马红亮的帖子 | 若恩科创教育

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马红亮的帖子

系统性文献综述实例分析

1. 系统综述(systematic review)

Popat, S. , & Starkey, L. . (2019). Learning to code or coding to learn? A systematic review. Computers & Education, 128, 365-376. 浏览课程单元讨论1（PRISMA）、讨论2（系统性文献综述）
Sanusi, I.T., Oyelere, S.S., Vartiainen, H. et al. (2022). A systematic review of teaching and learning machine learning in K-12 education. Education and Information Technologies, (对6大数据库的K-12教育中的机器学习教与学研究进行了分析，包括会议论文等）
Maric, D., Fore, G.A., Nyarko, S.C. et al. Measurement in STEM education research: a systematic literature review of trends in the psychometric evidence of scales. IJ STEM Ed 10, 39 (2023). https://doi.org/10.1186/s40594-023-00430-x （以分析测量STEM教育研究的测量工具为目标，对书籍、会议以及相关期刊文章进行检索分析，分析了这些测量工具的开发过程，包括信效度检验等）
Leavy, A., Dick, L., Meletiou‐Mavrotheris, M., Paparistodemou, E., & Stylianou, E. (2023). The prevalence and use of emerging technologies in STEAM education: A systematic review of the literature. Journal of Computer Assisted Learning, 12806.

Videnovik, M., Vold, T., Kiønig, L. et al. Game-based learning in computer science education: a scoping literature review. IJ STEM Ed 10, 54 (2023). https://doi.org/10.1186/s40594-023-00447-2
Gamage, S.H.P.W., Ayres, J.R. & Behrend, M.B. A systematic review on trends in using Moodle for teaching and learning. IJ STEM Ed9, 9 (2022).

2. 范围综述（Scoping review）

文献综述法：Israel-Fishelson, R. & Hershkovitz, A. (2022). Studying interrelations of computational thinking and creativity: A scoping review (2011–2020). Computers & Education, 176, https://doi.org/10.1016/j.compedu.2021.104353
文献综述（幼儿园）：Rapti,S., & Sapounidis,T.(2023). “Critical thinking, Communication, Collaboration, Creativity in kindergarten with Educational Robotics”: A scoping review (2012–2023). Computers & Education,210, 104968. https://doi.org/10.1016/j.compedu.2023.104968
文献综述（科学教师）：Zhai, Y., Tripp, J., & Liu, X. (2024). Science teacher identity research: a scoping literature review. International Journal of STEM Education, 11(1), 20. https://doi.org/10.1186/s40594-024-00481-8 (本范围文献综述确定了2000年至2023年发表的48篇关于科学教师身份的实证文章, 对科学教师身份研究进行范围审查，以(1)澄清文献中的关键概念或定义 (2)确定与科学教师身份相关的关键特征或因素，这是范围审查的两个特征）

3. 元分析 (meta-analysis)

Lai. X. et al. (2021). Collaborative versus individual problem solving in computational thinking through programming: A meta-analysis. British Journal of Educational Technology,
Sun, L. , Hu, L. , & Zhou, D. . (2021). Which way of design programming activities is more effective to promote k students' computational thinking skills? A meta-analysis. Journal of Computer Assisted Learning,(1).
Ran, H., Kim,N.J., & Secada, W. G. (2022). A meta‐analysis on the effects of technology's functions and roles on students' mathematics achievement in K‐12 classrooms. Journal of Computer Assisted Learning, 38(1),258-284.
Thomas, D.R., Larwin, K.H. A meta-analytic investigation of the impact of middle school STEM education: where are all the students of color?. IJ STEM Ed10, 43 (2023). https://doi.org/10.1186/s40594-023-00425-8

4. 元聚合分析 (meta-aggregation/meta-synthesis)

Arık, M., Topçu, M.S.(2022). Implementation of Engineering Design Process in the K-12 Science Classrooms: Trends and Issues. Research in Science Education, 52,21–43 . （主要研究筛选出的46篇研究文章的工程设计界定、教学方法以及实施步骤，应用描述分析的方法，对质性和量化的研究数据进行分析。2个编码者按照已有框架对46篇文献进行独立编码，并讨论分歧、达成共识。

5. 系统综述+元分析 (A systematic review and meta-analytic)

Chen, P., Yang, D., Metwally, A.H.S. et al. (2023). Fostering computational thinking through unplugged activities: A systematic literature review and meta-analysis. IJ STEM Ed 10, 47. https://doi.org/10.1186/s40594-023-00434-7 （分析了49篇不插电活动对K-12学生计算思维影响的文献，对其中的13篇文献的16个效应量进行了元分析，计算了总体效应量以及年级、班级规模等的调节效应）

Montuori, C., Filippo, G., Altoé, G., & Arfé, B. (2024). The cognitive effects of computational thinking: A systematic review and meta-analytic study. Computers & Education, 210,104961. https://doi.org/10.1016/j.compedu.2023.104961 （本研究通过系统综述和元分析探讨了 2006 年至 2022 年间发表的实验研究结果，考察了编码和编程干预对儿童核心和高级执行功能（反应抑制、工作记忆、认知灵活性、计划和解决问题）的影响。本研究旨在解决三个研究问题：1）哪些执行功能受CT教学的影响最大？2）哪种教学方式（教育机器人/虚拟编程/不插电编程）在提高 4-16 岁学习者的执行功能技能方面最有效？3）编码的认知效果是否随儿童年龄而变化？）

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课堂观察

Malone，K.L. (2023). The effects of modeling-based pedagogy on conceptual understanding, scientific reasoning skills, and attitudes towards science of English learners. Science Education, https://doi.org/10.1002/sce.21805 (使用变革型教师观察量规RTOP，对科学教师的课堂教学实践进行了观察。两个观察者对该量规进行了试用。计算了Cohen's Kappa一致性，最后对两个观察者的评分进行了平均。）
Greenwood.C.R. et al.(2023). Children's exposure to STEM instruction in preschool and how they respond to it. Science Education, DOI:10.1002/sce.21846 （针对幼儿STEM教育，研发了CIRCLE课堂观察系统，包括课堂情境、教师行为、儿童行为等）
Gao, S. et al. (2021). Mapping and reflecting on integration of the components of pedagogical content knowledge (PCK) for teaching natural selection: A case study of an experienced middle-school science teacher. Teaching and Teacher Education,107. https://doi.org/10.1016/j.tate.2021.103473 （使用PCK五角星模型对2节生物教师整合PCK的跨学科教学视频片段进行内容分析）
Ong, Y. S., Koh, J., Tan, A. L., & Ng, Y. S. (2024). Develo** an integrated STEM classroom observation protocol using the productive disciplinary engagement framework. Research in Science Education, 54(1), 101-118.https://link.springer.com/article/10.1007/s11165-023-10110-z （研究遵循现有STEM观察协议的方法开发综合STEM课堂观察（iSTEM）协议。）

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（一）编程作品分析

Luoa, F., Antonenkoa, P. D., & Davis, E. C. (2020). Exploring the evolution of two girls’ conceptions and practices in computational thinking in science, Computers & Education,146.（以两个小学女生为对象，研究了她们在CT和科学整合课中CT感知和实践的形成及其特征，分析了干预前后的绘图、围绕绘图的访谈内容、干预前中后的开放访谈、编程活动的录屏、观察笔记等。）

（二）工程作品分析

Chien, YH., Liu, CY., Chan, SC. et al. （2023). Engineering design learning for high school and college first-year students in a STEM battlebot design project. International Journal of STEM Education, 10. (在8周的工程实践项目结束后，使用Creative Product Analysis Matrix-CPAM量规从创新性、适用性、精细性三个方面、9个维度对学生小组的战斗机器人进行量化评价，两个研究者进行评分，并计算了内部一致性。)

Hsiao, HS., Chen, JC., Chen, JH. et al. (2023). A study on the effects of using gamification with the 6E model on high school students’ computer programming self-efficacy, IoT knowledge, hands-on skills, and behavioral patterns. Educational technology research and development, 71, 1821–1849. （使用CPAM对高中生的工程实践作品进行分析，由2个评判者进行打分，并计算了2个人的一致性，最后对2个实验组、1个对照组的2次实践作品进行了协方差分析。）

（三）绘画作品分析

Monteira, S.F., Jiménez-Aleixandre, M.P. & Siry, C. (2022). Scaffolding Children’s Production of Representations Along the Three Years of ECE: a Longitudinal Study. Research in Science Education, 52, 127–158. （以21名幼儿园1-3年级的学生为对象，进行了为期5个月的儿童学习科学课程实践，运用话语分析和内容分析法分析了30节课的录像以及487份绘图作品，即作品+围绕作品的课堂话语片段，探讨了儿童科学表征的发展以及教师支架的特征。）
Hammack, R., Vo, T. (2022). A Mixed Methods Comparison of Elementary Preservice Teachers’ Conceptualization of Teaching Engineering. Research in Science Education, 52,1335–1353.（从2所大学中选择了104名职前小学教师作为对象，共分为2个组，使用DAETT-工程教学情境的绘制测试，作为测量和评价学生对工程教育理解的工具。对这些职前教师绘画作品的分析采用已有的工程设计课堂观察量规进行编码。最后，对前后测作品的成绩采用Mann-Whitney U test进行量化分析。）

Solé, C. et. al. (2023). Revisiting secondary students’ ideas about air pollution. The challenge of particulate matter. Chemistry Education Research and Practice, 2023,24, 132-142（对初中生开展了建模型教学，然后对学生教学实验干预前后所绘制的空气污染绘画作品，进行了质性的对比分析）
Hsu, P. S., Lee, E. M., & Smith, T. J. (2024). Exploring non-dominant youths' engineering identity through productive struggle in a making summer program. Educational Technology Research and Development, 72, 83-107. https://doi.org/10.1007/s11423-023-10299-w. 【以15名中学生为期1周的暑期创客夏令营活动为个案，聚焦成效性挑战对学生工程认同的影响，依据Weber的编码框架，分析了学生们的前后各类工程设计草图】

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混合研究的实例分析

Mouza, C., Codding, D. M., & Pollock, L. (2022). Investigating the impact of research-based professional development on teacher learning and classroom practice: Findings from computer science education. Computers & Education, https://doi.org/10.1016/j.compedu.2022.104530 （94位教师的单组准实验研究的前后测量化分析+8位教师个案的访谈分析）
Malone，K. L. (2023). The effects of modeling-based pedagogy on conceptual understanding, scientific reasoning skills, and attitudes towards science of English learners. Science Education, https://doi.org/10.1002/sce.21805 (采用混合个案研究设计，对1个英语学校班和2个非英语学习班，分别采用建模教学方法和探究式教学法，采集了学生的知识和态度量化数据、教师和课堂教学的质性数据，最后融合了量化和质性的数据。
Kong, S.-C., Lai, M., & Li, Y. (2023). Scaling up a teacher development programme for sustainable computationalthinking education: TPACK surveys, concept tests and primary school visits. Computers & Education, 194, 104707. https://doi.org/10.1016/j.compedu.2022.104707. （本报告包括两项研究。研究1量化分析了两个12小时课程对教师TPACK和CT概念的提升效果，涉及来自47所小学的245名教师。研究2通过对访谈内容的主题分析，报告了通过94次学校访问在47所学校中实施的CT策略、挑战等。）
Siu-Cheung, K., & Yi-Qing, W. (2024). The impact of school support for professional development on teachers' adoption of student-centered pedagogy, students' cognitive learning and abilities: A three-level analysis. Computers & Education, https://doi.org/10.1016/j.compedu.2024.105016 ( 采用多级建模的方法，从学校、教师和学生三方面入手，探究以学生为中心的教学方法通过各种学习过程（如主动学习、建构学习、互动学习和反思学习）对学生 CT 认知能力的影响，课程结束后，教师通过课堂观察来评价他们的教学方法和学生的认知学习能力）

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一、问卷调查实例分析

Rosenzweig, E.Q., & Chen, XY. (2023). Which STEM careers are most appealing? Examining high school students’ preferences and motivational beliefs for different STEM career choices. IJ STEM Ed 10, 40. https://doi.org/10.1186/s40594-023-00427-6 (使用在线问卷的方式调查了美国东南地区一个公立学校的778名高中学生，剔除无法使用和无效问卷后，对剩余526名高中生的STEM职业倾向和隐含动机进行了分析)
Rosenzweig, E. Q., Chen, X. Y., Song, Y., Baldwin, A., Barger, M. M., Cotterell, M. E., ... & Lemons, P. P. (2024). Beyond STEM attrition: changing career plans within STEM fields in college is associated with lower motivation, certainty, and satisfaction about one’s career. International Journal of STEM Education, 11(1), 1-18. https://doi.org/10.1186/s40594-024-00475-6（使用在线问卷的方式调查了美国一个大型研究型公立大学的1727（剔除后的样本量）名本科生，涵盖了42门课程和所有主要的STEM学科，对学生们的职业计划，计划的改变，计划的动机，以及对这些计划的满意度和坚持计划的确定性进行了分析）
Castle, S. D., Byrd, W. C., Koester, B. P., Pearson, M. I., Bonem, E., Caporale, N., ... & Matz, R. L. (2024). Systemic advantage has a meaningful relationship with grade outcomes in students' early STEM courses at six research universities. International Journal of STEM Education, 11(1), 1-20.
https://doi.org/10.1186/s40594-024-00474-7 (研究了美国六所大型公立研究型大学的早期STEM课程的成绩。样本选择了所有在至少一门STEM课程中获得数字分数的本科生，本研究发现了他们在性别、种族/民族、收入和第一代地位方面的系统性不平等，并调查了它们在同行机构之间的相似程度)

二、访谈研究实例分析

Dancy, M., Hodari, A.K. (2023). How well-intentioned white male physicists maintain ignorance of inequity and justify inaction. IJ STEM Ed 10, 45. https://doi.org/10.1186/s40594-023-00433-8（对27名物理学专家进行半结构化访谈，之后以扎根理论为主进行归纳编码，并釆用批评性话语分析进行意义建构）
Zhang, E. Y., Hundley, C., Watson, Z., Farah, F., Bunnell, S., & Kristensen, T. (2023). Learning by doing: A multi‐level analysis of the impact of citizen science education. Science Education. 1-28. https://doi.org/10.1002/sce.21810 （在乡村学校开展持续三年的科学教育，对本科生教师、乡村教师以及学生进行半结构访谈、反思性问卷调查等）

三、媒体话语实例分析

Nam, B. H., & Bai, Q. (2023). ChatGPT and its ethical implications for STEM research and higher education: a media discourse analysis. International Journal of STEM Education, 10(1), 1-24. https://doi.org/10.1186/s40594-023-00452-5 （本研究采用比较媒体话语分析方法，分析了来自四个媒体的 72 篇文章：(a) Springer Nature; (b) The Chronicle of Higher Education; (c) Inside Higher Ed; and (d) Times Higher Education. 本研究通过阐明与STEM研究和高等教育中伦理写作相关的最主要政策问题，以及不同利益相关者对作者身份和学术诚信的盲目性的限制，总结了学术界对ChatGPT和人工智能伦理未来研究的一些政策启示和建议。）

(由李晓斐编辑 - 原提交时间 2023年06月13日星期二 08:48)

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