Disciplinary and Interdisciplinary Science Education Research
SCOPUS (2019-2025)
2662-2300
Cơ quản chủ quản: N/A
Phân tích ảnh hưởng
Các bài báo tiêu biểu
Promoting computational thinking through project-based learning
Tập 3 Số 1 - 2021
AbstractThis paper introduces project-based learning (PBL) features for
developing technological, curricular, and pedagogical supports to engage
students in computational thinking (CT) through modeling. CT is recognized as
the collection of approaches that involve people in computational problem
solving. CT supports students in deconstructing and reformulating a phenomenon
such that it can be res...
Peer-led team learning for introductory biology: relationships between peer-leader relatability, perceived role model status, and the potential influences of these variables on student learning gains
Tập 2 Số 1 - 2020
AbstractStudent-instructor interactions have an influence on student achievement
and perceptions of learning. In college and university settings, large
introductory STEM courses are increasingly including Peer-Led Team Learning
(PLTL), an evidence-based technique associated with improved student
achievement, recruitment, and retention in STEM fields, especially for
underserved populations. Within ...
Student interaction discourse moves: characterizing and visualizing student discourse patterns
Tập 5 Số 1
AbstractStudent-centered instruction allows students to take ownership over
their learning in the classroom. However, these settings do not always promote
productive engagement. Using discourse analysis, student engagement can be
analyzed based on how they are interacting with each other while completing
in-class group activities. Previous analyses of student engagement in science
settings have us...
Towards water literacy: an interdisciplinary analysis of standards for teaching and learning about humans and Water
Tập 4 Số 1
AbstractWater is critical to sustain human existence. Water literacy involves
understanding the interactions within and between natural and human dimensions
of water systems to support informed decision-making, an important outcome for
learners of all ages. It is therefore critical to foster water literacy in
today’s global citizens, particularly through formal education. The purpose of
this study...
Participating in the scientific publication process: exploring how pre-college students perceive publication within the scientific enterprise
- 2021
AbstractScientists spend a substantial amount of their time engaging with the
primary literature: reading, constructing, reviewing and revising it. Yet, the
role of primary literature is generally absent from the development of
scientific inquiry skills in the pre-college science classroom, thus undermining
a true understanding of what it means to do science. In this study, we examined
middle and ...
A close look at change: the role of an instructional-team community on an Instructor’s evolution during instructional reform
- 2021
AbstractIn transforming undergraduate STEM education, it is important to
understand the personal and contextual factors that impact instructors’ reform
efforts. In this study we explored an instructor’s drivers and motivators for
change in perspectives and practice, with an emphasis on the impact of an
internal community (her ‘instructional team’) comprised of a co-instructor,
graduate teaching as...
The lived experiences of pre-service science teachers designing and teaching socioscientific issues-based units
- 2022
AbstractThe purpose of this study was to explore the experiences of secondary
science preservice teachers while designing and implementing SSI-based
instructional processes, as well as their interpretations from these
experiences. Phenomenological research that relies upon how individuals live out
meanings in our everyday life was employed in this study. The participants of
this study involved sev...
Characterization of physics and astronomy assistant professors’ reflections on their teaching: can they promote engagement in instructional change?
Tập 6 Số 1
AbstractThe development of reflective practitioners is one of four dominant
change strategies in the Science, Technology, Engineering, and Mathematics
(STEM) higher education literature. However, little research concerns the
characterization of faculty’s reflections. Before professional development
programs can effectively incorporate reflective writings as a tool for
pedagogical improvement, it i...