Engaging with Contemporary Challenges through Science Education Research: Selected papers from the ESERA 2019 Conference (Contributions from Science Education Research, 9)

✍ Scribed by Olivia Levrini (editor), Giulia Tasquier (editor), Tamer G. Amin (editor), Laura Branchetti (editor), Mariana Levin (editor)

• Publisher: Springer
• Year: 2021
• Tongue: English
• Leaves: 361
• Category: Library

✦ Synopsis

This book starts with the premise that beauty can be an engine of transformation and authentic engagement in an increasingly complex world. It presents an organized picture of highlights from the 13th European Science Education Research Association Conference, ESERA 2019, held in Bologna, Italy. The collection includes contributions that discuss contemporary issues such as climate change, multiculturalism, and the flourishing of new interdisciplinary areas of investigation, including the application of cognitive neuroscience, artificial intelligence, and digital humanities to science education research. It also highlights learners’ difficulties engaging with socio-scientific issues in a digital and post-truth era. The volume demonstrates that deepening our understanding is the preferred way to address these challenges and that science education has a key role to play in this effort. In particular, the book advances the argument that the deep and novel character of these challenges requires a collective search for new narratives and languages, an expanding knowledge base and new theoretical perspectives and methods of research. The book provides a contemporary picture of science education research and looks to the theoretical and practical societal challenges of the future.

✦ Table of Contents

Engaging with Contemporary Challenges through Science Education Research
Introduction
Behind the Scientific Organization of the ESERA 2019 Conference
Overview of the Organization of the Volume
Highlights of the Chapters
Section 1: Meeting Societal Challenges
Section 2: Expanding the Evidence Base
Section 3: Developing Innovative Theoretical Perspectives and Methodologies
Section 4: Designing Research-Based Instruction
Concluding Remarks
Referecnces
Contents
Contributors
About the Editors
Editors and Contributors
Chapter 1: Beauty and Pleasure of Understanding – Words of Introduction
References
Part I: Meeting Societal Challenges
Chapter 2: The White Noise of Climate Change (the Language of Climate Change)
Chapter 3: Prediction and Adaption in Science|Environment|Health Contexts
3.1 Introduction
3.2 The Symposium Contributions
3.2.1 Contribution 1: A Dual-Process Approach to Prediction and Adaption
3.2.1.1 Dual-Process Theories
3.2.1.2 The Interplay of Type 1 and Type 2 Processing
3.2.2 Contribution 2: Quality of Life of Students with Food Allergies
3.2.2.1 Introduction
3.2.2.2 Pre-service Teachers with and Without Food Allergies
3.2.3 Contribution 3: Pupils’ Perceptions About Sustainability-Related Impacts of Their Consumer Behaviour
3.2.3.1 Introduction
3.2.3.2 Present and Future Consequences
3.2.4 Contribution 4: Development of Adaptive Didactic Resources for Decision-Making on Environmental Health Problems. First Step: Curricular Analysis
3.2.4.1 Introduction
3.2.4.2 Missing Aspects in the Spanish Mandatory Curriculum
3.3 Discussion
3.4 Conclusion
References
Chapter 4: Inquiry Based Learning and Responsible Research and Innovation: Examples of Interdisciplinary Approaches at Different Schooling Levels
4.1 Introduction
4.2 Study 1
4.2.1 Research Method
4.2.2 Findings
4.3 Study 2
4.3.1 Experiments in Teaching Units
4.4 Study 3
4.4.1 Methods
4.4.2 Findings
4.5 Study 4
4.5.1 Methods
4.5.2 Findings
4.6 Discussion
References
Chapter 5: International Perspectives on Science Education Research in Multicultural and Multilingual Contexts
5.1 Introduction
5.2 Cultural and Linguistic Diversity in Science Classrooms
5.3 Cultural and Linguistic Diversity in Science Education Research Publications
5.4 Towards More Culturally and Linguistically Relevant Science Education Research
5.5 Rethinking our Science Education Research Methodologies and Methods
5.5.1 Caring
5.5.2 Relevance and Rigor
5.5.3 Relational Responsibility
5.6 Reorienting our International Research Networks and Collaborations
5.6.1 The Research Focuses of Collaboration for Language Diversity
5.6.2 The Challenges of Collaboration
5.6.3 The Tensions in Collaboration
5.7 Influencing Language Education Policies
5.8 Conclusions
References
Chapter 6: Policy and Pedagogy: International Reform and Design Challenges for Science and STEM Education
6.1 Beyond Knowledge – 21st Century Competencies: Skills, Character and Meta-Learning
6.2 Policy Reports
6.3 Summary
References
Chapter 7: PISA 2015: What Can Science Education Learn from the Data?
7.1 Introduction
7.2 Science Teaching and Learning: Analysis of Pisa 2015 Data from the United States and Germany
7.2.1 Introduction to the Study
7.2.2 Methods
7.2.3 Results
7.2.4 Discussion
7.3 Discriminating Characteristics of Pisa Science Items According to Students’ Socio-Economic-Cultural Level and Performance
7.3.1 Introduction to the Study
7.3.2 Methods
7.3.2.1 A priori Analysis to Characterize Possible Item Difficulties
7.3.3 Findings
7.3.4 Implications
7.4 Establishing Multidimensionality: Identifying Patterns of Inquiry-Driven Science Instruction
7.4.1 Introduction to the Study
7.4.2 Methods
7.4.3 Results
7.4.4 Implications
7.5 Exploiting Computer-Generated Data to Study Student Test-Taking Behavior
7.5.1 Introduction to the Study
7.5.2 Effort
7.5.3 Perseverance
7.5.4 Concluding Remarks
7.6 Summary and Conclusions
References
Chapter 8: Network Analysis of Changes to an Integrated Science Course Curriculum Over Time
8.1 Introduction
8.2 Intentions in the Danish ‘Basic Science Course’
8.3 Research Questions
8.4 Methodology
8.4.1 Critical Discourse Analysis in the Present Study
8.4.2 Thematic Discourse Network Analysis of Curricular Documents
8.4.3 Discussion of Methodological Choices
8.5 Findings
8.5.1 Central Themes in the Analysed Curricular Documents and Their Interpretations
8.5.2 Evolutions of Themes
8.6 Discussion
8.6.1 Appropriateness of Thematic Maps
8.7 Conclusion
References
Part II: Expanding the Evidence Base
Chapter 9: Developmental Patterns of Students’ Understanding of Core Concepts in Secondary School Chemistry
9.1 Introduction
9.2 Methods
9.2.1 Sample
9.2.2 Data Analysis
9.3 Results
9.4 Discussion
References
Chapter 10: Learning Evolution – A Longterm Case-Study with a Focus on Variation and Change
10.1 Introduction
10.1.1 Development of Students’ Conceptions in Evolution
10.1.2 Teaching Sequences on Evolution
10.2 Research Questions
10.3 Methods
10.4 Results
10.4.1 Variation
10.4.2 Dichotomous Thinking Regarding Changes in the Population
10.4.3 Genetics
10.4.4 Teleological Reasoning – A Basis for Thinking
10.5 Discussion and Outlook
References
Chapter 11: What Is City Air Made of? An Analysis of Pupils’ Conceptions of Clean and Polluted Air
11.1 Introduction
11.2 Teaching and Learning the Particle Model of Matter
11.3 Air Pollution as a Relevant Phenomenon
11.4 Models and Modelling in Primary School
11.5 Research Aims
11.6 Context and Methods
11.6.1 Data Collection
11.6.2 Analysis
11.7 Results and Discussion
11.7.1 Pupils’ Ideas Regarding Clean and Polluted Air as Seen with the Naked Eye
11.7.2 Pupils’ Ideas Regarding Clean Air When Looking Inside of It
11.7.3 Pupils’ Ideas About Pollution When Looking Inside of It
11.8 Conclusions and Implications
References
Chapter 12: Undergraduates’ Grasp of Evidence for Evaluating Scientific Knowledge Claims Associated with Socioscientific Issues
12.1 Introduction
12.2 Grasp of Evidence: Laypeople’s Understanding of Evidence
12.3 Method
12.3.1 Data Sources
12.3.2 Data Analysis
12.4 Findings
12.4.1 Understanding of Experts’ and Laypeople’s Use of Evidence
12.4.2 Understanding of Practices Within Scientists’ Use of Evidence
12.4.3 Epistemic Concepts Underlying Students’ GOE
12.4.4 Inherent Uncertainty of Scientific Claims
12.4.5 Randomized Controlled Trial (RCT)
12.5 Discussion
12.6 Conclusion
Appendix: Interview Scenarios
CFC
Chocolate
References
Chapter 13: Psychological Patterns in Chemistry Self-Concept: Relations with Gender and Culture
13.1 Introduction
13.2 Theoretical Background
13.2.1 The Relation of Science Self-Concept with Achievement
13.2.2 The Impact of Gender and the Students’ Cultural Backgrounds
13.2.3 The Social Context
13.2.4 Chemistry Self-Concept Research
13.3 Research Questions
13.4 Methods
13.4.1 Research Instrument
13.4.2 Sample
13.4.3 Data Analysis
13.5 Results
13.5.1 Measurement Quality
13.5.2 RQ1. The Relation with Gender and Cultural Backgrounds
13.5.3 RQ2 and RQ3. The Relation with Learning Goal Orientations, Perception of Social Support, and Perception of Linguistic Abilities
13.6 Discussion and Conclusion
13.6.1 The Role of Gender and Migration Background
13.6.2 The Role of Learning Goal Orientations and the Perception of Social Support
References
Chapter 14: Undergraduate Science Majors’ Identity Work in the Context of a Science Outreach Program: Understanding the Role of Science Capital
14.1 Introduction
14.2 Science Identities and Science Capital
14.3 Methods and Analysis
14.4 Results
14.4.1 Lee: The ‘Natural’ Scientist
14.4.2 Rajesh: The Hard-Working Scientist
14.4.3 Matthew: Not a ‘True’ Science-Person
14.5 Discussion and Conclusions
References
Chapter 15: Pre-service Teachers’ Psychological Distance Towards Environmental and Health Socio-Scientific Issues
15.1 Introduction
15.2 Theoretical Background
15.2.1 Psychological Distance
15.2.2 Psychological Distance Towards SSIs
15.2.3 Differences Between Issues and Antecedents
15.2.4 Aim of the Present Study and Research Questions
15.3 Methods
15.3.1 Research Design and Sample
15.3.2 Questionnaire and Measures
15.3.3 Statistical Analysis
15.4 Results
15.4.1 Differences in Psychological Distance Between Issues
15.4.2 Antecedents of Psychological Distance
15.5 Discussion
15.6 Conclusions and Outlook
References
Chapter 16: Self-Efficacy of In-Service Secondary School Teachers in Relation to Education for Sustainable Development: Preliminary Findings
16.1 Introduction
16.1.1 Teachers’ Self-Efficacy for ESD
16.2 Methodology
16.2.1 Research Instrument
16.2.2 Participants
16.2.3 Data Analysis
16.3 Results
16.4 Discussion and Conclusions
References
Part III: Developing Innovative Theoretical Perspectives and Methodologies
Chapter 17: Where Are We? Syntheses and Synergies in Science Education Research and Practice
17.1 Introduction
17.2 What Is “Conceptual Change”?
17.3 An Illustrated Tour
17.3.1 Conceptual Change in Physics
17.3.2 Conceptual Change in Astronomy
17.3.3 Intuitive Biology
17.3.4 The Ontological Perspective
17.4 Why Are We Stuck: Impediments to Consensus
17.4.1 Different Target Phenomena
17.4.2 Theoretical Incommensurabilities
17.4.3 Empirical Differences
17.5 Toward a Synthesis and Further Progress
References
978-3-030-74490-8_Chapter_18
Chapter 18: Processes of Building Theories of Learning: Three Contrasting Cases
18.1 Introduction
18.2 P-Prims (diSessa)
18.2.1 Context of Early Development
18.2.2 First Stages
18.2.3 Later Stages
18.3 Coordination Classes (diSessa)
18.3.1 Context of Early Development
18.3.2 First Stages
18.3.3 Later Stages
18.4 Strategy Systems (Levin)
18.4.1 Context of Early Development
18.4.2 Early Stages – Initial Contact Between Epistemological Framework and Data
18.4.3 Later Stages – Reformulation: Strategies as Complex Systems
18.5 Discussion and Recommendations
References
978-3-030-74490-8_Chapter_19
Chapter 19: Understanding the Role of Image Schemas in Science Concept Learning: Can Educational Neuroscience Help?
19.1 Introduction
19.2 Sensorimotor Experience and Science Concept Learning: Contributions from Embodied Cognition and the Learning Sciences
19.2.1 “P-Prims,” “Core Intuitions” and Explanatory Scientific Models
19.2.2 “Image Schemas,” “Conceptual Metaphors” and “Symbolic Forms”: Understanding Language and Mathematical Representations
19.3 Image Schemas in the Brain
19.4 Image Schemas, Science Concept Learning and Educational Neuroscience
References
978-3-030-74490-8_Chapter_20
Chapter 20: Emotional Engagement in the Application of Experimental Activities with Young Children
20.1 Introduction
20.2 Theoretical Framework
20.3 Research Method and Findings
20.4 Identifying Mutual Focus and Emotional Engagement
20.5 Conclusions
References
Chapter 21: Crossing Boundaries – Examining and Problematizing Interdisciplinarity in Science Education
21.1 Introduction
21.2 Interdisciplinarity and STEM Education
21.3 Boundary Crossing – Three Vantage Points
21.3.1 Learning Physics Through Maker Projects – Between Disciplinary Authenticity and Personal Relevance (Schvartzer et al., 2019)
21.3.2 Slipping Between Disciplines: How Forming Causal Explanations May Compel Crossing Disciplinary Boundaries (Levy et al., 2019)
21.3.3 Disciplines and Interdisciplinarity in STEM Education to Foster Scientific Authenticity and Develop Epistemic Skills (Branchetti & Levrini, 2019)
21.4 Examining the Three Vantage Points on Boundary Crossing
21.5 Discussion and Conclusion
References
Part IV: Designing Research-Based Instruction
Chapter 22: Augmented Reality in Lower Secondary Science Teaching: Teachers and Students as Producers
22.1 Introduction
22.2 AR in Educational Settings
22.3 Research Questions
22.4 Methods
22.5 Results
22.5.1 Findings from the ARsci Project
22.5.2 State-of-the-Art Related to Ocean Literacy and Science Teaching with ICT/AR
22.6 Discussion & Conclusions
References
Chapter 23: Visualisation and Spatial Thinking in Primary Students’ Understandings of Astronomy
23.1 Introduction
23.2 Methodology
23.3 Findings
23.3.1 The Sequence of Teaching and Learning Moves
23.3.2 Students’ Learning Outcomes
23.4 Discussion
23.4.1 Spatial Reasoning Challenges and the Role of Mathematics
23.4.2 Creating and Working with Representations
23.4.3 Coordinating the Representational Sequence
23.5 Conclusion
References
Chapter 24: Discipline-Based Educational Research to Improve Active Learning at University
24.1 Introduction
24.2 “Intentional Teaching”: Using Students’ Ideas as the Basis for Teaching Physics
24.2.1 Perspective on Learning
24.2.2 “Intentional Teaching”
24.2.3 Incorporating Students’ Prior Ideas
24.3 The Role of Exercises in Learning: Examples of Research in Engineering Studies
24.3.1 Context of the Study and Results
24.4 A Context-Independent Way of Guiding and Assessing Students’ Work in Project Laboratory
24.4.1 Rubrics
24.4.2 Setting
24.4.3 Methods
24.4.4 Findings
24.5 Curricular Innovation in Physics for Bio-Area
24.6 Concluding Remarks
References
Chapter 25: Instructional Activities Predicting Epistemic Emotions in Finnish Upper Secondary School Science Lessons: Combining Experience Sampling and Video Observations
25.1 Introduction
25.1.1 Epistemic Emotions
25.1.2 Instructional Activities in Science Teaching
25.1.3 Research Questions
25.2 Methods
25.2.1 Context and Participants
25.2.2 Data Collection and Measures
25.2.3 Analyses
25.3 Results
25.3.1 Instructional Activities in PBL Environment
25.3.2 Epistemic Emotions in Instructional Activities
25.4 Discussion and Conclusion
25.4.1 Instructional Activities Reflect the Principles of PBL and National Curriculum
25.4.2 Epistemic Emotions Can Be Aroused by Instructional Activities
25.4.3 Limitations
25.4.4 Implications for Practice and Research
References