Journal of Research in Science Teaching最新文献

{"title":"Effective Strategies for Learning and Teaching in Times of Science Denial and Disinformation","authors":"K. C. Busch,&nbsp;Doug Lombardi","doi":"10.1002/tea.70003","DOIUrl":"https://doi.org/10.1002/tea.70003","url":null,"abstract":"<p>The modern information landscape offers an abundance of options to learn about science topics, but it is also ripe for the spread of mis- and disinformation and science denial. Science education can play a pivotal role in mitigating harm from untruthful information, strengthening trust in science, and fostering a more informed and critically engaged public. Across the articles in this special issue, 10 pedagogical strategies to address mis- and disinformation in the classroom were synthesized. These strategies include: acknowledging the social nature of knowledge and building epistemic networks, addressing mis- and disinformation directly, building Nature of Science (NOS) knowledge, ensuring topics are socially relevant and meaningful, modeling critical evaluation of how power and privilege influence information, offering multiple sources of information, offering opportunities for students to reflect, providing explicit instruction on how to evaluate information, supporting the development of scientific reasoning skills, and supporting student perspective-taking. In addition, areas for future research were identified. In particular, more foundational research is needed to understand the complex interactions between social identities and information processing. From this knowledge base, more applied research is needed to create effective educational interventions to address mis- and disinformation.</p>","PeriodicalId":48369,"journal":{"name":"Journal of Research in Science Teaching","volume":"62 6","pages":"1417-1424"},"PeriodicalIF":3.6,"publicationDate":"2025-03-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1002/tea.70003","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144672802","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Troubling the Definition of Black Resilience in STEM-CS Education","authors":"Felicia Moore Mensah,&nbsp;Takeshia Pierre","doi":"10.1002/tea.22027","DOIUrl":"https://doi.org/10.1002/tea.22027","url":null,"abstract":"<p>Resiliency has been unearthed as a phenomenon to explore strategies that influence successful STEM-CS matriculation and/or persistence among minoritized populations—particularly Black undergraduate students. We argue that understanding and solidifying a definition for resilience in STEM-CS can aid in identifying key characteristics that reveal systemic structures and improve academic achievement. In this commentary, we use critical race theory (CRT) to unpack how resiliency can be adjusted and revamped to focus more on systemic issues, rather than on individual or small groups of students to showcase “grit” and immense inner strength in STEM-CS environments. Three noteworthy assertions are generated to help us trouble resilience relative to Black STEM-CS students and teachers in higher education.</p>","PeriodicalId":48369,"journal":{"name":"Journal of Research in Science Teaching","volume":"62 4","pages":"1159-1163"},"PeriodicalIF":3.6,"publicationDate":"2025-02-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1002/tea.22027","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143645746","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Addressing media and information literacy in engineering design education: Learning to design technologies in the era of science denial and misinformation","authors":"Greses Pérez,&nbsp;Trevion Henderson,&nbsp;Kristen B. Wendell","doi":"10.1002/tea.22023","DOIUrl":"https://doi.org/10.1002/tea.22023","url":null,"abstract":"<p>Engineering design entails making value-laden judgments against ill-defined, ambiguous, and/or competing sociotechnical criteria. In this article, we argue that such conditions make engineering designers particularly susceptible to the potentially deleterious effects of mis/disinformation in the processes and practices of engineering design, their engagement with people and communities, and in the production and evaluations of the artifacts they produce. We begin by critiquing dominant approaches to engineering design education, specifically, engineering education's social-technical dualism and the ubiquitous ideology of depoliticization, which has exacerbated the effects of mis/disinformation in engineering design. We follow by outlining a framework for developing students' capacity for mitigating its effects in the specific context of engineering design thinking and making value-laden engineering judgments and decision-making. We envision three areas of opportunity for engineering design education to teach students strategies for navigating these challenges when engaging with (a) the processes and practices of engineering, which reflect the unique types of information students engage with across the design process, (b) people and their communities, including the strategic and careful performance of activities for gathering information, while mitigating the harms to misinformation and disinformation and maximizing the benefits of community involvement, and (c) the social and technical criteria of engineering design outcomes in the form of artifacts (e.g., products, processes).</p>","PeriodicalId":48369,"journal":{"name":"Journal of Research in Science Teaching","volume":"62 6","pages":"1546-1579"},"PeriodicalIF":3.6,"publicationDate":"2025-01-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1002/tea.22023","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144673040","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"The sense that we're invisible: A longitudinal analysis of diverse women's experiences with structural violence in biomedical doctoral programs","authors":"Ida Salusky,&nbsp;Robin Remich,&nbsp;Remi Jones,&nbsp;Grevelin Ulerio,&nbsp;Richard McGee","doi":"10.1002/tea.22018","DOIUrl":"https://doi.org/10.1002/tea.22018","url":null,"abstract":"<p>A longstanding and significant disparity in representation across gender, economic status, ethnicity, race, and sexual identity exists within STEM doctoral training. Most of the research on the retention and attrition of minoritized PhD STEM students focuses on individual factors, rather than system level issues. To address these gaps, we qualitatively examined longitudinal experiences of 33 Asian American, Black, and Latiné female biomedical PhD students, using a structural violence framework. The researchers developed three themes: (1) institutional hostility toward core aspects of identity; (2) the importance of intersectionality and within-group variation in experiences with structural violence; and (3) students' growing awareness of structural violence in training. Findings have significant implications for the structure of doctoral training and interventions to create equitable training environments.</p>","PeriodicalId":48369,"journal":{"name":"Journal of Research in Science Teaching","volume":"62 6","pages":"1492-1521"},"PeriodicalIF":3.6,"publicationDate":"2025-01-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1002/tea.22018","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144673018","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Science teachers' views on student competences in education for sustainable development","authors":"Tuba Stouthart,&nbsp;Dury Bayram,&nbsp;Jan van der Veen","doi":"10.1002/tea.22021","DOIUrl":"https://doi.org/10.1002/tea.22021","url":null,"abstract":"<p>In this study, Q methodology was used to identify 16 secondary school physics, chemistry, and biology teachers' views on competences in education for sustainable development (ESD). Our data collection instrument was grounded in the <i>GreenComp</i> competence framework developed by the European Commission. We captured three different viewpoints through by-person factor analysis. The largest group, with nine science teachers, prioritized promoting evidence-based instruction while avoiding the political, ethical, or value-laden dilemmas inherent in sustainability issues. While they advocated addressing <i>critical thinking</i> and <i>system thinking</i>, their reasons for avoiding the dilemmas varied. Some teachers feared that addressing such dilemmas might lead to preaching their own values to students, while others felt unprepared or believed that science should remain objective and value-free. The second largest group, with four science teachers, emphasize <i>promoting nature</i> and its well-being above all other competences. Unlike the dominant group, this group of science teachers held themselves responsible for encouraging students to care for nature and to change their attitudes to behave more sustainably. The third group of teachers stood out by advocating fostering <i>collective action</i> in science education. While all teachers agreed on the importance of promoting foundational scientific knowledge, they also agreed on excluding politics from science education. This stance was influenced by internal factors, such as their perception of science as empirical, their perceived role as transmitters of scientific knowledge, and a lack of expertise. In total, 12 out of the 16 teachers who participated in our study suggested that subjects such as history are more suitable for addressing certain ESD competences. Additionally, external factors, such as the role of parents and assessments, were cited as potential reasons to dismiss certain ESD competences in science education.</p>","PeriodicalId":48369,"journal":{"name":"Journal of Research in Science Teaching","volume":"62 6","pages":"1617-1653"},"PeriodicalIF":3.6,"publicationDate":"2025-01-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1002/tea.22021","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144673014","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Savviness of sixth graders: Student perspectives about translanguaging during science formative assessment","authors":"Caitlin G. McC. Fine,&nbsp;Melissa Braaten","doi":"10.1002/tea.22014","DOIUrl":"https://doi.org/10.1002/tea.22014","url":null,"abstract":"<p>Science classroom assessment often requires multilingual learners to demonstrate ideas using only English-language resources. These assessments can provide an incomplete picture of students' knowledge and limit subsequent learning opportunities. Increasingly, science teachers are incorporating translanguaging pedagogies in their instructional practices. Less is known about students' perspectives of translanguaging in science. In this manuscript, we employ <i>equity-as-access</i> and <i>equity-as-transformation</i> lenses to investigate multilingual learners' perspectives about translanguaging as a formative assessment practice. Data came from a larger participatory co-design design study in a culturally and linguistically diverse middle school in the Mountain West. We qualitatively analyzed 8 focus group interview transcripts with 13 sixth-grade students from across 4 formative assessment cycles. Analysis was both inductive and deductive. Findings suggest that sixth graders have savvy, nuanced views about translanguaging that bridge <i>equity-as-access</i> and <i>equity-as-transformation</i> lenses. They saw translanguaging as both supporting their English language development and as an important practice to allow them to focus bilingually on their science ideas without translating everything into English. Additionally, they highlighted tensions associated with welcoming translanguaging in schools with de facto English-only languaging norms. This study has implications for teachers, assessment designers, and researchers. Findings signal structural/policy changes needed to authentically center translanguaging as an equity-oriented practice across science assessment systems.</p>","PeriodicalId":48369,"journal":{"name":"Journal of Research in Science Teaching","volume":"62 1","pages":"193-227"},"PeriodicalIF":3.6,"publicationDate":"2024-12-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143120924","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Translingual negotiation in mixed-gender communication: An analysis of the interactions in research group meetings in engineering","authors":"Minghui Sun,&nbsp;Suresh Canagarajah","doi":"10.1002/tea.22004","DOIUrl":"https://doi.org/10.1002/tea.22004","url":null,"abstract":"<p>As a practical theory of language, translanguaging refers not only to speakers' use of multiple languages, but also to the deployment of other semiotic resources and artifacts in communication. To examine the use of semiotic resources and translingual negotiation strategies in STEM communication, this study explores the intersectionality of translingual communication and gender in a research group consisting of international engineering scientists (including doctoral students, postdoc and faculty) at a public university in the Midwestern United States. Using a translingual approach, we analyze the semiotic resources and translingual negotiation strategies adopted by these engineering scientists to resolve trouble-in-interaction and claim agency in group interaction. Data include eight audiovisual recordings of research group meetings (RGMs), transcribed following the conventions in conversation analysis for verbal and nonverbal communication. A turn-by-turn analysis of the chosen excerpts reveals: (1) members of the group adopt negotiation strategies to collaboratively resolve trouble-in-interaction, including <i>entextualization</i> (visualization in particular), <i>recontextualization</i>, and various verbal and nonverbal <i>interactional</i> strategies. In employing these strategies, they also skillfully integrate various semiotic repertoires such as gestures, body movements, environmental artifacts, and board work to facilitate the resolution of trouble-in-interaction and (2) female scientists adopt <i>envoicing</i> and <i>interactional</i> strategies to regain the floor to speak and display resistance when interrupted or ignored by their male colleagues. These findings suggest that while we embrace the affordances of a translingual orientation to STEM communication as it values the entire linguistic and semiotic repertoires of international STEM scientists, we should also acknowledge the existence of microaggressive acts against female members in RGMs. A more equitable and inclusive environment for intellectual engagement and group communication in STEM fields can only be created through the collaborative efforts of individuals, groups, and institutions.</p>","PeriodicalId":48369,"journal":{"name":"Journal of Research in Science Teaching","volume":"62 1","pages":"134-162"},"PeriodicalIF":3.6,"publicationDate":"2024-12-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1002/tea.22004","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143120943","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Bilingual, Black, Indigenous, and People of Color teacher candidates' translanguaging selves: Working with their multilingual assets and identities as future elementary science teachers","authors":"Patricia Venegas-Weber,&nbsp;Jessica Thompson","doi":"10.1002/tea.22015","DOIUrl":"https://doi.org/10.1002/tea.22015","url":null,"abstract":"<p>Understanding how racially and linguistically just teacher education programs (TEPs) support the identity(ies) and translanguaging stances taken up by bilingual Black, Indigenous, and People of Color (BIPOC) teacher candidates (TCs) in their professional lives is important both for their development as teachers and for teacher preparation more broadly. Drawing on assignments, classroom observations, interviews, and data from professional learning community (PLC) meetings for three BIPOC dual language bilingual education TCs, this qualitative case study sheds light on translanguaging stance development and the intersecting identities that emerge for these TCs as they learn to teach through the theoretical lenses of translanguaging and raciolinguicized subjectivity. Findings show how the TEP learning contexts supported the development of bilingual BIPOC TCs' translanguaging stances as a critical part of their professional identities as linguistically justice-oriented science teachers. We argue that their translanguaging stance is a new way of being multilingual and is central to building an elementary science classroom culture with and for multilingual students. This study underscores how bilingual BIPOC TCs' prior knowledge and identities can be leveraged in teacher education and K-12 classrooms to develop their translanguaging selves. It also supports robust pedagogical preparation and linguistic justice through multilingual transpositioning of science identities.</p>","PeriodicalId":48369,"journal":{"name":"Journal of Research in Science Teaching","volume":"62 1","pages":"163-192"},"PeriodicalIF":3.6,"publicationDate":"2024-12-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143120923","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Toward pedagogías entrenzadas: Braiding critical and asset-based pedagogies of sciences, languages, and cultural responsiveness","authors":"Diana Bonilla,&nbsp;Daniel Morales-Doyle","doi":"10.1002/tea.22007","DOIUrl":"https://doi.org/10.1002/tea.22007","url":null,"abstract":"<p>Recent reforms in science education shift the focus of instruction to supporting students' sensemaking about phenomena. At the same time, discussions of equity in science education have become more common and more contested. For emergent bilingual (EB) learners, there is growing consensus that these trends together imply valuing diverse linguistic and cultural resources that students draw upon to make sense of the world. However, asset-based pedagogies often do not attend to the role of oppression and the co-construction of linguistic and racial marginalization. Furthermore, culturally responsive pedagogies push beyond valuing student assets to challenge the end goals of education, emphasizing the development of critical consciousness. Through this case study of one thematic unit within a transitional bilingual physical science class, this study puts forth <i>pedagogías entrenzadas</i> as a purposeful braiding of asset and critical pedagogies that attend to science, language, and cultural responsiveness. The study took place in a Title I school in the suburbs of a large midwestern city where the majority of students are from Latin American immigrant families. <i>Pedagogías entrenzadas</i> are articulated through the analysis of classroom episodes that attended to language, science, and cultural responsiveness in combination. By attending to these three facets in braided ways, the teacher created ruptures in systems that structurally exclude EB students. We present three classroom episodes in conjunction with additional evidence from a larger data set to demonstrate the ways <i>pedagogías entrenzadas</i> created spaces where (1) generative themes and words created opportunities for holistic sensemaking; (2) there were opportunities to consider and critique language and science; and (3) heterogeneity in linguistic, cultural, and academic resources was upheld and valued. The implications of this pedagogical work extended outside of the classroom, where the teacher successfully advocated with colleagues for the creation of an asset-based bilingual science program.</p>","PeriodicalId":48369,"journal":{"name":"Journal of Research in Science Teaching","volume":"62 1","pages":"49-85"},"PeriodicalIF":3.6,"publicationDate":"2024-12-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143120925","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"When a monolingual science teacher and multilingual girls engage in science sensemaking through translanguaging: A pedagogical practice, disciplinary tool, and dignity-affirming stance","authors":"Shakhnoza Kayumova,&nbsp;Akira Harper,&nbsp;Rachel L. Stronach","doi":"10.1002/tea.22009","DOIUrl":"https://doi.org/10.1002/tea.22009","url":null,"abstract":"<p>Multilingual youth, from nondominant communities, are often denied critical opportunities for engagement in robust sensemaking due to deficit-based perspectives and linguistic hierarchies. To advance equity, it is important to recognize <i>all</i> youth as epistemic agents and facilitate opportunities to take on intellectual positions. Drawing on translanguaging theory and critical sociocultural learning perspectives, we examine how a monolingual science teacher employed translanguaging as a dignity-affirming stance, pedagogical practice, and disciplinary tool, providing multilingual girls with intellectual positions to engage in robust sensemaking. Using video-interactional analysis, we explore a case of sophisticated sensemaking orchestrated by the teacher's discursive and embodied moves, following the girls' translanguaging practices and disciplinary ideas. Our findings demonstrate how a teacher's translanguaging stance, enacted as a pedagogical practice and disciplinary tool, supported him in developing interpretive power, revealing the multilingual girls' social, cognitive, and communicative brilliances.</p>","PeriodicalId":48369,"journal":{"name":"Journal of Research in Science Teaching","volume":"62 1","pages":"86-133"},"PeriodicalIF":3.6,"publicationDate":"2024-12-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143120929","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}