Computer-Assisted Teaching in Science Education: A Bibliometric Overview

This article provides a bibliometric overview of publications on eLearning trends in STE(A)M teaching and learning to give readers a better understanding of the current state of research in the field. The main objective of this study is to provide bibliometric data on publications on online teaching and learning trends for science, technology, engineering, and mathematics education (STEM) teaching and learning purposes printed in journals included in the Scopus database in the years 2011-2023. For the bibliometric analysis, STEM learning, STEM teaching, online education, bibliometric review keywords were used, and 136 documents from the Scopus database were chosen. The collected data of the publications scanned and published in the parameters of the study were subjected to a bibliometric analysis based on seven categories: number of articles and citations per year, most influential countries, most prolific author, most prominent affiliations, funding institutions, publication source, and subject areas. Network diagrams and bibliometric analyses were created using the Scopus database analysis. Most of the articles were published between 2016 and 2022. The United States of America, the United Kingdom, and China were among the top-three most productive countries, and the United States of America produced the most publications. The number of citations to publications indexed in the Scopus database is growing steadily and reached its peak in 2022 (178 citations). The most prolific author on this subject is Minichiello, A., with four publications. In addition, Stanford University and Utah State University have maximum publishing partners. By funding 16 publications for online STEM teaching and learning, the National Science Foundation has shown leadership. The topic areas of the publications’ distribution were looked at. The articles’ respective fields of study were social sciences and computer science. This study offers a vision for future research as well as a worldwide view of online learning for STEM teaching and learning.

This paper calls for a critical reimagination of science epistemology and praxis by advocating for a move toward Black liberation in and through K-12 science education. This call is driven by our desires as authors to foster a future of K-12 science teaching and learning that centers, embraces, and promotes historical and contemporary Black scientific innovation and creativity through practices that redress structural anti-Black racism and its implications on Black existence and life. Black Liberatory K-12 Science Education (BLKSE) names the existing challenges with cultivating and empowering Black minds in and through science as a result of anti-Black ideologies that ground and govern K-12 science access, teaching and learning. In naming said challenges as the manifestations of anti-Black ideologies, we shed light on the roles of K-12 science teachers and science teacher education regarding the treatment of Black students given oppressive policies and practices that fail to recognize Black brilliance and innovation. By advocating for a push toward BLKSE, we offer guiding concepts we feel are necessary to begin the process of rooting out anti-Blackness; a process that centers a holistic, heterogenous form of Blackness at the crux of science inquiry and understanding. As a result of this perspective, BLKSE embraces the beauty and creativity of Black youth, naming their positions and ideas as forms of scientific knowledge and inquiry, while disrupting existing mainstream paradigms and practices in science education. Implications for ways to work toward BLKSE in K-12 science teaching and teacher education are provided.

Un/becoming an elementary science teacher is a dynamic phenomenon, yet the process is often intentionally limited to several taken-for-granted assumptions in research on science teacher induction. Inherent to research on beginning science teacher induction is also the construction of certain truths beginning science teachers, science teacher educators, and researchers think, feel, and live. This study complicates prevailing truths shaping notions of beginner, novice, induction, and traditions of inquiry as an ethicopolitical commitment to those implicated. In doing so, this study illuminates more expansive ways science teacher educators and those studying induction might study and understand the experiences of beginning science teachers from both humanist and post-humanist ontological paradigms. To provide an intimate, in-depth, and multidimensional analysis of elementary science teacher induction experiences, feminist post-structural theory was employed throughout the study. This perspective further informed the post-foundational ethnographic practices shaping the structure of the study as an always-already emergent process. Taking form as a (post)ethnographic inquiry, the study specifically examined the induction experiences of two beginning elementary science teachers alongside three ontological dichotomies in research shaping science teacher induction: (a) the beginning science teacher subject; (b) the concept of induction; and (c) the mode of inquiry. Employing both conventional humanist qualitative methods and post-qualitative inquiry, this study reveals the multifaceted ways in which beginning elementary science teacher subjectivity, research assumptions, and definitions framing the very notion of elementary science teacher induction intra-act. Offering a series of provocations as lines of flight, researchers of science teacher induction and science teacher educators might begin to re-conceptualize ways beginning science teachers un/become known and get re/produced.

The Elementary School Journal Volume 84, Number 4 S1984 by The University of Chicago. All rights reserved. 001 3-5984/84/8404-0004$01.00 Assumptions, even assumptions that seem logical and reasonable, can make it difficult or impossible for people to understand scientific concepts. Everyone makes assumptions about the way the world works, assumptions like "When the sky is cloudy and dark, it will probably rain" or "Bits of wood float in water." People often use those assumptions to explain how things work: "I can see myself in a mirror because light bounces off me to the mirror and off the mirror to my eyes." Such explanations or conceptions are often based on experience and common sense; however, experience and common sense can sometimes

Despite recent recommendations urging stronger connections between teacher education programs and their communities, few studies have examined the potential of community service learning (CSL) within science teacher education. The paper aims to: understand how CSL is conceptualized in preservice science teacher education contexts; identify the various ways that CSL is integrated within courses; examine stated outcomes for preservice science teachers, and; explore how research on CSL has been carried out in science teacher education. To better inform science teacher education, the authors embarked upon a research synthesis of relevant articles within preservice science teacher education. Six main findings emerged from the synthesis: 1) different science teacher education programs define CSL similarly, 2) preservice science teachers’ engagement with CSL is primarily reported as being beneficial, 3) mixed outcomes are reported in preservice teachers’ self-efficacy, confidence, and attitudes toward teaching science, 4) challenges, if reported, tend to be from the perspective of preservice teachers, 5) several common teaching strategies are employed to support the CSL experience, and 6) case study is the most typical research methodology for studying CSL, where the researchers are the instructors of their own CSL courses. These findings are significant for the ongoing development of science teacher knowledge and programmatic directions for the integration of community in science teacher education.

Ocean literacy (OL) provides individuals with an understanding of marine ecosystems, environmental challenges, and the importance of marine conservation. Schools serve as pivotal environments where students can acquire learning experiences, mainly through science education related to the marine environment. This systematic literature review (SLR) aims to increase knowledge about research trends in OL and OL teaching in science education at all levels of education across various regions. A systematic search was conducted using the Scopus database between 2012 and 2022. The search yielded 43 out of 357 articles using the Preferred Reporting Items for Systematic Reviews and Meta-Analysis (PRISMA) model. OL principles have been incorporated into educational curricula in many countries. Teaching methods, such as project-based, problem-based, and inquiry-based learning (IBL) provide students to acquired scientific knowledge related to marine and coastal biodiversity, conservation, and ocean sustainability. Learning technologies, including game-based learning (GBL) and virtual reality, have been shown to provide interactive learning experiences. Assessment instruments are needed to evaluate knowledge, attitudes, and behavior toward the ocean. Teaching OL concepts and principles through curriculum integration, innovative methods, technology-based media, and appropriate assessment instruments at all levels of education supports global sustainability efforts and prepares individuals to protect and conserve the oceans sustainably.

In this exploration of the evolution of the work I have done as an elementary science teacher educator, I focus on the goals I have set for my elementary methods class, the pedagogies I have used and privileged, and my own changing identities as a science educator and teacher educator. I draw on my syllabi, assignment descriptions, and published scholarship to discern themes and shifts in goals, emphasis, expectations, and values. I illustrate how the evolution of my course reflects key developments in science education and teacher education: the move toward an emphasis on practice. The chapter provides a meta-self-study, examining a science teacher educator’s work and identity as evidenced by instrumental artifacts of that work and scholarly products resulting from it.

Background In science education, the use of argumentation as a teaching method is a valuable approach that helps students understand scientific concepts, develop scientific thinking, and enhance critical thinking skills. The use of argumentative teaching in science education has become more popular, but the evidence for its effectiveness is still scarce. Purpose This study aims to explore the effectiveness of argumentation in science education on students’ academic performance through a meta-analysis. Specifically, it examines its impact on students’ academic achievement, scientific process skills, conceptual knowledge, and attitude. Sample The study sample was extracted from 13 academic papers retrieved from professional scholarly databases (Web of Science, Scopus, and EBSCO) using a systematic search strategy. A total of 17 experimental datasets were obtained, involving 879 participants. Design and methods This study employs meta-analysis to calculate the effect sizes of the 17 datasets. Additionally, moderator analyses were conducted to identify the sources of heterogeneity. Results Random effects model results showed a significant overall positive effect of argumentation on student learning outcomes (Effect Size = 0.704, 95% confidence interval [0.516–0.893]). We found that teaching with the introduction of argumentation can help improve student’s academic achievements, science process skills, conceptual mastery, and attitudinal change. Subgroup analysis show that the influence of demonstration teaching on Biology and Physics is much greater than that on Chemistry. Conclusion The use of argumentation in science education can effectively enhance students’ academic performance across various dimensions. Although argumentation has a positive impact on students, its effectiveness is influenced by multiple factors. Therefore, teachers should continuously refine argumentation-based teaching models and coordinate various elements to maximize its effectiveness. Furthermore, the deeper integration of computer technology and argumentation needs to be strengthened in the future.

An analysis of recent science education research on student conceptions of natural phenomena, on science teaching and on science teacher planning carries implications for science teacher education. This suggests that the development of appropriate conceptions of teaching should be an important goal of science teacher education. Drawing the analogy between conceptions of natural phenomena and conceptions of teaching suggests guidelines for designing instruction in science teacher education courses. The importance of these guidelines is enhanced because teachers are likely to hold conceptions of teaching which are in conflict with those considered appropriate. Activities in science teacher education which have attempted to identify and influence conceptions of science teaching are described and analysed. While these activities must be regarded as preliminary, they point to a powerful approach to thinking about the education of science teachers.

Socioscientific issues (SSI) concern social issues, often lacking simple solutions, that relate to science and often also risk controversies. SSIs have become an established part of science education, aiming to teach students not only about content knowledge but also about the nature of science and to offer them practice in argumentation and decision making. We performed a scoping review of the literature on SSI in science education research, in order to investigate if the topics covered would lean themselves to education about risk, and if risk is raised in these works. Using Web of Science we identified 296 empirical publications and 91 theoretical or review publications about SSI teaching in science education. The empirical publications covered studies performed in primary to tertiary school, most commonly upper secondary school (32%). The most frequently taught SSI themes were nature conservation, biotechnology, and climate change. Despite that these, as most of the other identified themes, clearly are connected to risk analysis and risk management, few publications raised the concept of risk and the methods of risk analysis. In fact, almost half (empirical: 48%, theoretical: 49%) did not mention risk at all. We argue that SSIs present an opportunity for risk researchers to engage with educators to incorporate risk in school science education and to contribute in developing teaching materials suitable toward that aim.

The inclusion of science inquiry in the K-12 school curriculum has been one of the goals of science education for a long time. In the early 1900s, Armstrong, Dewey, and others advocated the teaching of science inquiry. In the late 1980s and 1990s, science inquiry was emphasized again as a key component in curriculum reform efforts, such as the National Science Education Standards (National Research Council 1996) and Science for All Americans (AAAS 1990). In fact, being able to understand and perform scientific inquiry was cited as one of the four critical targets of science instruction. Contemporary literature and research in science education is dominated by the concepts of inquiry and nature of science (NOS), which are two foci of current reform efforts in science education. Research indicates a ‘‘pattern for general support for inquiry-based teaching’’ (Bransford et al. 2000; NRC 1996, p. 126; NRC 2000). However, since inquiry and NOS are complex and abstract ideas, there has been a great confusion not only about what is meant by teaching science as inquiry and the specific attributes of inquiry and NOS but also about how to implement scientific inquiry to K-12 and college science classrooms. This book examines and synthesizes research on a wide variety of contemporary theoretical and practical trends and issues about including inquiry and NOS in science teaching, science teacher education, and research in science education. It presents the first attempt to juxtapose inquiry and nature of science as student outcomes. Although closely related these two terms have different connotations within the science education community. The book presents various points of view from several prominent researchers in science education and helps to clarify these two constructs. An introductory chapter by the editors highlights the major issues involved, the organization and the raison d’etre of the book. The first chapter functions as a theoretical framework for the remaining chapters. In this chapter, Rodger Bybee uses the National Science Education Standards to challenge some of the modern views of inquiry. Highlighting inquiry as both a content goal and a teaching method he defines and clarifies

The paper provides a case for the inclusion of epistemic perspectives on scientific practices in science teacher education. Scientific practices are defined as being part of nature of science and are drawn from the account of the Family Resemblance Approach (FRA) developed by Erduran & Dagher (2014a). The depiction of scientific practices relies on a theoretical model called the Benzene Ring Heuristic (BRH) which consolidates the epistemic, cognitive and social aspects of scientific practices into a holistic and visual representation. BRH describes scientific practices in terms of concepts such as data, models, explanations, predictions, argumentation and social certification. We describe a funded project that integrated BRH into a pre-service science teacher education program and investigated the impact of the intervention on the pre-service science teachers. Qualitative analysis of pre-service science teachers’ perceptions of scientific practices are described and contrasted before and after the training intervention using BRH. The results indicate that in some cases there was improvement in pre-service science teachers’ depiction of scientific practices as being holistic. The study provides empirical evidence on the incorporation of an epistemic perspective on scientific practices in science teacher education.

Studies on ocean literacy in science education have gained increasing attention from scholars in recent years. To provide an overall understanding of these scientific contributions, a bibliometric analysis was conducted on 117 journal articles collected from the Scopus database. The analysis was carried out using Biblioshiny and VosViewer tools to investigate trends and patterns in the field of ocean literacy within science education. The results revealed that publications on ocean literacy in science education have increased exponentially, with an annual growth rate of 0.86%. Key terms related to ocean literacy in science education include education, literacy, oceanography, climate change, teaching, learning, ocean literacy, and students. Emerging study topics include sustainable development, citizen science, marine environment, communication, and environmental education. The findings provide an overview for science educators to develop research studies on ocean literacy and present a valuable framework for continuous research in this area. This study highlights aspects of ocean literacy that have not been extensively explored and can serve as a valuable resource for researchers, educators, and stakeholders engaged in the sustainable conservation of the ocean in the future.

In this dynamic era, introducing entrepreneurship into science education can produce entrepreneurial-minded graduates capable of creating independent businesses. This concept is essential in basic science, enabling the use of scientific concepts to develop innovative solutions. This research aims to explore the trends in science edupreneurship and its impact on SDGs through bibliometric analysis. The literature review and Meta-Analyses (PRISMA) method were used in this study, combined with bibliometric analysis using the Scopus database. The findings show that research on science edupreneurship has increased significantly over the last 10 years. The most common document type is articles, with the majority of sources coming from journals, and the most publications contributed by the United States of America. The results of this study provide a broad overview of the importance of integrating science edupreneurship and its impact on SDGs. The mapping results also offer several strategic recommendations, including the need to further develop interdisciplinary approaches to meet the challenges of education and innovation. Additionally, the use of educational technology and innovative teaching methods should be considered to enhance learning effectiveness. International collaboration among researchers and institutions is also necessary to share knowledge and develop effective strategies. Education tailored to the individual needs of students is recommended to ensure effective learning. Integration with local communities and industries can increase the relevance of education to the relevance of industries’ needs.

In this paper, we will examine teacher education in social science. In the Swedish context, teacher education is part of the university system, but teacher education in social science is differently organized than social science education for other students. Teacher education in social science today is also, as a result of the deregulation at all levels of the Swedish educational system in the 1990s, locally designed and there are significant differences between universities. The aim of this paper is twofold. The first aim is to explore the roots of the current situation in the history of teacher education in social science in Sweden from the mid 1900s and into the early 2000s. The other aim is to describe and discuss comparatively how this education is organized at different Swedish universities today. The analysis revolves around questions about disciplinarity, organization and teacher education as a “trading zone” between the traditional academic disciplinary organization of social science and the conceived needs of the school subject Civics.