scholarly journals How Undergraduate Students Learn Atmospheric Science: Characterizing the Current Body of Research

2021 ◽  
pp. 1-33
Author(s):  
Peggy McNeal ◽  
Wendilyn Flynn ◽  
Cody Kirkpatrick ◽  
Dawn Kopacz ◽  
Daphne LaDue ◽  
...  
Keyword(s):  
Science Education ◽  
Education Research ◽  
Undergraduate Students ◽  
Teaching And Learning ◽  
Atmospheric Science ◽  
Preliminary Evidence ◽  
Science Education Research ◽  
Innovative Teaching ◽  
Education Literature ◽  
Literature Base

AbstractEducators can enrich their teaching with best practices, share resources, and contribute to the growing atmospheric science education research community by reading and participating in the scholarship of teaching and learning in atmospheric science. This body of scholarship has grown, particularly over the past fifteen years, and is now a sizable literature base that documents and exemplifies numerous teaching innovations in undergraduate atmospheric science education. This literature base benefits the entire atmospheric science community because graduates of atmospheric science programs are better prepared to enter the workforce. This literature base has not yet been examined, however, to see how well the evidence supports education practices in the atmospheric science education literature. In this study, we characterized that evidence and show that the majority of papers we reviewed share education innovations with anecdotal or correlational evidence of effectiveness. While providing useful practitioner knowledge and preliminary evidence of the effectiveness of numerous innovative teaching practices, opportunities exist for increasing readers’ confidence that the innovations caused the learning gains. Additional studies would also help move conclusions toward generalizability across academic institutions and student populations. We make recommendations for advancing atmospheric science education research and encourage atmospheric science educators to actively use the growing body of education literature as well as contribute to advancing atmospheric science education research.

scholarly journals Involvement in and Perception of Atmospheric Science Education Research

2020 ◽  
pp. 1-39
Author(s):  
Dawn Kopacz ◽  
Lindsay C. Maudlin ◽  
Wendilyn J. Flynn ◽  
Zachary J. Handlos ◽  
Adam Hirsch ◽  
...  
Keyword(s):  
Science Education ◽  
Education Research ◽  
Atmospheric Science ◽  
Science Education Research

CapsuleDespite recognition of the importance of atmospheric science education research (ASER), barriers to conducting ASER exist, which are identified. Recommendations are made for growing and supporting the ASER community.

scholarly journals Design-Based Research in Science Education: One Step Towards Methodology

2012 ◽  
Vol 2 (2) ◽  
pp. 54-68 ◽  
Author(s):  
Kalle Juuti ◽  
Jari Lavonen
Keyword(s):  
Science Education ◽  
Education Research ◽  
Teaching And Learning ◽  
Science Education Research ◽  
Research Approach ◽  
Science Teaching And Learning ◽  
Design Based Research ◽  
One Step ◽  
Research Endeavour

Recently, there has been critiques towards science education research, as the potential of this research has not been actualised in science teaching and learning praxis. The paper describes an analysis of a design-based research approach (DBR) that has been suggested as a solution for the discontinuation between science education research and praxis. We propose that a pragmatic frame helps to clarify well the design-based research endeavour. We abstracted three aspects from the analysis that constitute design-based research: (a) a design process is essentially iterative starting from the recognition of the change of the environment of praxis, (b) it generates a widely usable artefact, (c) and it provides educational knowledge for more intelligible praxis. In the knowledge acquisition process, the pragmatic viewpoint emphasises the role of a teacher’s reflected actions as well as the researches’ involvement in the authentic teaching and learning settings.

Computer Science Education Research

2015 ◽  
pp. 1-29 ◽  
Author(s):  
Anabela de Jesus Gomes ◽  
António José Mendes ◽  
Maria José Marcelino
Keyword(s):  
Science Education ◽  
Education Research ◽  
Computer Science ◽  
Teaching And Learning ◽  
Computer Science Education ◽  
Science Education Research ◽  
Introductory Programming ◽  
Computer Science Education Research ◽  
Introductory Programming Courses ◽  
Programming Courses

This chapter aims to present and summarize a variety of research areas that directly or indirectly have influenced Computer Science Education Research, particularly associated to the teaching and learning of programming. It is known that many students encounter a lot of difficulties in introductory programming courses. Possible reasons for these difficulties are discussed and some existing proposals in the literature are presented. Based on this discussion, the chapter also includes a description of work done at the University of Coimbra, trying to define more adequate pedagogical strategies for introductory programming courses. The results obtained and their implementation in a common undergraduate course are presented and discussed. The authors conclude that this new strategy makes learning more stimulating for the students, minimizes dropout intentions, and makes the students learn more and better. The chapter ends with suggestions of future research opportunities within the topic of teaching and learning of programming.

scholarly journals Concept of chemical reaction in chemistry textbooks

2019 ◽  
Vol 1 (2) ◽  
Author(s):  
Renata Michalisková ◽  
Zuzana Haláková ◽  
Miroslav Prokša
Keyword(s):  
Science Education ◽  
Education Research ◽  
Science Teachers ◽  
Chemical Reaction ◽  
Teaching And Learning ◽  
Science Education Research ◽  
Educational Content ◽  
Learning And Teaching ◽  
Chemistry Textbooks ◽  
Educational Reconstruction

AbstractFor more than 20 years the science teachers, the researchers in science education, the educationists and the other pedagogues have been acquainted with the model of educational reconstruction. In this model there are integrated three areas of this scientific interest: the recognition of pupils’ conceptions, the investigation of scientific conceptions with didactics branch approach and the creation of an educational content (Duit, R., Gropengießer, H., & Kattmann, U. (2005). Towards science education research that is relevant for improving practice: The model of educational reconstruction. In H. E. Fischer, (Ed.), The Developing standards in research on science education (pp. 1–9). London: Taylor & Francis; Duit, R., Gropengießer, H., Kattmann, U., Komorek, M., & Parchmann, I. (2012). The model of educational reconstruction – a framework for improving teaching and learning science. In D. Jorde & J. Dillon (Eds.), Science education research and practice in Europe. Cultural perpectives in science education, 5 (pp. 13–37). Rotterdam: Sense Publishers; Kattmann, U., Duit, R., Gropengießer, H., & Komorek, M. (1997). Das Modell der Didaktischen Rekonstruktion – Ein Rahmen für naturwissenschaftsdidaktische Forschung und Entwicklung.Zeitschrift für Didaktik der Naturwissenschaften, 3(3), 3–18). There is required to reconstruct the educational content for learning and teaching purposes. It leads to the educational structuring and to the clarification in scientific field. Therefore, in this contribution there is analysed a formation of the concept chemical reaction from the perspectives of the chemistry textbooks used in the 19th, the 20th and the 21st centuries in Slovakia. These findings could be useful in the process of comparison between scientific and pedagogical knowledge in this branch not only in neighbouring countries, even in the broaden European or worldwide content.

scholarly journals Didactics and didactic models in science education

2018 ◽  
Vol 14 (3) ◽  
pp. 239-249 ◽  
Author(s):  
Per-Olof Wickman ◽  
Karim Hamza ◽  
Iann Lundegård
Keyword(s):  
Science Education ◽  
Education Research ◽  
Teaching And Learning ◽  
Science Education Research ◽  
Special Issue ◽  
Models In Science ◽  
Didactic Models

This article reviews what didactic models are, how they can be produced through didactic modelling and how didactic models can be used for analyses of teaching and learning and for educational designs. The article is as an introduction to this Nordina special issue on didactic models and didactic modelling in science education research.

scholarly journals Björn Andersson – et liv for elevene, lærerne og naturfagene Björn Andersson – a life for students, teachers and science

2013 ◽  
Vol 9 (2) ◽  
pp. 220-229
Author(s):  
Svein Sjøberg
Keyword(s):  
Science Education ◽  
Education Research ◽  
Teaching And Learning ◽  
Nordic Countries ◽  
Science Education Research ◽  
Classroom Context ◽  
Classroom Activities ◽  
International Perspectives ◽  
Clear Presentation

This article is written in memory of Professor Björn Andersson (1939-2013), the pioneer in the emerging field of science education research in Sweden. In 1976 he was the first to present a PhD in the field of science education in the Nordic countries, and later he became the first to hold a chair in this field in Sweden. The article lifts his PhD (Andersson, 1976) as an example for how a PhD should be written and argues that it should be re-read today. The theses has a clear purpose and research agenda, a well-argued theoretical foundation, a solid anchoring to classroom context, sound choices of methods, excellent analysis of empirical data, both qualitative and qualitative, and a clear presentation of findings and implications. In the decades that followed, Björn was the key person to build the field of science education research in Sweden. This article presents just a few aspects of his wide scope of interests and activities as they have unfolded on the national as well as on the international scene. Björn brought international perspectives to Sweden, and he also represented Sweden abroad. Now, nearly 40 years after Björn graduated, the field of science education in Sweden and the other Nordic countries is well established and flourishing. Björn combined a series of qualities and can serve as a model for new generations: a concern for the learner, teachers and their classroom activities, and a care for coworkers. He provides an example of how to combine an academic activity with a devotion to improve the quality of teaching and learning.

Where Are We Heading To?

2012 ◽  
pp. 99-137
Author(s):  
Evrim Genç Kumtepe ◽  
Müjgan Bozkaya ◽  
Irem Erdem Aydin
Keyword(s):  
Science Education ◽  
Education Research ◽  
Teaching And Learning ◽  
Science Education Research ◽  
Learning Approaches ◽  
Grade Levels ◽  
Current Trends ◽  
Research Themes ◽  
Learning Issues

The major intent of this content analysis of 126 articles published in six leading journals from three distinctive fields in education is to evaluate current trends in distance science education. The specific objectives of this attempt are to explore the major research themes studied, the popular teaching and learning approaches, and research methods employed in distance science education research from 2000 -2010. Major findings revealed that the number of articles published on distance science education displayed a lesser degree of publication than that of all distance related articles published in the journals examined during this period of time. Collaborative research efforts in distance science education have been more popular than solo papers and only a few studies were conducted in international contexts within these years. Distance science education research has been noticeably focused on upper grade levels, referring to high schools and colleges. Studies in this field also put more emphasis on evaluation and trends, instructional and communicational technology, learner attributes, and teaching and learning issues. Most studies employed survey and case study methodologies. Finally, three pedagogical approaches: science as inquiry-based teaching, collaborative learning, and problem-based teaching, have been widely investigated throughout this period.

scholarly journals Editor's Note: JAESE's Initial Aim, Scope And Business Model

2015 ◽  
Vol 1 (1) ◽  
Author(s):  
Timothy F. Slater
Keyword(s):  
Earth Sciences ◽  
Science Education ◽  
Education Research ◽  
Teaching And Learning ◽  
Business Models ◽  
Science Education Research ◽  
Direct Result ◽  
Initial Direction ◽  
The Past ◽  
Theory Research

It is my professional privilege and personal pleasure to welcome you to the first issue of the new Journal of Astronomy & Earth Sciences Education. This journal is the direct result of the discipline-based science education research community coming together to explore new publishing options and business models to better connect theory, research, and practice of teaching and learning to improving Earth sciences science education at all levels, K-to-grey (kindergarten to senior citizens). Such action has taken tremendous courage by many parties to try something bold and new, as well as hold dear a commitment to honoring science education research traditions of the past. The initial direction and structure of JAESE has been guided by a highly-experienced editorial advisory and review board who have enthusiastically volunteered their time, expertise, and credibility to help this journal come to fruition.

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