Science Education As a Research Field Within a Domain of Enquiry

The article attempts to propose the agenda of problems related to the requirements of the Ukrainian legislation in the research field regarding publications in journals indexed by the Scopus and Web of Science scientific databases to foreign readers of the journal. The provisions of the article have been pre-tested within the framework of the 12th international scientific conference on “Gifted children — intellectual potential of the state” (2019) and have been expanded to take into account the trends of 2020. As a result of the analysis, a number of approaches that could update the publishing strategies of Ukrainian researchers in the field of scientific education were identified. In particular, without claiming the completeness of the recommendations, a number of key recommendations have been formed that can guide potential authors. These include the following principles: authors need to develop a level of English in order to qualitatively develop a source base, to learn to work with English texts from the perspective of the future reader and from the position of the author; writing articles in international journals that are part of scientometric databases requires a distance from the tradition of writing articles in academic journals of Ukraine; for domestic researchers of science education, there is ample opportunity for publications both in specialized journals as well as in journals with related topics (development of giftedness; information technologies in education, etc.); researchers should develop international contacts with experienced authors in the field of science education and initiate joint research and publications as a result; mastering search tools of scientometric databases is a necessary requirement for preparatory steps that precede the preparation of the text; reseacrchers should get used to long and painstaking work with reviewers, which precedes the acceptance of the article to print; authors should avoid predatory models when presenting research results through developed awareness of international standards of publication ethics and academic integrity.

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The Present Shock and Time Re-appropriation in the Pandemic Era

Science & Education ◽

10.1007/s11191-020-00159-x ◽

2020 ◽

Author(s):

Olivia Levrini ◽

Paola Fantini ◽

Eleonora Barelli ◽

Laura Branchetti ◽

Sara Satanassi ◽

...

Keyword(s):

Science Education ◽

Secondary School ◽

Secondary School Students ◽

School Science ◽

Research Field ◽

Educational Institutions ◽

School Students ◽

Physics Learning ◽

The World ◽

Teaching Learning

Abstract The crisis due to the COVID-19 pandemic led most people all over the world to deal with a change in their perception and organization of time. This happened also, and mainly, within the educational institutions, where students and teachers had to rearrange their teaching/learning dynamics because of the forced education at a distance. In this paper, we present an exploratory qualitative study with secondary school students aimed to investigate how they were experiencing their learning during lockdown and how, in particular, learning of science contributed to rearranging their daily lifetime rituals. In order to design and carry out our investigation, we borrowed constructs coming from a research field rather unusual for science education: the field of sociology of time. The main result concerns the discovery of the potential of the dichotomy between alienation from time and time re-appropriation. The former is a construct elaborated by the sociologist Hartmut Rosa to describe the society of acceleration in the “era of future shock”. The latter represents an elaboration of the construct of appropriation that the authors had operationally defined, starting from Bakhtin’s original idea, to describe the nexus between physics learning and identity. Thanks to the elaboration of the notion of time re-appropriation as feature of the “era of present shock”, the study unveils how school science, instead of preparing the young to navigate our fast-changing and complex society, tends to create “bubbles of rituals” that detach learning from societal concern.

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Inquiry-Based Science Education and the Digital Research Triad

Digital Tools and Solutions for Inquiry-Based STEM Learning - Advances in Educational Technologies and Instructional Design ◽

10.4018/978-1-5225-2525-7.ch006 ◽

2017 ◽

pp. 140-165 ◽

Cited By ~ 1

Author(s):

Dina Tsybulsky ◽

Ilya Levin

Keyword(s):

Science Education ◽

Experimental Research ◽

Digital Technologies ◽

Research Field ◽

Mobile Technologies ◽

Research Subject ◽

Experimental Science ◽

Scientific Experiment ◽

Classical Triad ◽

New Research

The chapter deals with a new research field that has arisen at the intersection of scientific experiment and emerging digital technologies. The classical triad of experimental research ‘subject-instrument-object' and its implementation in science education are in the focus of the chapter. The triad is studied in its evolution to a so-called digital triad corresponding to the experimental science of digital society. In the digital triad, each of the three components are transformed. The knowing subject - researcher is transformed to the digital scholar; the experimental instrument is transformed on the base of emerging cloud and mobile technologies; the research object comprising hybrid natural-artificial components emerges. The digital transformations of the experimental research triad and educational practices based on the digital triad are manifested in a number of pioneer inquiry-based projects analyzed in the chapter.

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Inquiry-Based Science Education and the Digital Research Triad

Information and Technology Literacy ◽

10.4018/978-1-5225-3417-4.ch071 ◽

2017 ◽

pp. 1346-1365

Author(s):

Dina Tsybulsky ◽

Ilya Levin

Keyword(s):

Science Education ◽

Experimental Research ◽

Digital Technologies ◽

Research Field ◽

Mobile Technologies ◽

Research Subject ◽

Experimental Science ◽

Scientific Experiment ◽

Classical Triad ◽

New Research

The chapter deals with a new research field that has arisen at the intersection of scientific experiment and emerging digital technologies. The classical triad of experimental research ‘subject-instrument-object' and its implementation in science education are in the focus of the chapter. The triad is studied in its evolution to a so-called digital triad corresponding to the experimental science of digital society. In the digital triad, each of the three components are transformed. The knowing subject - researcher is transformed to the digital scholar; the experimental instrument is transformed on the base of emerging cloud and mobile technologies; the research object comprising hybrid natural-artificial components emerges. The digital transformations of the experimental research triad and educational practices based on the digital triad are manifested in a number of pioneer inquiry-based projects analyzed in the chapter.

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Nature of Science (NOS) Being Acquainted with Science of Science (SoS): Providing a Panoramic Picture of Sciences to Embody NOS for Pre-Service Teachers

Education Sciences ◽

10.3390/educsci11030107 ◽

2021 ◽

Vol 11 (3) ◽

pp. 107

Author(s):

Ismo T. Koponen

Keyword(s):

Science Education ◽

Science Teacher ◽

Nature Of Science ◽

Science Teachers ◽

Scientific Knowledge ◽

Science Teacher Education ◽

Research Field ◽

Service Science ◽

Science Of Science ◽

Structure And Dynamics

Understanding about nature of science is important topic in science education as well as in pre-service science teacher education. In science education, Nature of Science (NOS), in its different forms of educational scaffoldings, seeks to provide with students an understanding of features of scientific knowledge and science in general, how scientific knowledge changes and becomes accepted, and what factors guide scientific activities. For a science teacher, deep and broad enough picture of sciences is therefore of importance. This study attempts to show that the research field called Science of Science (SoS) can significantly support building such a panoramic picture of sciences, and through that, significantly support NOS. The SoS approaches the structure and dynamics of science quantitatively, using scientific documents (e.g., publications, reports, books and monographs and patent applications) as trails to map the landscape of sciences. It is argued here that SoS may provide material and interesting cases for NOS, and in so doing enrich NOS in a similarly significant way as history, philosophy and sociology of science (HPSS) scholarship has done thus far. This study introduces several themes based on SoS that are of relevance for NOS as they were introduced and discussed in a pre-service science teachers’ course. The feedback from pre-service teachers shows that introducing SoS, with minimal additional philosophical interpretations and discussions, but simply as evidential facts and findings, sparks ideas and views that come very close to NOS themes and topics. Discussions related to nature of science, and specific educational NOS scaffoldings for it, can find a good companion in SoS; the latter providing facts and evidence of thee structure and dynamics of sciences, the former providing perspectives for interpretations.

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