Mijung Kim,Nimrah Ahmed,Kadriye Akdemir et al.
Mijung Kim et al.
Students' reasoning and decision making on complex socioscientific issues are critical for developing scientific literacy for 21st century citizenship. By incorporating a scenario-based approach, this study aims to understand the complexity...
Namsoo Shin,Jonathan Bowers,Joseph Krajcik et al.
Namsoo Shin et al.
This 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 approac...
Measuring the long-term effects of informal science education experiences: challenges and potential solutions [0.03%]
非正规科学教育对长期影响的测量：挑战与潜在解决方案
Nancy L Staus,John H Falk,Aaron Price et al.
Nancy L Staus et al.
Despite the fact that most science learning takes place outside of school, little is known about how engagement in informal science learning (ISL) experiences affects learners' knowledge, skill development, interest, or identities over long...
Student interest, concerns, and information-seeking behaviors related to COVID-19 [0.03%]
与COVID-19相关的学生的兴趣、关注点和信息搜索行为
Jamie N Elsner,Troy D Sadler,Laura Zangori et al.
Jamie N Elsner et al.
COVID-19 creates an opportunity for science classrooms to relate content about viruses to students' personal experiences with the pandemic. Previous researchers have shown that students are interested in crisis situations like disease outbr...
Online teaching during the COVID-19 pandemic: exploring science/STEM teachers' curriculum and assessment practices in Canada [0.03%]
新冠肺炎疫情期间的在线教学：探索加拿大科学/ STEM教师的课程和评估实践
Isha DeCoito,Mohammed Estaiteyeh
Isha DeCoito
The COVID-19 pandemic necessitated school closures globally, resulting in an abrupt move to online/distance teaching or emergency remote teaching (ERT). Teachers and students pivoted from face-to-face engagement to online environments, thus...
Expanding the field: using digital to diversify learning in outdoor science [0.03%]
拓展领域：利用数字技术使户外科学学习多样化
Bethan C Stagg,Justin Dillon,Janine Maddison
Bethan C Stagg
This is an empirical study of teacher experiences with school learners (7-18 years) engaging in cross-curricular environmental science during the COVID-19 pandemic. The study focuses on #FieldworkLive, a programme of live-streamed outdoor s...
Examining the usability and viability of using a simulated classroom environment to prepare preservice science teachers during and after the COVID-19 pandemic [0.03%]
考查模拟课堂环境在新冠疫情期间和之后用于准备科学教育专业教师的实用性和可行性研究
Jamie N Mikeska,Heather Howell,Devon Kinsey
Jamie N Mikeska
Educator preparation programs experienced extreme challenges during the COVID-19 pandemic, as many universities and K-12 schools moved to fully online or hybrid instructional models. These abrupt changes significantly limited preservice tea...
The varied experience of undergraduate students during the transition to mandatory online chem lab during the initial lockdown of the COVID-19 pandemic [0.03%]
新冠肺炎疫情初期在线化学实验强制执行期间本科生的多样化体验
Joseph Watts,Kent J Crippen,Corey Payne et al.
Joseph Watts et al.
The radical global shift to online teaching that resulted from the initial lockdown of the COVID-19 pandemic forced many science educators into the predicament of translating courses, including teaching laboratories, that were based upon fa...
"It's all in the moment": a mixed-methods study of elementary science teacher adaptiveness following professional development on knowledge generation approaches [0.03%]
“重在把握当下的时刻”——基于生成性知识视角的职前教师教育适应性的混合研究
Catherine Lammert,Brian Hand,Jee Kyung Suh et al.
Catherine Lammert et al.
This special edition is based on the revelation that "the lessons learned and unlearned during COVID-19 grant us an unparalleled opportunity to reflect." Here, we reflect on lessons learned related to teacher adaptiveness. We examined how t...
The shifting educational landscape: science teachers' practice during the COVID-19 pandemic through an activity theory lens [0.03%]
新冠疫情下的活动理论视角科学教师教学实践及教育格局变化分析
Heather McPherson,Rebecca Pearce
Heather McPherson
In March 2020, the COVID-19 pandemic closed all educational institutions. Teachers were called upon to respond quickly to the needs of K-12 students. They had to learn how to navigate online learning systems while simultaneously delivering ...