Disciplinary and Interdisciplinary Science Education Research is affiliated with the Faculty of Education, Beijing Normal University.
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Citation: Disciplinary and Interdisciplinary Science Education Research 2023 5:4
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Investigating the presence of mathematics and the levels of cognitively demanding mathematical tasks in integrated STEM units
Effective K-12 integrated STEM education should reflect an intentional effort to adequately represent and facilitate each of its component disciplines in a meaningful way. However, most research in this space ...
Citation: Disciplinary and Interdisciplinary Science Education Research 2023 5:3 -
Student interaction discourse moves: characterizing and visualizing student discourse patterns
Student-centered instruction allows students to take ownership over their learning in the classroom. However, these settings do not always promote productive engagement. Using discourse analysis, student engag...
Citation: Disciplinary and Interdisciplinary Science Education Research 2023 5:2 -
Teaching controversial socio-scientific issues in online exhibits of science museums: Covid-19 on the scene
The Covid-19 pandemic has sparked an unprecedented public debate over socio-scientific controversies, particularly regarding vaccination and social distancing measures. Despite the potential of such subjects f...
Citation: Disciplinary and Interdisciplinary Science Education Research 2023 5:1 -
A case study of a novel summer bridge program to prepare transfer students for research in biological sciences
Undergraduate research experiences enculturate students into the research community by providing support networks to explore advanced professional opportunities. However, transfer students are at a considerabl...
Citation: Disciplinary and Interdisciplinary Science Education Research 2022 4:27 -
A qualitative study of teachers’ and students’ experiences with a context-based curriculum unit designed in collaboration with STEM professionals and science educators
Context-based science teaching aims to increase students’ motivation for science learning by demonstrating the personal and societal relevance of science knowledge and practices. However, designing and impleme...
Citation: Disciplinary and Interdisciplinary Science Education Research 2022 4:26 -
Towards water literacy: an interdisciplinary analysis of standards for teaching and learning about humans and Water
Water is critical to sustain human existence. Water literacy involves understanding the interactions within and between natural and human dimensions of water systems to support informed decision-making, an imp...
Citation: Disciplinary and Interdisciplinary Science Education Research 2022 4:25 -
The lived experiences of pre-service science teachers designing and teaching socioscientific issues-based units
The purpose of this study was to explore the experiences of secondary science preservice teachers while designing and implementing SSI-based instructional processes, as well as their interpretations from these...
Citation: Disciplinary and Interdisciplinary Science Education Research 2022 4:24 -
Examining the usability and viability of using a simulated classroom environment to prepare preservice science teachers during and after the COVID-19 pandemic
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 signi...
Citation: Disciplinary and Interdisciplinary Science Education Research 2022 4:23 -
Exploring the relationship between individual characteristics and argumentative discourse styles: the role of achievement goals and personality traits
Different argumentative discourse styles will have different effects on science learning. Some researchers proposed that two learners’ individual characteristics, including achievement goals and personality tr...
Citation: Disciplinary and Interdisciplinary Science Education Research 2022 4:22 -
Gender demographics of departmental seminar speakers reflect gender disparities of faculty hosts
Increasing access, representation, and retention of underrepresented groups is essential across academia. Invited speaker seminars are common practice in academic science departments and serve to disseminate r...
Citation: Disciplinary and Interdisciplinary Science Education Research 2022 4:21 -
The impacts of COVID-19 on K-8 science teaching and teachers
Some science education researchers have presented either isolated findings on specific points in time during the pandemic or non-empirical insights or suggestions for how teachers, district leaders, policymake...
Citation: Disciplinary and Interdisciplinary Science Education Research 2022 4:20 -
The shifting educational landscape: science teachers’ practice during the COVID-19 pandemic through an activity theory lens
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 w...
Citation: Disciplinary and Interdisciplinary Science Education Research 2022 4:19 -
Correction: A case study of student development across project-based learning units in middle school chemistry
Citation: Disciplinary and Interdisciplinary Science Education Research 2022 4:18 -
Publisher Correction: “It’s all in the moment”: a mixed-methods study of elementary science teacher adaptiveness following professional development on knowledge generation approaches
Citation: Disciplinary and Interdisciplinary Science Education Research 2022 4:17 -
Irish secondary school science teachers’ perspectives on addressing the COVID-19 crisis as socioscientific issues
Development of scientific literacy is a crucial aim of science education across the globe and research suggests that this can be realized through student exploration of socioscientific issues. While the COVID-...
Citation: Disciplinary and Interdisciplinary Science Education Research 2022 4:16 -
Teaching during COVID-19: reflections of early-career science teachers
The unique circumstances of the COVID-19 pandemic required that instruction be shifted online through asynchronous, synchronous, or hybrid models of instruction. This created a need for many K-12 teachers to d...
Citation: Disciplinary and Interdisciplinary Science Education Research 2022 4:15 -
The varied experience of undergraduate students during the transition to mandatory online chem lab during the initial lockdown of the COVID-19 pandemic
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 labora...
Citation: Disciplinary and Interdisciplinary Science Education Research 2022 4:14 -
Learning science with YouTube videos and the impacts of Covid-19
This study investigates student and teacher use of online instructional YouTube chemistry videos in the context of the Covid-19 pandemic. Data were collected from a global sample of students (n = 1147) subscribed...
Citation: Disciplinary and Interdisciplinary Science Education Research 2022 4:13 -
“It’s all in the moment”: a mixed-methods study of elementary science teacher adaptiveness following professional development on knowledge generation approaches
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 ...
Citation: Disciplinary and Interdisciplinary Science Education Research 2022 4:12 -
Student interest, concerns, and information-seeking behaviors related to COVID-19
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 crisi...
Citation: Disciplinary and Interdisciplinary Science Education Research 2022 4:11 -
Publisher Correction to: supporting undergraduate students’ developing water literacy during a global pandemic: a longitudinal study
Citation: Disciplinary and Interdisciplinary Science Education Research 2022 4:10 -
Expanding the field: using digital to diversify learning in outdoor science
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 progr...
Citation: Disciplinary and Interdisciplinary Science Education Research 2022 4:9 -
Online teaching during the COVID-19 pandemic: exploring science/STEM teachers’ curriculum and assessment practices in Canada
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 engageme...
Citation: Disciplinary and Interdisciplinary Science Education Research 2022 4:8 -
Supporting undergraduate students’ developing water literacy during a global pandemic: a longitudinal study
To prepare students to address water-related challenges, undergraduate STEM education must provide them with opportunities to learn and reason about water issues. Water in Society is an introductory-level, inn...
Citation: Disciplinary and Interdisciplinary Science Education Research 2022 4:7 -
Bhutanese science teachers’ perceptions of the nature of science: a cross-sectional study
This study investigated Bhutanese science teachers’ conceptions of the nature of science (NOS). The study recruited 225 Bhutanese science teachers based on convenient and snowball sampling techniques. The data...
Citation: Disciplinary and Interdisciplinary Science Education Research 2022 4:4 -
A case study of student development across project-based learning units in middle school chemistry
Numerous theoretical and empirical studies have claimed that project-based learning (PBL) exerts a positive impact on student development. This study explores the development and changes of students across pro...
Citation: Disciplinary and Interdisciplinary Science Education Research 2022 4:5 -
“Smart” greenhouses and pluridisciplinary spaces: supporting adolescents’ engagement and self-efficacy in computation across disciplines
Educational designers are working to embed computation in required classes outside of computer science (CS) courses, to promote equitable access for all students. While many studies embed computation in one di...
Citation: Disciplinary and Interdisciplinary Science Education Research 2022 4:6 -
Supporting the development of scientific understanding when constructing an evolving explanation
We explore how students developed an integrated understanding of scientific ideas and how they applied their understandings in new situations. We examine the incremental development of 7th grade students’ scie...
Citation: Disciplinary and Interdisciplinary Science Education Research 2022 4:3 -
The key characteristics of project-based learning: how teachers implement projects in K-12 science education
The aim of this multiple-case study was to research the key characteristics of project-based learning (PBL) and how teachers implement them within the context of science education. K-12 science teachers and th...
Citation: Disciplinary and Interdisciplinary Science Education Research 2022 4:2 -
Connecting student interests and questions with science learning goals through project-based storylines
In this conceptual paper, we describe the approach in storylines that builds on principles of project-based learning and focuses on supports for making science learning coherent from the students’ perspective....
Citation: Disciplinary and Interdisciplinary Science Education Research 2022 4:1 -
Beyond the basics: a detailed conceptual framework of integrated STEM
Given the large variation in conceptualizations and enactment of K− 12 integrated STEM, this paper puts forth a detailed conceptual framework for K− 12 integrated STEM education that can be used by researchers, e...
Citation: Disciplinary and Interdisciplinary Science Education Research 2021 3:11 -
Contextualizing communities in an instructional improvement initiative: exploring STEM faculty engagement in teaching-related conversations
A frequently cited strategy for fostering science, technology, engineering, and mathematics (STEM) instructional improvements is creating communities where faculty can share and learn evidence-based teaching p...
Citation: Disciplinary and Interdisciplinary Science Education Research 2021 3:10 -
Project-based learning in science-teacher pedagogical practicum: the role of emotional experiences in building preservice teachers’ competencies
The study investigated preservice teachers’ (PST) emotional experiences, teaching competencies, and the connection between the two over the course of a pedagogical practicum conducted using a project-based lea...
Citation: Disciplinary and Interdisciplinary Science Education Research 2021 3:9 -
A close look at change: the role of an instructional-team community on an Instructor’s evolution during instructional reform
In transforming undergraduate STEM education, it is important to understand the personal and contextual factors that impact instructors’ reform efforts. In this study we explored an instructor’s drivers and mo...
Citation: Disciplinary and Interdisciplinary Science Education Research 2021 3:8 -
Promoting computational thinking through project-based learning
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 recogniz...
Citation: Disciplinary and Interdisciplinary Science Education Research 2021 3:7 -
Graduate- and undergraduate-student perceptions of and preferences for teaching practices in STEM classrooms
Despite positive evidence for active learning (AL), lecturing dominates science, technology, engineering, and mathematics (STEM) higher education. Though instructors acknowledge AL to be valuable, many resist ...
Citation: Disciplinary and Interdisciplinary Science Education Research 2021 3:6 -
Emotional experiences of secondary pre-service teachers conducting practical work in a science lab course: individual differences and prediction of teacher efficacy
The present study explored pre-service science teachers’ emotions during a semester-long laboratory science course. Emotions were measured with the experience sampling technique, which is a research method tha...
Citation: Disciplinary and Interdisciplinary Science Education Research 2021 3:5 -
Participating in the scientific publication process: exploring how pre-college students perceive publication within the scientific enterprise
Scientists spend a substantial amount of their time engaging with the primary literature: reading, constructing, reviewing and revising it. Yet, the role of primary literature is generally absent from the deve...
Citation: Disciplinary and Interdisciplinary Science Education Research 2021 3:4 -
Measuring the long-term effects of informal science education experiences: challenges and potential solutions
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, in...
Citation: Disciplinary and Interdisciplinary Science Education Research 2021 3:3 -
Exploring a pathway towards energy conservation through emphasizing the connections between energy, systems, and fields
Energy conservation is a fundamental concept in physics and across the sciences as it provides a lens for investigating a wide range of phenomena. Research into energy learning progressions has shown that a ma...
Citation: Disciplinary and Interdisciplinary Science Education Research 2021 3:2 -
Changes to students’ motivation to learn science
Studies that investigated the relations between the environment and students’ motivation to engage with science have typically looked at the state of students’ motivation at a given time and its relations with th...
Citation: Disciplinary and Interdisciplinary Science Education Research 2021 3:1 -
A content analysis of pre-college lesson plans on human evolution
One of the most fundamental understandings within biology is evolution, yet often ascribed as one of the most misunderstood scientific concepts by the American public. Despite not being explicitly mentioned in...
Citation: Disciplinary and Interdisciplinary Science Education Research 2020 2:11 -
‘Even though it might take me a while, in the end, I understand it’: a longitudinal case study of interactions between a conceptual change strategy and student motivation, interest and confidence
Although there have been many investigations of the social, motivational, and emotional aspects of conceptual change, there have been few studies investigating the intersection of these factors with cognitive ...
Citation: Disciplinary and Interdisciplinary Science Education Research 2020 2:10 -
Incorporating socioscientific issues into a STEM education course: exploring teacher use of argumentation in SSI and plans for classroom implementation
The Socioscientific Issue (SSI) framework was applied to explore how a team of two teachers navigated SSI cases as students in a STEM education graduate program. Using a case study approach, we found a connect...
Citation: Disciplinary and Interdisciplinary Science Education Research 2020 2:9 -
Health education, obesity and the making of citizens
This article discusses the socioscientific issue of obesity in relation to citizenship and democratic politics. It is structured in three parts: a) a theoretical part that elaborates on health as an individual...
Citation: Disciplinary and Interdisciplinary Science Education Research 2020 2:8 -
Graduate teaching assistants: sharing epistemic agency with non-science majors in the biology laboratory
In teaching laboratories, scientific reasoning and argumentation are often taught in concert so students are provided opportunities to formulate a more nuanced understanding of science-as-practice and science ...
Citation: Disciplinary and Interdisciplinary Science Education Research 2020 2:7 -
When goals do not concur: conflicting perceptions of school science
In this case study we investigated how differences in the achievement goal orientations of a high school biology teacher and her 9th grade (14 years old) student led to tensions between them in their perspecti...
Citation: Disciplinary and Interdisciplinary Science Education Research 2020 2:6 -
Fostering students’ socioscientific decision-making: exploring the effectiveness of an environmental science competition
To make informed decisions has been acknowledged as an essential ability to negotiate socioscientific issues. However, many young people show an inadequate understanding of how to make well-informed decisions,...
Citation: Disciplinary and Interdisciplinary Science Education Research 2020 2:5 -
Missed expectations: teacher and coach tensions at the boundary of STEM integration in an elementary classroom
The current study explored how a STEM coach supported an elementary teacher during the implementation of an integrated curriculum that culminated with an engineering design challenge. The findings of the case ...
Citation: Disciplinary and Interdisciplinary Science Education Research 2020 2:4
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