A theoretical understanding of the literature on student voice in the science classroom
A theoretical understanding of the literature on student voice in the science classroom
复制标题
对科学课堂中学生声音文献的理论理解
DOI：
--
复制
发表时间：
2018
期刊：
影响因子：
--
通讯作者：
Katie Laux
中科院分区：
文献类型：
--
作者：
Katie Laux
摘要背景：将学生的声音纳入科学课堂有可能对科学教学产生积极影响。然而，很少有人就学校和课堂事务咨询学生。本文献综述探讨了将学生的声音纳入科学课堂的影响。目的：本文献综述的目的是探讨科学课堂中学生声音的研究。本综述包括来自各种科学教育来源的研究，并使用系统的文献综述过程进行收集和分析。设计和方法：我研究了各种教育期刊的文章。我使用三个关键术语作为主要搜索术语：学生的声音、学生的看法和学生的观点。主要搜索术语与限定词结合使用，包括科学教育、科学课程、学生新兴课程、以学生为中心的课程和科学。为了纳入文献综述，文章需要在同行评审的学术期刊上发表，包含明确定义的方法（包括定量、定性或混合方法），包括在 K 到 12 个教室进行的研究，包括“学生的声音”一词，并特别关注科学。我收录了来自各种科学课堂的文章，包括普通中学科学、特定科学的课外课程、不同国家的中学科学课堂以及物理、生物和航空航天课堂。对进行研究的国家或研究日期没有限制。结论：文献综述过程的结果揭示了有关学生声音的文献中的几个主题。学生声音研究位于两个主要理论视角：批判理论和社会建构主义，我用它们作为构建我的研究结果的主题。我还确定了每个主题下的子类别，以进一步构建结果。根据批判理论，我确定了三个子类别：确定课堂主题、发展科学能动性和形成身份。在社会建构主义下，我发现了四个子类别：形成身份、融入先前的知识和经验、交流对主题和课堂活动的兴趣以及改善师生关系。研究表明，让学生在课堂上发表意见可以让他们感到被赋予权力，能够在科学中构建自己的意义和价值，表现出更高的参与度和成就，并变得更有动力。我的结论是，应该允许学生在科学课堂上发表意见，而继续忽视这些声音将对学生和教育工作者都是一种伤害。
Abstract Background: Incorporating student voice into the science classroom has the potential to positively impact science teaching and learning. However, students are rarely consulted on school and classroom matters. This literature review examines the effects of including student voice in the science classroom. Purpose: The purpose of this literature review was to explore the research on student voice in the science classroom. This review includes research from a variety of science education sources and was gathered and analyzed using a systematic literature review process. Design and methods: I examined articles from a variety of educational journals. I used three key terms as my primary search terms: student voice, student perceptions, and student perspectives. The primary search terms were used in conjunction with qualifiers that included science education, science curriculum, student emergent curriculum, student centered curriculum, and science. In order to be included in the literature review, articles needed to be published in peer-reviewed, academic journals, contain clearly defined methods (including quantitative, qualitative, or mixed methods), include research conducted in K through 12 classrooms, include the term ‘student voice’, and focus specifically on science. I included articles from a variety of science classrooms including general middle school science, science-specific after-school programs, secondary science classrooms in a variety of countries, and physics, biology, and aerospace classrooms. No restrictions were placed on the country in which the research was conducted or on the date of the research. Conclusions: The results of the literature review process uncovered several themes within the literature on student voice. Student voice research is situated within two main theoretical perspectives, critical theory and social constructivism, which I used as the main themes to structure my findings. I also identified subcategories under each main theme to further structure the results. Under critical theory, I identified three subcategories: determining classroom topics, developing science agency, and forming identities. Under social constructivism, I discovered four subcategories: forming identities, incorporating prior knowledge and experience, communicating interest in topics and classroom activities, and improving student–teacher relationship. The research supports that allowing students a voice in the classroom can lead them to feel empowered, able to construct their own meaning and value in science, demonstrate increased engagement and achievement, and become more motivated. I conclude students should be allowed a voice in the science classroom and to continue to ignore these voices would be a disservice to students and educators alike.