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research trends in science education from 2018 to 2022: a systematic content analysis of publications in selected journals

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International Journal of Science Education 2025年第4期47卷 510-538页

作者： Lin, Tzung-Jin Lin, Tzu-Chiang Potvin, Patrice Tsai, Chin-Chung Program of Learning Sciences School of Learning Informatics National Taiwan Normal University Taipei Taiwan Institute for Research Excellence in Learning Sciences National Taiwan Normal University Taipei Taiwan Center for Liberal Arts National Kaohsiung University of Science and Technology Kaohsiung Taiwan Center for Teacher Education National Kaohsiung University of Science and Technology Kaohsiung Taiwan Département de didactique Université du Québec à Montréal Montréal Canada

This study uncovers research trends by analysing 1,142 papers published in Science Education, Journal of research in Science Teaching, and International Journal of Science Education: Part A between 2018 and 2022, followed by a series of systematic reviews dating back to 1998. The main findings indicate that, during the period of 2018–2022, the three most studied research topics were associated with learner characteristics and classroom contexts (learning-Context), teacher thinking/cognition and pedagogical issues (Teaching), and preservice education/in-service professional development (Teacher Education). An emerging interest in investigating the influence of cultural, social, and gender factors on science education (Culture, Social, and Gender) was observed. The analysis of the top 10 most-cited papers unveiled a notable focus on pertinent theoretical discussions and empirical research within the context of STEM/STEAM education. Besides, issues regarding engagement in and out of school settings, learners’ epistemologies, or sensemaking and science as practice were also highly cited. It is worth noting that there has been a rapid surge and new trend in research concerning science identity, garnering substantial attention by researchers as a meaningful lens for exploring relevant issues associated with participation and pipeline/career paths in STEM-related fields. © 2024 Informa UK Limited, trading as Taylor & Francis Group.

关键词： Literature review research trend Science education Systematic content analysis

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Improving Pubertal Health Education for Adolescent Girls Through a Gamified learning Approach

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Journal of Pediatric and Adolescent Gynecology 2025年第3期38卷 320-327页

作者： Nazmi, Sana Omrani, Atefeh Behmanesh, Fereshteh Nikbakht, Hossein-Ali Mehrabi, Manoosh Hamzehpour, Romina Student Research Committee Babol University of Medical Sciences Babol Iran and Researcher in Health and Social Care and Public Health. Faculty of Education and Society Department of Health and Social Care University of Sunderland in London London United Kingdom Social Determinants of Health Research Center Health Research Institute Babol University of Medical Sciences Babol Iran Department of e-Learning in Medical Sciences Virtual School Center of Excellence for e-Learning in Medical Sciences Shiraz University of Medical Sciences Shiraz Iran Clinical Research Development Unit of Shahid Yahyanezhad Hospital Babol University of Medical Sciences Babol Iran

Background: Adolescence is a crucial phase in a person's life. The purpose of this study was to evaluate the efficacy of gamification in the education of teenage females on pubertal health. Methods: This clinical trial, conducted on 90 adolescent girls in Babol, Iran, during the 2023-2024 year, used a multistage cluster sampling method to assign participants randomly to intervention and control groups. The intervention group received weekly puberty health education over 4 weeks through a gamification platform. Data collection involved a socio-demographic questionnaire as well as puberty awareness and practice assessments, completed by both groups before the intervention, immediately, and 1 month after study. Findings: The average puberty awareness and practice scores of the students in the intervention group significantly increased significantly, immediately and 4-week after the intervention compared to the control group (P < .001). The standardized effect sizes for awareness and practice were 0.74 and 0.25, respectively. In the intervention group, puberty awareness siginificanlty increased by 5.28 (95% CI: 4.51-6.06) and 5.06 points (95% CI: 4.31-5.82) when comparing the two time periods before and immediately after, and before and 4 weeks after the intervention, respectively. Similarly, the puberty practice score significanly increased by 6.82 (95% CI: 4.24-9.40) and 8.73 points (95% CI: 5.94-11.51) in the same time comparisons (P < .001). Conclusion: This study demonstrated the effectiveness of using gamification in puberty health education on increasing puberty awareness and practice among adolescent girls. This innovative educational approach can enhance puberty health education programs, leading to better health outcomes for adolescent girls. © 2025

关键词： Adolescents Gamification Health promotion Puberty

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Designing miniatures for a science and technology contest: The role of metacognitive performance in error-based learning

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International Journal of Technology and Design Education 2025年 1-18页

作者： Tsai, Chi-Ruei Hong, Jon-Chao Department of Technology Application and Human Resource Development National Taiwan Normal University No. 162 Heping East Road Section 1 Taipei106308 Taiwan Institute for Research Excellence in Learning Sciences National Taiwan Normal University No. 162 Heping East Road Section 1 Taipei106308 Taiwan

The process of error detection, explanation, and correction is essential in project making. Such structured error-based learning is thought to occur via active exploration of metacognitive processes. To understand how error-based learning can strengthen metacognitive performance, this study focused on hands-on project making in a STEAM contest. According to trait activation theory, participants practice metacognitive skills to continue improving their project functions, this study explored how participants’ motivation in a hands-on project affected the three types of metacognitive performance: monitoring of cognition, knowledge of cognition, and regulation of cognition. This study utilized purposive sampling and delivered a questionnaire to participants in a STEAM contest called PowerTech. Confirmatory factor analysis and structural equation modeling were performed to verify the research model. The results indicated that the intrinsic motivation to attend the contest was positively related to the three types of metacognitive performance, and negatively related to anxiety about losing the contest. The implication of this study is that when involved in a hands-on project, metacognitive ability can be enhanced through the practice of detection, explanation, and correction while working on a project. © The Author(s) 2025.

关键词： Error detection

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Thermal disorder and phonon softening in the ferroelectric phase transition of lead titanate

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Physical Review B 2025年第9期111卷 094113-094113页

作者： Pinchen Xie Yixiao Chen Weinan E Roberto Car Program in Applied and Computational Mathematics Princeton University Princeton New Jersey 08544 USA AI for Science Institute Beijing China and Center for Machine Learning Research and School of Mathematical Sciences Peking University Beijing China

We report a molecular dynamics study of ab initio quality of the ferroelectric phase transition in crystalline PbTiO3. We model anharmonicity accurately in terms of potential energy and polarization surfaces trained on density functional theory data with modern machine learning techniques. Our simulations demonstrate that the transition has a strong order-disorder character, in agreement with diffraction experiments, and provide fresh insight into the approach to equilibrium across the phase transition. We find that the emergence and disappearance of the macroscopic polarization is driven by dipolar switching at the nanometer scale. We also computed the infrared optical absorption spectra in both the ferroelectric and the paraelectric phases, finding good agreement with the experimental Raman frequencies. Often, the almost ideal displacive character of the soft mode detected by Raman scattering in the paraelectric phase has been contrasted with the order-disorder character of the transition suggested by diffraction experiments. We settle this issue by showing that the soft mode coexists with a strong Debye relaxation associated with thermal disordering of the dipoles. The Debye relaxation feature is centered at zero frequency and appears near the transition temperature in both the ferroelectric and the paraelectric phases.

关键词： Ferroelectricity

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Are we ready to integrate modern technologies into the medical curriculum for students a systematic review

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Discover Education 2025年第1期4卷 1-18页

作者： Masoumian Hosseini, Seyedeh Toktam Qayumi, Karim Pourabbasi, Ata Haghighi, Elnaz Sabet, Babak Koohpaei, Alireza Shafiei, Zahra Masoumian Hosseini, Mohsen Nemati, Parniya Department of Nursing School of Nursing and Midwifery Torbat Heydariyeh University of Medical Sciences Torbat Heydariyeh Iran Research Affiliated CyberPatient at Centre of Excellence for Simulation Education and Innovation University of British Columbia Vancouver Canada Department of Surgery University of British Columbia Vancouver Canada Endocrinology and Metabolism Research Center Endocrinology and Metabolism Clinical Sciences Institute Tehran University of Medical Sciences Tehran Iran Department of Neuroscience and Addiction Studies School of Advanced Technologies in Medicine Tehran University of Medical Sciences Tehran Iran Department of Biochemistry Mashhad Medical Sciences Branch Islamic Azad University Mashhad Iran Faculty of Medicine Department of Surgery Shahid Beheshti University of Medical Sciences Tehran Iran Occupational Health and Safety Department Health Faculty Qom University of Medical Sciences Qom Iran Department of E-Learning in Medical Sciences Smart University of Medical Sciences Tehran Iran Department of Public Health Vahdat Clinic Mashhad University of Medical Sciences Mashhad Iran

Background: This study aims to explore the diverse applications of contemporary technological innovations in education and to propose effective strategies for their integration into the curriculum, addressing the complexities and collaborative efforts required for meaningful learning experiences. Method: This systematic review examines the integration of digital health tools, virtual reality, and artificial intelligence (AI) in medical education, adhering to PRISMA guidelines and Cochrane Handbook standards. The primary research question focuses on the benefits and challenges of incorporating these technologies into the medical curriculum. A comprehensive literature search from 2010 to September 2024 was conducted across Scopus, Web of Science, Embase, PubMed, and IEEE Xplore databases, selecting 24 relevant studies out of 3842 for thematic analysis, revealing seven key themes. The study utilized Rayyan for screening and consensus-building, followed the PRISMA Checklist for data extraction, and conducted quantitative and qualitative analyses, with stakeholder consultation for future research. Results: The study shows that medical students and faculty are generally ready to incorporate modern technologies into their curricula, but many lack a basic understanding of their applications in medicine. It emphasizes the need for a comprehensive redesign of educational frameworks to effectively incorporate modern technologies such as AI, virtual reality (VR), and augmented reality (AR). research demonstrates that these technologies enhance learning outcomes, improve students' understanding of complex medical concepts, and develop critical skills. The review emphasizes the transformative potential of simulation-based technologies, which can significantly boost confidence, teamwork, and communication skills among medical students. However, successful integration requires careful planning of curriculum topics based on technological capabilities. Conclusion: Contemporary techno

关键词： Curriculum Digital learning Integration Medical education Modern technology

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Using Eye-Movement Modelling Examples With Reading Strategies to Improve Adults' Reading Performances of Illustrated Texts

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Journal of Computer Assisted learning 2025年第3期41卷

作者： Wu, Chao-Jung Liu, Chia-Yu Department of Educational Psychology and Counseling/Institute for Research Excellence in Learning Sciences National Taiwan Normal University Taipei Taiwan Department of Education National Taichung University of Education Taichung City Taiwan

Background: Although comprehending illustrated texts is essential, adult readers in this era may not have acquired reading comprehension strategies. Eye-movement modelling example (EMME) is promising for helping less-skilled learners master these strategies;however, its benefits for adults remain unknown. Another understudied factor in the EMME literature is readers' perceptions of persuasive reading comprehension strategies, which may affect their propensity to employ them while reading. Objectives: This study aimed to determine whether the EMME we developed improves adults' reading comprehension accuracy and efficiency of illustrated texts when paired with reading comprehension strategy instructions, and to investigate readers' perceptions of the persuasiveness of reading comprehension strategies. Methods: The effects of combining EMME with instructions consisting of three reading comprehension strategies (EMME group;n = 54) on readers' reading comprehension were compared with those in a group that received instruction only (control group;n = 53). We also explored adult readers' perceptions of the persuasiveness of these strategies. Notably, our EMME came with a verbal explanation and consisted of a red dot overlaying the materials, representing the eye movements of the expert model while reading illustrated texts. Results and Conclusions: The findings showed that the EMME group outperformed the control group in reading comprehension. Moreover, the EMME group finished the posttest more quickly than the control group. Most participants perceived making connections between texts and graphs as a persuasive strategy, creating mental images was proposed by fewer readers, and making connections within graphs was cited by even fewer readers. © 2025 John Wiley & Sons Ltd.

关键词： adult readers eye tracking eye-movement modelling examples illustrated texts reading comprehension strategy

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An exploration of the value of artwork in an integrated STEAM competition

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Thinking Skills and Creativity 2025年 57卷

作者： Mao, Qiao Hong, Jon-Chao Language and Literature Branch Shaoxing University Yuanpei College No 2799 Qunxian Middle Road Zhejiang Shaoxing 312000 China Institute for Research Excellence in Learning Sciences National Taiwan Normal University No.162 Heping East Road Section 1 Taipei 106209 Taiwan

With the integration of STEAM (Science, Technology, Engineering, Art, and Mathematics, or iSTEAM for short) education, there has been an increase in the number of related competitions. This study takes as an example the iSTEAM—PowerTech competition that has been conducted annually in Taiwan for approximately 25 years, in which students work in teams to create a wooden bionic miniature model on site and compete in terms of modeling aesthetics and speed. This study examined the essentiality of art in STEM after adding artwork to students' creation of miniature models. A qualitative study was conducted to collect, organize, analyze, and interpret relevant data through observation, interviews, and document analysis by selecting five student representatives and five instructors who won the Artwork Award in iSTEAM—PowerTech. The results found that when art was added to STEM: (1) The fit between the artwork and the body was key, and the artwork's size, weight, symmetry, balance, and stability affected the miniature model's mobility;(2) Students' interest in learning, creative thinking, and aesthetic literacy increased when making miniature models for the speed competition (e.g., relay racing), and they believed artwork was able to promote their STEM knowledge learning;and (3) Students thought they encountered more difficulties and problems when creating artwork for miniature models, because it required systematic thinking and continuous revision to integrate arts with STEM. © 2025

关键词： Artwork Competition Design thinking Design-based learning STEAM

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Lower secondary school students’ perceptions of science assessment feedback and their conceptions of science assessment: a transitional phase of developing an understanding of assessment

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research in Science and Technological Education 2023年第3期41卷 928-945页

作者： Lee, Min-Hsien Program of Learning Sciences and Institute for Research Excellence in Learning Sciences National Taiwan Normal University Taipei City Taiwan

Background: In the field of science education, the importance of assessment in students’ learning process has been recognized. Understanding of how students perceive science assessment and feedback may be an important issue that science education researchers need to pay attention to in order to achieve meaningful learning. Purpose: The purpose of this study is to investigate the relationships between lower secondary students’ perceptions of science assessment feedback and their conceptions of science assessment. Sample: The participants of this survey study were 313 eighth-grade students (161 males and 152 females) in Taiwan. Design and methods: Two instruments were adapted and implemented to investigate the aim of this study (i.e. the perceptions of science assessment feedback and conceptions of science assessment). To examine the structural relations between the students’ perceptions of science assessment feedback and their conceptions of science assessment, partial least squares structural equation modeling (PLS-SEM) analysis was performed. Results: The results showed that students who perceived the science assessment feedback as knowledge of the results, reports, and grades (i.e. outcome feedback) tended to highlight the surface conceptions of science assessment (i.e. Reproducing knowledge). Students with the perceptions of assessment feedback as the provision of the correct answer (i.e. corrective feedback) were prone to hold summative conceptions (i.e. Rehearsing and Accountability). In particular, those students who regarded the science assessment feedback as process feedback which focused on improving learning may have had both summative and formative purposes of science assessment (i.e. Improving learning, Problem solving, and Critical judgment). Conclusions: The findings revealed that the lower secondary students’ perceptions of science assessment feedback made a significant contribution to their conceptions of science assessment and may be in a transition

关键词： Conceptions of science assessment Perceptions of science assessment feedback Secondary school students

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Comparing the effect of cognitive style on learners’ engagement levels and learning performance by analyzing LMS logs 26

Comparing the effect of cognitive style on learners’ engage...

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26th International Conference on Computers in Education, ICCE 2018

作者： Li, Liang-Yi Program of Learning Sciences Institute for Research Excellence in Learning Sciences National Taiwan Normal University Taiwan

ISBN: (纸本)9789869721424

Teachers can publish a variety of multimedia learning materials on learning management system. Students can freely access these materials for their self-regulated learning. Students with different verbalizer-visualizer cognitive style may have different engagement levels in accessing different kinds of online multimedia learning materials, and thus may affect their learning performance. Therefore, this study analyzed the system logs for understanding the effects of verbalizer-visualizer cognitive style on students’ engagement levels and learning performance. The results revealed that cognitive style did not affect the engagement level of the students. However, students learning performance was affected by cognitive style. These results were then discussed. © 2018 Asia-Pacific Society for Computers in Education..All Rights Reserved.

关键词： Students

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Carbon nanotube/conductive carbon black-filled natural rubber composites for strain sensing

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Materials Chemistry and Physics 2025年 341卷

作者： Kitisavetjit, Wasuthon Paradee, Noppawan Ounjai, Kajornwut Kalkornsurapranee, Ekwipoo Promsung, Rawiporn Johns, Jobish Nakaramontri, Yeampon Sustainable Polymer & Innovative Composites Material Research Group Department of Chemistry Faculty of Science King Mongkut's University of Technology Thonburi Bangkok Thailand Biological Engineering Program Faculty of Engineering King Mongkut's University of Technology Thonburi Bangkok Thailand Neuroscience Center for Research and Innovation Learning Institute KMUTT Bangkok Thailand Division of Physical Sciences Faculty of Science Prince of Songkla University Hat-Yai Thailand Department of Physics Rajarajeswari College of Engineering Bangalore India

Strain sensors were developed using conductive natural rubber (NR) and epoxidized natural rubber (ENR) composites filled with carbon nanotubes (CNT) and carbon black (CCB) to evaluate their rapid recovery after elastic deformation. The CCB concentration was set at 1.5 times the CNT concentration, with CNT and CCB contents maximized at 25 and 37.5 parts per hundred rubbers (phr), respectively. The crosslink propagation, mechanical and dynamic mechanical properties, and morphological characteristics were analyzed to elucidate the effect of the CNT/CCB hybrid filler within the NR and ENR matrices. Increasing the CNT/CCB content above 5/7.5 phr reduced the tensile strength and elongation at break due to filler agglomeration. However, the crosslink density, modulus, and production time improved. Compared to NR composites, ENR composites exhibited superior properties, attributed to the improved dispersion and distribution of fillers facilitated by the polarity of the ENR molecular chains. The selected composites were subjected to piezoresistive testing to evaluate the performance of strain sensors under stretching, compression, and bending protocols. The results revealed that CNT/CCB-filled ENR composites exhibited high sensitivity in tension and bending tests, while NR composites demonstrated appropriate signal responses in compression modes. This behavior was attributed to the critical CNT:CCB ratio of 20:30 phr, which enabled an optimal correlation between modulus and extensibility in the rubber matrix. This balance facilitated interactions between rubber molecular chains and the hybrid filler surface under multidirectional forces. These findings offer valuable insights for motion detection applications, particularly in scenarios involving deformation in multiple directions. © 2025

关键词： Tensile strength

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