'We Often Forget It Was a Disaster': Cross-Curricular Teacher Collaboration to Develop a Curriculum Unit on the Titanic Disaster [0.03%]
“我们常常忘记那是一场灾难——跨学科教师合作开发‘泰坦尼克号’灾难题的课程单元
Wonyong Park,Neta Shaby,Rachele Newman
Wonyong Park
There is a growing emphasis on integrating school subjects and cross disciplinary boundaries to address local and global challenges, particularly when teaching about complex and sensitive issues such as disasters. This study explores how th...
Indonesian Prospective Teachers' Scientific Habits of Mind:A Cross‑Grade Study in the Context of Local and Global Socio‑scientific Issues [0.03%]
印尼准教师的科学思维习惯：在地方和全球社会科学问题背景下进行的跨年级研究
Antuni Wiyarsi,Muammer Çalik,Erfan Priyambodo et al.
Antuni Wiyarsi et al.
This study explored Indonesian prospective teachers' views on the adapted (including global socio-scientific issues) and revisited (including local socio-scientific issues) versions of the scientific habits of mind (SHOM) scale and compared...
Exploring the Role of Multiplist Epistemic Beliefs on COVID-19 Conspiracies and Prevention Among Undergraduates [0.03%]
多重认识论信念在大学生的新冠疫情阴谋观和预防行为中的作用研究
Danya Marie Serrano,Travis Crone,Patrick S Williams
Danya Marie Serrano
People who hold multiplicistic (multiplist) epistemic beliefs about science tend to believe that scientific knowledge is always subjective and that varying opinions on a scientific matter are equally valid. Research suggests that multiplist...
A Framework for Evidentiary Reasoning in Biology: Insights from Laboratory Courses Focused on Evolutionary Tree-thinking [0.03%]
基于进化树思维的实验室课程对生物学证据推理教学框架的启示
Shiyao Liu,Chaonan Liu,Ala Samarapungavan et al.
Shiyao Liu et al.
Science educators report that students struggle with understanding, using, and evaluating the evidence underpinning scientific knowledge. However, there are not many studies focused on helping instructors address those difficulties. Here, w...
Zoubeida R Dagher,Sibel Erduran
Zoubeida R Dagher
Nine years after reconceptualizing the nature of science for science education using the family resemblance approach (FRA) (Erduran & Dagher, 2014a), the time is ripe for taking stock of what this approach has accomplished, and what future ...
STEM and Non-STEM Misconceptions About Evolution: Findings from 5 Years of Data [0.03%]
五年数据得出的STEM与非STEM专业的进化观念误解之差异
Pablo Antonio Archila,Silvia Restrepo,Anne-Marie Truscott de Mejía et al.
Pablo Antonio Archila et al.
Even though it is widely held that the theory of evolution is one of the pillars of the biological sciences, as we begin the third decade of the twenty-first century, it is alarming how little we know about science, technology, engineering,...
Preservice Elementary Teachers' Socioscientific Reasoning During a Decision-Making Activity in the Context of COVID-19 [0.03%]
准小学教师的疫情期间决策活动中的社会科学推理
Heesoo Ha,Wonyong Park,Jinwoong Song
Heesoo Ha
The ongoing COVID-19 pandemic has highlighted the role of informed decision-making in times of crisis and the need for equipping teachers with the ability to address socioscientific issues in the classroom. In this study, we examine the fea...
Rethinking the Nature of Engineering: Attending to the Social Context of Engineering [0.03%]
反思工程的本质：关注工程的社会背景
Jacob Pleasants
Jacob Pleasants
As part of a growing emphasis on "STEM," engineering has gained prominence in precollege education. In response to that trend, an emerging area of educational research focuses on the "Nature of Engineering" (NOE), a collection of ideas abou...
The Effect of Textbook Analysis as a Teacher Professional Development Tool on Teacher Understanding of Nature of Science [0.03%]
作为教师专业发展工具的教材分析对教师科学本质理解的影响研究
Tarisai Chanetsa,Umesh Ramnarain
Tarisai Chanetsa
This article reports on the effect of textbook analysis as a tool of teacher professional development on nature of science (NOS) understanding of 10 science teachers in South Africa. The teacher professional development program (TPDP) was b...
Climate Change and the Social World: Discourse Analysis of Students' Intuitive Understandings [0.03%]
气候变化与社会世界：对学生直观理解的 discourse 分析
Lynne Zummo
Lynne Zummo
With the continued unfolding of major climatic shifts, questions continue to emerge about how to approach climate change in the science classroom, at least in the USA where it is often perceived as socio-politically controversial. Broadly, ...