Journal of Research in Science Teaching最新文献

{"title":"A Longitudinal Study Examining the Role of Generative Laboratory Environments in the Utilization of Argument, Representation, and Reasoning","authors":"Fatma Yaman,&nbsp;Brian Hand","doi":"10.1002/tea.70011","DOIUrl":"https://doi.org/10.1002/tea.70011","url":null,"abstract":"<div>\u0000 \u0000 <p>This study tracked pre-service science teachers (PSTs) over 3 years as they completed required science courses (e.g., chemistry, biology and science and technology laboratory courses). The PSTs' use of argument, representations, and reasoning were examined (1) to determine the coherence within and between these and (2) examine the relationship between the use of these in relation to the degree to which the learning environment was generative. In this longitudinal, mixed methods study, a data-transformation variant of the convergent design was used. The study tracked nine PSTs and collected 522 laboratory reports over six semesters. The laboratory courses were classified into three levels as fully, partially and basic generative learning environments based on interviews and observations. The PSTs' arguments were analyzed considering the strength and connectedness of components; reasoning was examined using Walton's argument schemes; and representations were analyzed using multiple levels of representation in science. A Friedman test and multiple correlations were completed for statistical analysis. The results regarding the coherence within highlight that the utilization of argument, representation, and reasoning is strengthened when PSTs are in more generative environments, and the coherence between highlights a positive strong relationship between argument, representation, and reasoning, with the level of use being dependent upon the level of the generative environment. The importance of this study is that it demonstrates the need to be aware that merely labeling an environment as generative does not mean that benefits are the same. The more generative the learning environment, the greater the utilization of written reasoning, representation, and arguments.</p>\u0000 </div>","PeriodicalId":48369,"journal":{"name":"Journal of Research in Science Teaching","volume":"62 9","pages":"2029-2059"},"PeriodicalIF":4.5,"publicationDate":"2025-06-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145297577","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":"The Science Relevancy Bridge: Connecting Intersectionality and Science Identity in Science Learning Experiences","authors":"Regina P. McCurdy","doi":"10.1002/tea.70015","DOIUrl":"https://doi.org/10.1002/tea.70015","url":null,"abstract":"<div>\u0000 \u0000 <p>How science is traditionally taught and presented in westernized classrooms, Western Modern Science often does not offer creative and culturally sustaining pathways for students with diverse multicultural backgrounds to view science as a beneficial resource for their worldview, values, and funds of knowledge. This conceptual position paper addresses the need for science teaching to be relevant to <i>all</i> science learners. However, making science relevant is an easy phrase to say, but operationalizing this concept in the classroom needs to become more practical for science teachers so that students will clearly recognize what science really is and that it is for them. This paper introduces the Science Relevancy Bridge, a framework developed from extensive research and empirical studies, which was designed to conceptualize how relevant science learning experiences can create necessary and constructive dialogue between students' sociocultural identities and their developing science identities, despite powerful hegemonic societal messaging. The Science Relevancy Bridge framework is composed of four dimensions: science for everyday life, science and society, science learning preparedness, and foundations of scientific thinking. Interacting with these dimensions are the students' intersecting identities (intersectionality) of their sociocultural lived experiences and their developing sense of recognition and belonging in science (science identity). Challenges for K-12 science teachers include utilizing the Science Relevancy Bridge framework in their instructional practice, lesson planning, and actively incorporating students' diverse experiences in shaping their science learning community. Science teacher educators and researchers are challenged to call out and critique the status quo and ineffective systems that hinder <i>all</i> learners from equitably engaging in science and illuminate a better way forward in both thinking and in doing. The Science Relevancy Bridge can serve as a resource for meeting this challenge.</p>\u0000 </div>","PeriodicalId":48369,"journal":{"name":"Journal of Research in Science Teaching","volume":"62 9","pages":"2103-2124"},"PeriodicalIF":4.5,"publicationDate":"2025-06-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145297409","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":"Identifying Emotional Expressions During Family Science Engagement at Home—A Case Study From a Parent's Perspective","authors":"Neta Shaby,&nbsp;Nancy Staus,&nbsp;Christian Bokhove","doi":"10.1002/tea.70014","DOIUrl":"https://doi.org/10.1002/tea.70014","url":null,"abstract":"<p>Families play a pivotal role in fostering children's science literacy, interests, and identities through everyday interactions and informal learning contexts, with parents as main facilitators. An essential, yet often underexplored, aspect of this process is the role of emotions in shaping science learning experiences. Emotions serve as powerful mediators of engagement, influencing key learning outcomes such as interest, motivation, achievement, and persistence. Despite the recognized importance of family engagement in science learning and the emotional dimensions associated with it, there is a significant gap in research specifically examining how families engage with science at home and the role emotions play in these settings. In this case study, we employed a mixed methods approach consisting of electro-dermal activity (physiological) and recorded observations (behavioral) to identify the emotional expressions of a mother as she engaged in five science activities with her children (ages 13, 11, 7, and 4) at home. All five activities were analyzed utilizing the following procedures: 1. Peak analysis, 2. Structural breaks, and 3. Microanalysis. We complemented our interpretation of the data with reflective notes and a reflective interview (self-reports) with the participant. The study reveals that mediated activities elicit more positive emotional expressions; the interrelationship between emotions and cognitive, social, and cultural domains needs to be accounted for while analyzing emotions, and highlights the methodological challenges of measuring emotions. By focusing on how a parent guides home science activities, it fills critical gaps in understanding family-based science engagement and sheds light on the affective dimensions of informal science learning. Employing a mixed methods approach provides a comprehensive understanding of emotional expressions during home science activities, which enhances the validity of the findings and captures the dynamic nature of emotions, offering a robust approach for analyzing the interplay between physiological, behavioral, and interpretive emotional expressions in real-world contexts.</p>","PeriodicalId":48369,"journal":{"name":"Journal of Research in Science Teaching","volume":"62 9","pages":"2125-2144"},"PeriodicalIF":4.5,"publicationDate":"2025-06-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1002/tea.70014","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145297477","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":"Supporting the Emergence of Science Capital in Minoritized Youth Through Guided Experiences as Facilitators of Science Outreach","authors":"Wisal Ganaiem,&nbsp;Fadia Nasser-Abu-Alhija,&nbsp;Shulamit Kapon","doi":"10.1002/tea.70012","DOIUrl":"https://doi.org/10.1002/tea.70012","url":null,"abstract":"<p>This study explored how minoritized youth-guided experiences as facilitators of science outreach activities in their community can become a powerful pathway to developing their science capital. The educational setting was the Gap-Year Program run by Alrowad for Science and Technology. Alrowad is a grassroots non-profit organization founded by Arab academics in Israel. This organization aims to empower Arab students and enhance their participation in STEM learning and practice in schools, universities, and the workplace. Alrowad recruits about 10-15 outstanding Arab high school STEM graduates yearly for its Gap-Year Program before they start their undergraduate education. These individuals work as Young Arab Instructors (YAIs) who facilitate the organization's STEM outreach activities in Arab schools all over Israel while attending a year-long extensive professional development course. Data were collected through semi-structured interviews with the alumni of the 2015 cohort (<i>N</i> = 9). The analysis employed a constructivist approach to Grounded Theory. The findings illustrate how epistemic agency, relational agency, and critical agency were developed through the participants' guided engagement in facilitating science outreach in their community. They show how this multifaceted agency became a valuable resource of science capital for the participants that had long-term effects on their learning, work, and practice in undergraduate and graduate school and the workplace, by providing the means to actively carve out their place in STEM, shape it, and make it their own.</p>","PeriodicalId":48369,"journal":{"name":"Journal of Research in Science Teaching","volume":"62 9","pages":"2080-2102"},"PeriodicalIF":4.5,"publicationDate":"2025-06-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1002/tea.70012","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145297164","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":"Young Children's Epistemic Operations and Emergent Argumentation in Inquiry-Based Discussions: The Role of Teacher Questioning and Collaborative Interactions","authors":"Lidia Caño,&nbsp;Josu Sanz","doi":"10.1002/tea.70010","DOIUrl":"https://doi.org/10.1002/tea.70010","url":null,"abstract":"<p>Promoting argumentation based on evidence allows students to give meaning to the phenomena observed, enabling the construction of knowledge. Children's argumentative discourse can be activated by appropriate instruction, but there is little information on argumentation at early ages and there is a need for the teacher to understand how to foster and guide the articulation of ideas at this stage. In this study we aim to assess how teachers' dialogical practices stimulate young children to engage in argumentation and knowledge construction through simultaneously analyzing the teacher's questions and children's answers, from the double scope of the epistemic and argumentative operations. We analyzed elementary classroom discussions of students involved in inquiry activities on plant growth led by two different trainee teachers. Our results show that 6–7-year-olds were able to not only use experimental data and prior knowledge as evidence to generate explanations and draw conclusions but also evaluate and question the ideas of others. This gave rise to small argumentative nodes in which a process of co-construction of knowledge on plant growth and core concepts of the living being took place. We have identified three fundamental characteristics of the dialogical strategies that can condition the quality of the students' practice: the type of teacher's questions, the order or questioning sequence, and certain talk moves to manage correct or incorrect responses and to stimulate peer collaboration. Our results indicate that teachers could involve students in high-level epistemic operations but also implement appropriate dialogic techniques to raise the level of argumentation and scientific reasoning from an early age.</p>","PeriodicalId":48369,"journal":{"name":"Journal of Research in Science Teaching","volume":"62 9","pages":"2060-2079"},"PeriodicalIF":4.5,"publicationDate":"2025-05-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1002/tea.70010","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145297417","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":"A Multimodal Interactive Framework for Science Assessment in the Era of Generative Artificial Intelligence","authors":"Yizhu Gao,&nbsp;Xiaoming Zhai,&nbsp;Min Li,&nbsp;Gyeonggeon Lee,&nbsp;Xiaoxiao Liu","doi":"10.1002/tea.70009","DOIUrl":"https://doi.org/10.1002/tea.70009","url":null,"abstract":"<p>The rapid evolution of generative artificial intelligence (GenAI) is transforming science education by facilitating innovative pedagogical paradigms while raising substantial concerns about scholarly integrity. One particularly pressing issue is the growing risk of student use of GenAI tools to outsource assessment tasks, potentially compromising authentic learning and evaluations. Addressing these challenges requires reflection on existing assessment practices and features. This position paper advances a conceptual framework for science assessment through the lens of <i>multimodality</i> and <i>interactivity</i>. Multimodality emphasizes the use of diverse, organized semiotic resources for meaning making, while interactivity characterizes assessment environments where outcomes are shaped by students' actions. With the two dimensions, our multimodal interactive framework classifies assessments into four categories, with varying degrees of modality and interactivity. We argue that tasks with higher modality and interactivity can potentially overcome the concerns of GenAI on academic integrity. To further articulate this point, we provide concrete assessment examples for each category and explain how the prompt and response affordances in each assessment category help gauge students' understandings of key science constructs and identify tasks that are resistant or susceptible to AI-based outsourcing. We conclude by discussing how the framework serves as a meaningful analytical tool for educational researchers and practitioners.</p>","PeriodicalId":48369,"journal":{"name":"Journal of Research in Science Teaching","volume":"62 9","pages":"2014-2028"},"PeriodicalIF":4.5,"publicationDate":"2025-05-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1002/tea.70009","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145297412","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":"Multidimensional Noticing for Teaching Science-as-Practice","authors":"Miray Tekkumru-Kisa,&nbsp;Jennifer Richards","doi":"10.1002/tea.70008","DOIUrl":"https://doi.org/10.1002/tea.70008","url":null,"abstract":"<div>\u0000 \u0000 <p>Taking the “practice turn” in K-12 science classrooms requires students to engage in processes of knowledge building, constructing explanatory accounts of natural phenomena. To support students in these sensemaking opportunities, a significant departure is needed from how science is typically taught in many classrooms. Teachers will need to be more intentional in attending to students' initial intuitions, pursuing their thinking, and figuring out how to respond in ways that will help students to work towards explanatory accounts of phenomena. Thus, cultivating teacher noticing in new ways is essential to supporting science-as-practice in K-12 classrooms. With an attempt to understand the nuances in science teachers' noticing, in this study, we analyzed interviews with two experienced science teachers, during which they examined a video clip from a middle school science classroom. Interview analyses that drew on multiple dimensions simultaneously showed notable distinctions in what teachers noticed within students' thinking and pedagogy, namely which dimensions of 3D learning they attended to, and how they framed students and their science learning occurring in the classroom video. These analyses supported the emergence of a framework for multidimensional noticing for teaching science-as-practice that brings together key dimensions for facilitating students in learning science-as-practice. Joining with other scholars to develop a more nuanced understanding of noticing that acknowledges its multidimensionality, our work contributes to the growing body of knowledge on what science teacher noticing entails for teaching science-as-practice.</p>\u0000 </div>","PeriodicalId":48369,"journal":{"name":"Journal of Research in Science Teaching","volume":"62 8","pages":"1982-1998"},"PeriodicalIF":4.5,"publicationDate":"2025-04-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145110765","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":"Emotions Experienced by Preservice Early Childhood Teachers During a Training Program in Inquiry-Based Science Education","authors":"María Marta Alarcón-Orozco,&nbsp;Antonio Joaquín Franco-Mariscal,&nbsp;José María Oliva,&nbsp;Ángel Blanco-López","doi":"10.1002/tea.70007","DOIUrl":"https://doi.org/10.1002/tea.70007","url":null,"abstract":"<p>The influence of emotions on teaching –learning processes is a topic of increasing interest in science education research. This study explores the emotions experienced by 121 preservice early childhood teachers during a training program in inquiry-based science education. Using a checklist of nine emotions (both positive and negative), participants indicated the emotions they experienced at three stages of the instruction: at the outset, after experiencing an inquiry cycle as science learners, and after designing an inquiry cycle as teacher trainees. Only five of the emotions (interest, concentration, confidence, enjoyment, and insecurity) were reported at all three stages, and closer analysis showed that their prevalence varied depending on the phase of the inquiry cycle and the role that students were in (i.e., science learners or teacher trainees). In both roles, insecurity was generally associated with the initial phases of inquiry (problem formulation, designing experiments, and choosing variables); enjoyment was more prevalent during the phases of realization of the experience in the science learner role and of data analysis in the teacher trainee role; and confidence was particularly associated with the drawing conclusions phase in both roles. These results suggest that in order to understand preservice early childhood teachers' emotions in relation to inquiry-based science education, it is necessary to consider the different phases of inquiry, each of which may generate a different emotional response. When instructing preservice teachers in the use of inquiry tasks, their emotions are also likely to vary depending on whether they are engaging with the approach as science learners or teacher trainees.</p>","PeriodicalId":48369,"journal":{"name":"Journal of Research in Science Teaching","volume":"62 8","pages":"1879-1901"},"PeriodicalIF":4.5,"publicationDate":"2025-03-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1002/tea.70007","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145111232","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":"Supporting Learning About Energy With Fields—Evidence From a Mixed-Methods Study","authors":"Kristin Fiedler,&nbsp;Marcus Kubsch,&nbsp;Knut Neumann,&nbsp;Jeffrey Nordine","doi":"10.1002/tea.70006","DOIUrl":"https://doi.org/10.1002/tea.70006","url":null,"abstract":"<p>Energy is one important concept in physics, but science education research has repeatedly shown that students struggle to develop a full understanding of energy. Especially challenging for students is the notion of potential energy. Overwhelmed by the sheer number of potential energy forms, students struggle to make connections between them. Students often struggle to develop a conceptual understanding of potential energy, resulting in difficulties in learning about energy in general and their continued learning about energy. To address this issue, scholars have proposed incorporating fields into energy instruction. Through fields, the various forms of potential energy can be connected and synthesized into two simple underlying principles: (1) fields mediate interaction-at-a-distance and (2) the energy is stored in a field with the amount of energy depending on the configuration of the objects. Recent studies suggest that incorporating fields in middle school energy instruction is feasible and effective; however, little is known about whether and how middle school students connect energy and fields ideas to benefit their learning. In response to this research gap, we developed a unit on energy with fields and a comparable unit without fields and compared students' learning on energy in these two units. In a mixed-methods approach, we examined students' learning on energy during an introductory and a continued learning unit on energy with <i>N</i> = 67 students from grade 7. Our findings suggest that students who learned about energy with fields outperformed students who learned about energy without fields. Furthermore, fields-based energy instruction seemed to support students in developing better-connected knowledge networks that reflect deeper conceptual understanding of energy. Our findings suggest that incorporating fields into energy instruction could help students to better understand energy and to better continue learning about energy.</p>","PeriodicalId":48369,"journal":{"name":"Journal of Research in Science Teaching","volume":"62 8","pages":"1859-1878"},"PeriodicalIF":4.5,"publicationDate":"2025-03-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1002/tea.70006","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145111229","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 Effect of Seductive Details on Knowledge Retention in Physics Videos: A Mixed Methods Study","authors":"Richard Brock,&nbsp;Liam Cini O'Dwyer,&nbsp;Ben Rogers","doi":"10.1002/tea.70005","DOIUrl":"https://doi.org/10.1002/tea.70005","url":null,"abstract":"<p>Research reports that interesting but irrelevant information, seductive details, in teaching material can impede learning. In science education, the inclusion of historical narratives in lessons to promote interest has been recommended but may hinder learning. This study examines the impact of seductive details on UK high school students' knowledge retention from video explanations. The research adopted a mixed methods approach. In the first study, an online survey (<i>N</i> = 101) randomized participants to watch video explanations of two physics topics (dark matter and tracers), with seductive details or without, and compared pre-, post-, and delayed knowledge test scores. Six participants were interviewed. In the second study, nine participants took part in a think-aloud protocol while watching videos to examine perceptions of the videos. In the first study, the seductive details in one topic (dark matter) harmed learning (<i>p</i> &gt; 0.01, <i>η</i>² = 0.114), but not in the second (tracer, <i>p</i> = 0.166). Data from the think-aloud task indicate an explanation for the mixed effect. Seductive details may both impede learning but also promote attention to core content, chunk material, and provide structure into which new content can be anchored when prior knowledge is low. Seductive details should be used with caution. They have the potential to impede learning, but, in some contexts, their negative impact on learning may be limited. Their effects depend on the context. The inclusion of seductive details in video explanations should not be ruled out, and we present guidance for reducing the impediment that interesting but inessential details can cause.</p>","PeriodicalId":48369,"journal":{"name":"Journal of Research in Science Teaching","volume":"62 8","pages":"1923-1940"},"PeriodicalIF":4.5,"publicationDate":"2025-03-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1002/tea.70005","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145110971","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}