的进一步证据是，四位评分者的评分结果具有中度到高度的一致性，总体Pearson相关系数为0.82，六种可能的评分者配对的相关系数从0.77到0.89不等。

标题：Developing and validating an Next Generation Science Standards-aligned construct map for chemical bonding from the energy and force perspective

作者：Leonora Kaldaras, Hope O. Akaeze, Joseph Krajcik

原文链接：https://onlinelibrary.wiley.com/doi/epdf/10.1002/tea.21906

DOI：https://doi.org/10.1002/tea.21906

关键词：chemical bonding；construct map；learning progression；NGSS

化学键；结构图；学习进程；下一代科学标准

摘要：

Chemical bonding is central to explaining many phenomena. Research in chemical education and the Framework for K–12 Science Education (the Framework) argue for new approaches to learning chemical bonding grounded in (1) using ideas of the balance of electric forces and energy minimization to explain bond formation, (2) using learning progressions (LPs) grounded in these ideas to support learning, and (3) engaging students in 3D learning reflected in integrating the three dimensions of scientific knowledge to make sense of phenomena. The dimensions include disciplinary core ideas, scientific and engineering practices, and crosscutting concepts. While the Framework describes the theoretical basis of 3D learning, empirical evidence for the development and validation of LPs for 3D learning is limited. This work addresses that issue for the topic of chemical bonding. We develop and validate a 3D construct map for chemical bonding grounded in the idea of balance of electric forces and energy minimization. A construct map represents a finer-grained LP spanning a shorter period and focusing on specific aspects of a larger-scale LP. An NGSS-aligned validated 3D LP has never been reported for the topic of chemical bonding. The LP is based on data from 9th grade Mid-Western and Western students who used the NGSS-aligned curriculum. Multiple validity evidence sources, including interview and item response theory analysis using an assessment tool developed to probe the 3D construct map levels, were used. We demonstrate the feasibility of using the assessment tool for assigning levels to individuals and groups of learners, which is essential for the practical applicability of the 3D construct map and provides teachers with information on how to promote learning. We hope that the 3D LP presented here will serve as a guide to develop instructional and assessment approaches for chemical bonding grounded in the fundamental scientific principles and aligned to NGSS.

化学键是解释许多现象的核心。化学教育和K-12科学教育框架（简称“框架”）研究主张采用新方法来学习化学键，这些方法基于（1）利用电场力平衡和能量最小化的思想来解释键的形成，（2）使用基于这些思想的学习进程（LPs）来支持学习，（3）让学生参与三维度学习，这体现在整合科学知识的三个维度来理解现象。三个维度包括学科核心思想、科学与工程实践和跨学科概念。虽然框架描述了三维度学习的理论基础，但开发和验证三维度学习的LPs的实证证据却有限。本研究解决了化学键主题的这一问题。我们基于电场力平衡和能量最小化的思想，开发并验证了化学键的三维结构图。结构图代表了一个更细化的LP，时间跨度较短，侧重于更大规模LP的特定方面。关于化学键这一主题，还从未有过与一代科学标准（NGSS）相一致且经过验证的三维度LP。该LP基于使用 NGSS 相关课程的中西部和西部九年级学生的数据。我们使用了多种有效性证据来源，包括使用为探测三维度结构图等级而开发的评估工具而进行的访谈和项目反应理论分析。我们展示了使用评估工具为学习者个人和群体分配等级的可行性，这对三维度结构图的实际应用至关重要，并为教师提供了如何促进学习的信息。我们希望在此介绍的三维LP可以作为开发基于基本科学原理并与NGSS一致的化学键教学和评估方法的指南。

标题：Crossing boundaries between research and practitioner communities: The role of research use and cross-community journal authorship

作者：Joseph A. Taylor, G. Michael Bowen, Marcus Kubsch, Ryan Summers, Asli Sezen-Barrie, Patricia Patrick, Cathy Lachapelle, AbdiRizak Warfa, S. Selcen Guzey

原文链接：https://onlinelibrary.wiley.com/doi/epdf/10.1002/tea.21914

DOI：https://doi.org/10.1002/tea.21914

关键词：academic research impact；citation analysis；knowledge mobilization；research mobilization；researcher–practitioner partnerships

学术研究影响；引文分析；知识动员；研究动员；研究者-从业者伙伴关系

摘要：

This study pursued two major objectives. The first was to use bibliometric techniques to examine bidirectionality in the relationship between teachers and researchers, as indicated by collaborative authorship among these communities. The second was to explore more deeply knowledge mobilization to classrooms by documenting the extent to which research is cited in science education practitioner journals (SEPJ). Specifically, we examined: (a) the frequency of collaboration between researchers and practitioners in the writing of journal articles for both practitioner-focused and academic journals in science education, and (b) the extent to which authors of articles in practitioner-focused journals drew on academic research to support their advocacy for and/or description of science education programs, policies, or practices. Findings indicate that writing collaborations among academic researchers and practitioners are relatively infrequent, even on practitioner-focused articles. Also, articles in SEPJs more often cite books and other resources over academic journals, even those academic journals focused on informing science education teaching and learning. Recommendations include providing open access to published research, development of research summaries for lay audiences, and incentivizing practitioners to engage in research and writing. This study explores only one mechanism by which knowledge can be mobilized to classrooms and only one type of dissemination product (i.e., journal articles) upon which researchers and practitioners can collaborate. Additional limitations are noted including the applicability of the findings only to the specific journals and timeframes analyzed.

本研究旨在达成两个主要目标。第一个是利用文献计量学技术考察教师与研究人员之间关系的双向性，这种双向性体现在这两个群体之间的合作作者身份上。第二个是通过记录科学研究成果在科学教育从业人员期刊（SEPJ）上被引用的程度，更深入地探讨课堂上的知识动员。具体而言，我们研究了：（a）研究人员与从业人员在SEPJ和学术期刊上合作撰写论文的频率；（b）在从业人员期刊上发表文章的作者在多大程度上利用学术研究来支持他们对科学教育项目、政策或实践的宣传和/或描述。研究结果表明，学术研究人员和从业人员之间的写作合作相对较少，即使是在以从业人员为重点的文章中也是如此。此外，SEPJ中的文章更常引用书籍和其他资源，而非学术期刊，即使是那些侧重于为科学教育教学提供信息的学术期刊亦是如此。本文建议包括向公众开放已发表的研究成果，为非专业读者编写研究摘要，以及激励从业人员参与研究和写作。本研究仅探讨了将知识动员到课堂的一个机制，以及研究人员和从业人员可以合作的一种传播产品（即期刊文章）。本研究还存在其他局限性，包括研究结果仅适用于所分析的特定期刊和时间范围。