Introducing original methods for integrating sociocultural and discourse studies into science and engineering education, this book provides a much-needed framework for how to conduct qualitative ...research in this field. The three dimensions of learning identified in the Next Generation Science Standards (NGSS) create a need for research methods that examine the sociocultural components of science education. With cutting-edge studies and examples consistent with the NGSS, this book offers comprehensive research methods for integrating discourse and sociocultural practices in science and engineering education and provides key tools for applying this framework for students, pre-service teachers, scholars, and researchers.
The advent of generative artificial intelligence (AI) offers transformative potential in the field of education. The study explores three main areas: (1) How did ChatGPT answer questions related to ...science education? (2) What are some ways educators could utilise ChatGPT in their science pedagogy? and (3) How has ChatGPT been utilised in this study, and what are my reflections about its use as a research tool? This exploratory research applies a self-study methodology to investigate the technology. Impressively, ChatGPT’s output often aligned with key themes in the research. However, as it currently stands, ChatGPT runs the risk of positioning itself as the ultimate epistemic authority, where a single truth is assumed without a proper grounding in evidence or presented with sufficient qualifications. Key ethical concerns associated with AI include its potential environmental impact, issues related to content moderation, and the risk of copyright infringement. It is important for educators to model responsible use of ChatGPT, prioritise critical thinking, and be clear about expectations. ChatGPT is likely to be a useful tool for educators designing science units, rubrics, and quizzes. Educators should critically evaluate any AI-generated resource and adapt it to their specific teaching contexts. ChatGPT was used as a research tool for assistance with editing and to experiment with making the research narrative clearer. The intention of the paper is to act as a catalyst for a broader conversation about the use of generative AI in science education.
Science and mathematics are becoming computational endeavors. This fact is reflected in the recently released Next Generation Science Standards and the decision to include "computational thinking" as ...a core scientific practice. With this addition, and the increased presence of computation in mathematics and scientific contexts, a new urgency has come to the challenge of defining computational thinking and providing a theoretical grounding for what form it should take in school science and mathematics classrooms. This paper presents a response to this challenge by proposing a definition of computational thinking for mathematics and science in the form of a taxonomy consisting of four main categories: data practices, modeling and simulation practices, computational problem solving practices, and systems thinking practices. In formulating this taxonomy, we draw on the existing computational thinking literature, interviews with mathematicians and scientists, and exemplary computational thinking instructional materials. This work was undertaken as part of a larger effort to infuse computational thinking into high school science and mathematics auricular materials. In this paper, we argue for the approach of embedding computational thinking in mathematics and science contexts, present the taxonomy, and discuss how we envision the taxonomy being used to bring current educational efforts in line with the increasingly computational nature of modern science and mathematics.
It has been widely accepted in the science education research community that scientific literacy as a concept and phrase was introduced by Paul deHart Hurd in 1958. Recent research into the origins ...of the phrase, however, has shown this to be incorrect. Its first published use can be traced back, in fact, to 1945, and the phrase was frequently invoked in popular and research publications throughout the 1940s and 1950s. Exploring the historical circumstances of the phrase's introduction into popular discourse, it is argued, reveals that despite the rhetorical power and widespread adoption of the idea, scientific literacy (as others have pointed out) has proven to be little more than an empty slogan that offers no substantive guidance for thinking about the goals of science education. This essay argues that rather than continue to cling to the idea, the field of science education can more productively consider the most relevant and appropriate goals of science teaching by dispensing with the concept altogether.
We set out to find the shortest closed curve that connects three objects — each of which is a point, a line or a circle — on a plane. The solution is sometimes trivial, sometimes easy, sometimes hard ...and sometimes impossible. We hope readers will be inspired to provide alternative justifications/answers.
Many calls to improve science education in college and university settings have focused on improving instructor pedagogy. Meanwhile, science education at the K-12 level is undergoing significant ...changes as a result of the emphasis on scientific and engineering practices, crosscutting concepts, and disciplinary core ideas. This framework of "three-dimensional learning" is based on the literature about how people learn science and how we can help students put their knowledge to use. Recently, similar changes are underway in higher education by incorporating three-dimensional learning into college science courses. As these transformations move forward, it will become important to assess three-dimensional learning both to align assessments with the learning environment, and to assess the extent of the transformations. In this paper we introduce the Three-Dimensional Learning Assessment Protocol (3D-LAP), which is designed to characterize and support the development of assessment tasks in biology, chemistry, and physics that align with transformation efforts. We describe the development process used by our interdisciplinary team, discuss the validity and reliability of the protocol, and provide evidence that the protocol can distinguish between assessments that have the potential to elicit evidence of three-dimensional learning and those that do not.
The Frontiers in Reproduction (FIR) course has been held annually since 1998 at the Marine Biological Laboratories in Woods Hole, MA. The primary purpose of the course is to train young reproductive ...biologists in cutting-edge techniques that would strengthen their career opportunities. An initial evaluation of the FIR course was conducted by surveying the participants who took the course between 1998 and 2002. The findings of this survey were published in Biology of Reproduction in 2006, which highlighted the overall positive impact the course had on the training and upward career trajectory of the participants during the first 5 yr. The current study was designed to access the continued impact of FIR at the 10-yr mark by evaluating the participants who took the course between 1998 and 2008 using two different survey mechanisms. Based on these evaluations and feedback from the participants, it was evident that 1) FIR continues to have a significant positive impact on the careers of the participants, 2) the majority of the participants continue to be involved in research or administration related to the reproductive sciences, 3) nearly 90% of the attendees have been successful in obtaining funding for their research, and 4) most alumni have published at least five manuscripts in higher impact journals since they took the course. Therefore, it is evident that FIR participants are highly successful and continue to significantly impact the advances in the reproductive sciences worldwide.
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