scholarly journals Open to Whom? Calling for a Science-Education Specific Open Science

2021 ◽  
Author(s):  
Joshua Rosenberg ◽  
Aaron Kessler ◽  
Rasheda Likely
Keyword(s):  
Science Education ◽  
Education Research ◽  
Open Science ◽  
Science Education Research ◽  
Science Practices ◽  
The Social ◽  
Specific Manner ◽  
Science Educators ◽  
Training Opportunities ◽  
Do So

Open science has become a part of the discourse around how we conduct science education research, but the ideas expressed in broad calls for expanding open science may not be those that are the most salient to or best starting points for science education scholars interested in opening their work. In our view, doing open science in science education requires a reimagination of what we as a community want based on the assets (e.g., open curricula and a strong and engaged practitioner community interested in research) and barriers (e.g., limited knowledge on the part of researchers about open science and limited training opportunities) science educators face. Our thesis is that we can bolster both science education and open science at the same time by a) thinking more broadly about for whom and how we consider access to our work and b) considering the social sides of science education and open science. We conclude with a call to continue to expand open science efforts in science education but to do so in a science education-specific manner and in a way that will enhance the likelihood that open science practices become a central and sustainable part of our scholarship.

scholarly journals Views of Trainee Science Teachers in Kuwait Regarding the NoS Dimensions and Their Conception of Creativity in Science Education

2020 ◽  
Vol 8 (12) ◽  
pp. 1
Author(s):  
Ahmad Shallal Alshammari ◽  
Hamed Jassim Alsahou ◽  
Joza M Alshemmari
Keyword(s):  
Science Education ◽  
Education Research ◽  
Nature Of Science ◽  
Science Teachers ◽  
Scientific Knowledge ◽  
Pedagogical Practices ◽  
Science Education Research ◽  
Structured Interviews ◽  
Trainee Teachers ◽  
Science Educators

Science educators are often advised to pay attention to trainee teachers’ views on issues related to education, particularly the nature of science (NoS). Views on the NoS can be translated into pedagogical practices and then transferred to students; therefore, teachers should hold informed views about the NoS. This study sought to explore the views of trainee science teachers in Kuwait about the NoS and its aspects or dimensions. It also aimed to identify the possible connections among the NoS dimensions and teachers’ views on creativity in science. This multi-method study involved 152 trainee science teachers. The research instruments consisted of a questionnaire about teachers’ views of the nature of science (VNoS), a questionnaire about teachers’ views of creativity in science education, and semi-structured interviews. The findings revealed that trainee science teachers hold naïve and sometimes perplexing views of the NoS dimensions, and they are more likely to follow a traditional positivist worldview when they discuss the nature of scientific knowledge. Also, the findings revealed trainee teachers’ views of creativity in science education as well as significant correlations among six NoS dimensions and creativity. Detailed findings are discussed to draw conclusions and address possible suggestions for science educators and for the community of science education research.

scholarly journals How open science can benefit bilingualism research: A lesson in six tales

2021 ◽  
Author(s):  
Rodrigo Dal Ben ◽  
Melanie Brouillard ◽  
Ana Maria Gonzalez-Barrero ◽  
Hilary Killam ◽  
Lena V. Kremin ◽  
...  
Keyword(s):  
Social Sciences ◽  
Large Scale ◽  
Open Science ◽  
Recent Discussion ◽  
Science Practices ◽  
The Social ◽  
Replication Crisis ◽  
Do So

Bilingualism is hard to define, measure, and study. Sparked by the so-called replication crisis in the social sciences, a recent discussion on the advantages of open science is gaining momentum. Here we join this debate to argue that bilingualism research would greatly benefit from embracing open science. We do so in a unique way, by presenting six fictional stories that illustrate how open science practices — sharing preprints, materials, code, and data; pre-registering studies; and joining large-scale collaborations — can strengthen bilingualism research and further improve its quality.

UNDERSTANDING RESEARCH PARADIGMS: TRENDS IN SCIENCE EDUCATION RESEARCH

2012 ◽  
Vol 43 (1) ◽  
pp. 110-118
Author(s):  
Sebastian Szyjka
Keyword(s):  
Science Education ◽  
Education Research ◽  
Quantitative Research ◽  
Quantitative Methods ◽  
Social Science Research ◽  
Science Research ◽  
Science Education Research ◽  
Collective Interest ◽  
Qualitative And Quantitative Methods ◽  
The Masses

This essay offers several insights regarding the principles of qualitative and quantitative methods, defining how they shape the empirical process as well as knowledge acquisition in social science research. A comprehensive discussion includes comparing the assumptions and techniques of each paradigm, as well as a description of their respective strengths and weaknesses in research. These paradigms are examined in terms of past trends in science education research, indicating that over the last several decades a shift in approach from the quantitative to qualitative has occurred. The central thesis of the essay contends that methodological decisions should be based in pragmatism, rather than a pre-existent set of philosophies or beliefs irrespective of context. Implications for research are discussed in terms of the findings of several science education content analysis studies, conveying that research methods often coincide with the collective interest of the masses, policy, educational reform or program developments. Key words: paradigm decisions, qualitative research, quantitative research, science education, trends.

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