Journal of Research in Science Teaching最新文献

{"title":"Stop the spread: Empowering students to address misinformation through community‐engaged, interdisciplinary science communication training","authors":"Shelby M. Cagle, Ashley A. Anderson, Nicole C. Kelp","doi":"10.1002/tea.21971","DOIUrl":"https://doi.org/10.1002/tea.21971","url":null,"abstract":"Teaching science in an age of disinformation and misinformation requires empowering students to address inaccurate information in evidence‐based ways. Science communication scholarship highlights the growing importance of inclusive and relational approaches for addressing misinformation. Thus, we developed, implemented, and evaluated an interdisciplinary, graduate‐level course for students in STEM, journalism/communication, and public health to learn to address misinformation using community‐engaged, evidence‐based approaches. We used the Theory of Planned Behavior as a theoretical framework for our mixed‐methods analysis of the efficacy of this course, assessing both the behaviors that students planned to utilize in community‐engaged science communication to address misinformation, as well as the attitudes, norms, and perceived behavioral control that influenced these planned behaviors. Quantitative self‐report metrics indicated that this curriculum increased students' subjective norms for misinformation correction as well as perceived behavioral control of science communication and science civic engagement. Thematic analysis of qualitative student interview data showed that the course helped students increase their plans for inclusive approaches to addressing misinformation. This study indicates the importance of community‐engaged curriculum to develop the mindset and self‐efficacy necessary for scientists‐in‐training to address misinformation in their communities.","PeriodicalId":48369,"journal":{"name":"Journal of Research in Science Teaching","volume":null,"pages":null},"PeriodicalIF":3.6,"publicationDate":"2024-07-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141643505","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":"Teacher curricular sensemaking: Revealing salient moments of a science teacher's (un)certainty in relation to opportunities for students' scientific sensemaking","authors":"Sage Andersen, María González‐Howard, Karina Méndez Pérez","doi":"10.1002/tea.21969","DOIUrl":"https://doi.org/10.1002/tea.21969","url":null,"abstract":"This study explored a middle school science teacher's curricular sensemaking in interaction with their use of an educative storyline curriculum, aligned to the Next Generation Science Standards, that was intentionally designed for more opportunities for students' scientific sensemaking. Using a phenomenological case study methodology, we examined how the focal teacher perceived and resolved (un)certainties in their understanding that emerged in their interaction with the curriculum (i.e., their curricular sensemaking), and how the teachers' curricular sensemaking impacted opportunities for students' scientific sensemaking. Findings served to expand our notions of how teachers engage in curricular sensemaking, when this sensemaking occurs, and what teachers make sense of as they experience a new, reform‐oriented curriculum for the first time. In particular, the focal teacher found two types of (un)certainty to be salient at various time points during his curriculum use: (un)certainty around students' scientific sensemaking through particular science practices and (un)certainty about how to navigate the storyline curriculum using students' ideas to drive learning forward. Cutting across these types of (un)certainty, our findings suggest the need to (1) support teachers in problematizing their own understandings about particular science practices and the extent to which their previous instruction aligns with reform‐oriented conceptualizations of those practices, (2) build teachers' capacity to differentiate between various causes of student discomfort and uncertainty so that students' needs and scientific sensemaking goals can be attended to simultaneously, and (3) provide teachers with opportunities to consider how they might use a variety of participation structures to move learning forward while preserving students' rights and responsibilities for the scientific sensemaking.","PeriodicalId":48369,"journal":{"name":"Journal of Research in Science Teaching","volume":null,"pages":null},"PeriodicalIF":3.6,"publicationDate":"2024-07-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141647825","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":"Promoting teachers' advocacy and agency for equity in STEM education through research and reflection","authors":"Nancy M. Holincheck, Terrie M. Galanti, Tiffany N. Butler","doi":"10.1002/tea.21970","DOIUrl":"https://doi.org/10.1002/tea.21970","url":null,"abstract":"Systemic equity challenges in K‐12 STEM education place students from minoritized groups on an uneven footing, restricting access and opportunity for the diverse students who make up the majority population in US public schools. Teachers play a key role in advocating for equity and justice in STEM education. In positioning themselves as agents of change, they have the power to impact their classrooms, schools, and communities. Using a collaborative coding process informed by dominant and critical framings of equity in STEM education, we analyzed equity research presentations and final written reflections from a graduate course for practicing teachers (<jats:italic>n</jats:italic> = 23) focused on STEM integration. Teacher participants demonstrated one of four advocacy orientations: (a) equity in classroom teaching, (b) STEM education, (c) equity in STEM education, or (d) neither equity nor STEM. Our analysis of teachers' final course reflections led us to develop a rubric using principles of grammar to evaluate the levels of agency evident in teachers' statements. Most teachers were at least minimally agentic for STEM, but fewer teachers were agentic for equity. Only four of 23 teachers were highly agentic for equity in STEM education. We identify a need for more purposeful scaffolding in professional learning to build teacher advocacy and agency for equity in STEM education. Future research should explore the high‐leverage practices in STEM teacher education that foster advocacy and agency.","PeriodicalId":48369,"journal":{"name":"Journal of Research in Science Teaching","volume":null,"pages":null},"PeriodicalIF":4.6,"publicationDate":"2024-07-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141611015","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 role of achievement goals in productive collaborative argumentation","authors":"Xiaoshan Li, Chong Peng","doi":"10.1002/tea.21968","DOIUrl":"https://doi.org/10.1002/tea.21968","url":null,"abstract":"Collaborative argumentation has been recognized as a powerful means to facilitate conceptual change of scientific concepts for which students have robust misconceptions. However, eliciting and maintaining collaborative argumentation that yields such productive outcomes is known to be difficult. Specifically, social‐motivational antecedents have not yet been explored. Over 13 weeks, we conducted a controlled experiment to examine the role of achievement goals in productive collaborative argumentation in the context of scientific concept learning while fully considering the effects on conceptual change, argumentative discourse, and perceptions of conflicts. Three types of achievement goals were identified among 94 undergraduates: mastery goal‐dominant (a focus on developing competence and task mastery), two goals‐balanced (pursuing mastery and performance goals simultaneously) and performance goal‐dominant (a focus on demonstrating competence relative to others). Eighteen homogeneous groups participated in four collaborative argumentation activities concerning four scientific topics of varying controversy levels. The results showed that for highly controversial topics, mastery goal‐dominant students and two goals‐balanced students exhibited greater conceptual change than performance goal‐dominant students over a longer period. Dialogue protocol analysis further revealed a combined pattern of argumentative discourse (i.e., both deliberative argumentation and co‐consensual construction frequently occurred, while disputative argumentation rarely occurred) among mastery goal‐dominant students and two goals‐balanced students concerning highly controversial topics. Responses to stimulated recall interviews also indicated that perceptions of conflicts among the three types of students differed in terms of five aspects: their first impression of disagreements, their feelings in response to peer disagreement, their reasons for changing or maintaining to their original ideas, the meaning of group consensus, and the degrees to which they accepted group consensus. This study sheds light on the role of social‐motivational antecedents, deepening our understanding of whether different achievement goals might orient students to different perceptions of conflicts, triggering different argumentative discourse, producing different conceptual change.","PeriodicalId":48369,"journal":{"name":"Journal of Research in Science Teaching","volume":null,"pages":null},"PeriodicalIF":4.6,"publicationDate":"2024-07-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141549159","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":"Patterns of belief and trust in climate change information","authors":"Victoria Johnson, Reese Butterfuss, Rina Harsch, Panayiota Kendeou","doi":"10.1002/tea.21967","DOIUrl":"https://doi.org/10.1002/tea.21967","url":null,"abstract":"A crucial hurdle to addressing climate change is science denial. While research suggests that science denial is related to judgments individuals make about the credibility of information sources, less is known about how source credibility and characteristics of the individual interact to affect science denial. In the present study, we examined the extent to which individuals' belief in climate change claims and trust in the sources of these claims were influenced by the interaction between the political leaning of information sources (i.e., conservative media vs. liberal media vs. scientific institutions), individuals' political ideologies, and individuals' epistemic beliefs (beliefs about the nature of knowledge and knowing). We found that both individuals' belief in climate change information and trust in sources were predicted by interactions between these variables. For example, participants who believed that facts are not politically constructed were more likely to believe in climate information and trust scientific sources, regardless of the participant's partisanship. These findings suggest that epistemic profiles associated with deference to scientific sources might protect against climate change denial. Therefore, cultivating such epistemic beliefs and the skills to critically evaluate sources could be instrumental to combating climate change denial.","PeriodicalId":48369,"journal":{"name":"Journal of Research in Science Teaching","volume":null,"pages":null},"PeriodicalIF":4.6,"publicationDate":"2024-06-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141512201","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 scientific rules, roles, and values that life sciences doctoral students want to see upheld by undergraduate researchers","authors":"Carly A. Busch, Erika M Nadile, Tasneem F. Mohammed, Logan E. Gin, S. Brownell, Katelyn M. Cooper","doi":"10.1002/tea.21965","DOIUrl":"https://doi.org/10.1002/tea.21965","url":null,"abstract":"Articulating the rules, roles, and values that are expected of undergraduate researchers is important as we strive to create a more accessible path into the scientific community. Rules refer to skills required of scientists, roles refer to behaviors consistent with the expectations of a scientist, and values refer to beliefs of the scientific community. Doctoral student mentors have great potential to serve as agents of influence for undergraduate researchers as undergraduates engage in the process of learning to be a scientist through legitimate peripheral participation. As such, we argue that doctoral students are partially responsible for identifying and promoting the rules, roles, and values that undergraduate researchers develop in scientific research. However, few studies have examined what rules, roles, and values are appreciated, or perceived as desirable, by doctoral students and thus expected of undergraduate research mentees. To address this gap, we surveyed 835 life sciences doctoral students who had mentored or would eventually mentor undergraduate researchers. We assessed what qualities and beliefs they appreciate in undergraduate researchers and what advice they would give to undergraduates to maximize their experiences in research. We analyzed their open‐ended responses using inductive coding and identified specific rules (e.g., effectively communicate), roles (e.g., demonstrate a strong work ethic), and values (e.g., be driven by intrinsic passion) that doctoral students wrote about. We used logistic regression to determine whether demographics predicted differences among doctoral student responses. We found that gender, race/ethnicity, and college generation status predicted what rules, roles, and values doctoral students appreciated and advised undergraduates to adopt. This research illuminates what rules, roles, and values undergraduate researchers are expected to uphold and identifies relationships between mentor identities and the advice they pass on to students.","PeriodicalId":48369,"journal":{"name":"Journal of Research in Science Teaching","volume":null,"pages":null},"PeriodicalIF":4.6,"publicationDate":"2024-06-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141358393","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":"A self‐reported instrument to measure and foster students' science connection to life with the CARE‐KNOW‐DO model and open schooling for sustainability","authors":"Alexandra Okada","doi":"10.1002/tea.21964","DOIUrl":"https://doi.org/10.1002/tea.21964","url":null,"abstract":"National governments are concerned about the disconnection of young people from science, which hampers the development of a scientifically literate society promoting sustainable development, wellbeing, equity, and a green economy. Introduced in 2015 alongside Agenda 2030, the “open schooling” approach aims at enhancing students' science connections through real‐life problem solving with families and scientists, necessitating solid evidence for scalability and sustainability. This study conceptualizes “science connection,” a term yet underexplored, as the integration of science's meaning and purpose into personal, social, and global actions informed by socioscientific thinking. It details a novel 32‐item self‐report questionnaire developed and validated from insights of 85 teachers into “science connection”‐enhanced learning. A new consensual qualitative analysis method with visual and textual snapshots enabled developing quantitative measures from the qualitative findings with rigor. The multilanguage instrument provided just‐in‐time actionable data, enhancing the immediacy and applicability of the feedback to 2082 underserved students aged 11–18 across five countries participating in open schooling activities using the CARE‐KNOW‐DO model. This innovative feature supports open science and responsible open research, offering real‐time insights and fostering immediate educational impact. Exploratory and confirmatory factor analyses revealed five components of science connection: Confidence and aspiration in science; Fun participatory science with teachers, family, and experts; Active learning approaches; Involvement in‐and‐outside school science activities; and Valuing science's role to life‐and‐society. Many students felt connected to science— Brazil: 80%, Spain: 79%, Romania: 73%, Greece: 70%, UK: 57%— with boys: 75%, girls: 73%, nonbinary students: 56%. These differences need in‐depth research. Results suggest that science connections decline from the primary to secondary education, but the CARE‐KNOW‐DO model may reengage older students. A robust science connection enhances scientific literacy and builds science capital. This instrument aids policymakers, educators, and learners in identifying factors that facilitate or impede students' engagement with science for sustainable development efforts.","PeriodicalId":48369,"journal":{"name":"Journal of Research in Science Teaching","volume":null,"pages":null},"PeriodicalIF":4.6,"publicationDate":"2024-06-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141367819","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":"A methodology to analyze students' intertwined speech and drawings—Aesthetic experiences in science education","authors":"Cecilia Caiman, B. Jakobson","doi":"10.1002/tea.21966","DOIUrl":"https://doi.org/10.1002/tea.21966","url":null,"abstract":"The purpose of this article is to introduce a methodology for analyzing the complex configurations emerging in students' speech and drawing activities, having consequences for how and what students learn and make meaning of in science. Accordingly, we launch a methodology to unfold the multidimensional communication as to deepen the analysis of the science epistemic discourse. We present an empirical account of students' explorations through different signs to demonstrate the construction of the methodology step‐by‐step. This methodology, a “seven‐concept‐assemblage,” is rooted in Dewey's pragmatism and Deleuze's experimentalism broadening teachers' and researchers' possibility to target students' science explorations and meaning‐making crosscutting different domains. The methodology diminishes the risk of interpretation when grasping unspoken messages and meanings. Empirical data were collected in an elementary school exemplifying the methodology and consist of audio recordings, photographs, fieldnotes, and students' drawings. The result reveals that the methodology in use exposed what and how students explored and learned cognitively and aesthetically. Imagination fertilized the process throughout. Learning then is suggested as a transductive meaning‐making process shaped through oral and pictorial relations—always from a purpose.","PeriodicalId":48369,"journal":{"name":"Journal of Research in Science Teaching","volume":null,"pages":null},"PeriodicalIF":4.6,"publicationDate":"2024-06-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141377682","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":"Can we disrupt the momentum of the AI colonization of science education?","authors":"Lucy Avraamidou","doi":"10.1002/tea.21961","DOIUrl":"https://doi.org/10.1002/tea.21961","url":null,"abstract":"","PeriodicalId":48369,"journal":{"name":"Journal of Research in Science Teaching","volume":null,"pages":null},"PeriodicalIF":4.6,"publicationDate":"2024-05-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141169811","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":"Conceptual contamination: Investigating the impact of misinformation on conceptual change and inoculation strategies","authors":"Robert W. Danielson, Benjamin C. Heddy, Onur Ramazan, Gan Jin, Kanvarbir S. Gill, Danielle N. Berry","doi":"10.1002/tea.21963","DOIUrl":"https://doi.org/10.1002/tea.21963","url":null,"abstract":"Misinformation has been extensively studied as both maliciously intended propaganda and accidentally experienced incorrect assumptions. We contend that “conceptual contamination” is the process by which the learning of incorrect information interferes, pollutes, or otherwise disrupts the learning of correct information. This is similar to a medical model of disease transmission wherein misinformation travels from person to person via multiple methods. And just as we can inoculate the public against diseases like smallpox or measles, we suggest this same approach (providing refutations to misconceptions that individuals may not have read yet) can inoculate the public from misconceptions. We sought to examine whether we could inoculate against misconceptions, and if so, would a refutation text outperform a more traditional expository text. We also sought to examine the role of emotions and attitudes. We randomly assigned 152 undergraduate students to one of four experimental conditions comparing both text type (refutation vs. expository) and text order (misconception first or second) on their ability to overcome misconceptions. Our findings indicate that reading refutation texts led to significantly fewer misconceptions and reduced negative emotions. We also illustrate that the prevailing approach to countering misinformation—providing expository support after exposure to misinformation—performed the worst overall. Our findings suggest that refutation texts continue to provide significant reductions in misconceptions, and that overall misconceptions can be reduced regardless of text type, if the correct information can precede misinformation.","PeriodicalId":48369,"journal":{"name":"Journal of Research in Science Teaching","volume":null,"pages":null},"PeriodicalIF":4.6,"publicationDate":"2024-05-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141169802","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}