Journal of Research in Science Teaching最新文献

{"title":"Asset and deficit discourses of student ideas in science formative assessment co-design","authors":"Caitlin G. M. Fine,&nbsp;Erin M. Furtak","doi":"10.1002/tea.21944","DOIUrl":"10.1002/tea.21944","url":null,"abstract":"<p>The Framework for K-12 Science Education set an ambitious goal of broadening participation in science learning for all students. Meeting this vision will involve supporting teachers in making meaningful connections with the cultural and linguistic resources their students bring to school; in essence, developing pedagogies that frame these resources as assets important to learning. In this manuscript, we present a qualitative case study of one community of high school science teachers who participated in a year-long professional learning focused on formative assessment co-design related to natural selection. Findings show that the process of formative assessment co-design surfaced both deficit- and asset-based statements about students' contributions. Teachers were more likely to share deficit-based statements as compared to facilitators, whose statements were more asset-based. This was particularly true with reference to students' prior knowledge and linguistic resources. At the same time, our analysis suggests that teachers were more likely to share more asset-based framings of learners when practicing for and reflecting on enactment of formative assessment tasks. These findings suggest that supportive co-design environments can encourage teachers to take more asset-oriented views of learners. We discuss the implications of these findings for professional learning and science classroom practice.</p>","PeriodicalId":48369,"journal":{"name":"Journal of Research in Science Teaching","volume":"61 9","pages":"2133-2161"},"PeriodicalIF":3.6,"publicationDate":"2024-04-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140670857","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":"White shame and white ambivalence in learning to be a well-started White anti-racist science teacher","authors":"Jonathan McCausland,&nbsp;Scott McDonald","doi":"10.1002/tea.21946","DOIUrl":"10.1002/tea.21946","url":null,"abstract":"<p>This is a study intended to address white supremacy in science education. To accomplish this, we describe how one White intern, Boaz, learned to teach science in anti-racist ways. By detailing how whiteness mattered in his learning to teach, we demonstrate that whiteness is potentially constant in White peoples' learning to teach science in anti-racist ways. However, we conclude by suggesting that critical whiteness ambitious science teacher education, a merging of critical whiteness pedagogy with practice-based science teacher education provides a potential way to address the presence of whiteness in science teacher education.</p>","PeriodicalId":48369,"journal":{"name":"Journal of Research in Science Teaching","volume":"61 9","pages":"2162-2190"},"PeriodicalIF":3.6,"publicationDate":"2024-04-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140670703","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":"Exploring science teachers' efforts to frame phenomena in the community","authors":"Heather F. Clark,&nbsp;Symone A. Gyles,&nbsp;Darlene Tieu,&nbsp;Shriya Venkatesh,&nbsp;William A. Sandoval","doi":"10.1002/tea.21945","DOIUrl":"10.1002/tea.21945","url":null,"abstract":"<p>This article examines two teachers' efforts to re-organize their science teaching around issues of environmental and food justice in the urban community where they teach through the pedagogical approach of community-oriented framing. We introduce this approach to teachers' framing of phenomena in community as supporting students' framing of phenomena as personally and locally relevant. Drawing on classroom observations of remote learning during the COVID-19 pandemic, we took an analytic approach that characterized features of classroom discourse to rate community-oriented framing at the lesson level. Results show that teachers framed phenomena as both social and scientific, and as rooted in students' lived experiences, with classroom activities designed to gather localized and personalized evidence needed to explain or model phenomena. We also share examples of how Black and Latinx students took up this framing of phenomena in their classroom work. By providing a detailed description of the launch and implementation of activities, findings illustrate how community-oriented framing supported teachers in posing local questions of equity and justice as simultaneously social and scientific, and helping students perceive science learning as meaningful to their everyday lives. Community-oriented framing offers a practical means of designing locally and socially relevant instruction. We contribute to justice-centered science pedagogies by conceptualizing transformative science learning environments as those in which students understand their goal in science class as understanding, and later addressing, inequities in how socioscientific issues manifest in their community.</p>","PeriodicalId":48369,"journal":{"name":"Journal of Research in Science Teaching","volume":"61 9","pages":"2104-2132"},"PeriodicalIF":3.6,"publicationDate":"2024-04-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1002/tea.21945","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140624760","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":"Exploring the impact of an intervention on pre-service science teachers' attitudes and beliefs about gender and sexual diversity-inclusive science teaching","authors":"Gary William Wright,&nbsp;Cesar Delgado,&nbsp;K. Rende Mendoza","doi":"10.1002/tea.21942","DOIUrl":"10.1002/tea.21942","url":null,"abstract":"<p>Exploring how science teacher education programs can prepare science teachers to support gender and sexually diverse students remains an important area for research. A 5-week intervention was designed for pre-service science teachers' (PSSTs), addressing gender and sexual diversity (GSD). The effects of the intervention on PSSTs' attitudes and beliefs about GSD-inclusive science teaching (GSDST) were explored using a multiple case study research design. In addition, the design elements of the intervention that were perceived as most significant were identified. Our results showed that the PSSTs were mostly supportive of measures indicative of GSDST prior to the intervention, and there was an overall trend in favor of GSDST with small effect sizes after the intervention, which did not reach statistical significance. Using thematic analysis, three themes were identified to characterize how their attitudes and beliefs changed throughout the intervention: GSDST is perceived as important for student safety; an “add LGBT and stir” approach to GSDST; and uncertainty of GSD language. Five design features of the intervention that were perceived as most impactful were group dialog; coherence to Ambitious Science Teaching; GSD terminology; knowledge of intersex, hormones, and lesbian, gay, bisexual, transgender, and queer scientists; and relevant case studies. The findings contribute to understanding how science teacher education programs can impact PSSTs' attitudes, beliefs, and intended enactment of GSDST consistent, with recent calls for GSD equity in science education.</p>","PeriodicalId":48369,"journal":{"name":"Journal of Research in Science Teaching","volume":"61 8","pages":"2011-2045"},"PeriodicalIF":3.6,"publicationDate":"2024-04-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140617293","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":"Factors predicting teachers' implementation of inquiry-based teaching practices: Analysis of South African TIMSS 2019 data from an ecological perspective","authors":"Ayodele Abosede Ogegbo,&nbsp;Umesh Ramnarain,&nbsp;Joseph Krajcik","doi":"10.1002/tea.21943","DOIUrl":"10.1002/tea.21943","url":null,"abstract":"<p>Inquiry-Based Teaching Practice (IBTP) is an essential component of science education, and promoting its implementation is at the heart of various reform efforts. Even though science teachers regard IBTP as an essential pedagogical method, they rarely use it for various reasons. This study utilizes Bronfenbrenner's ecological framework to examine potential factors at various levels of the educational ecosystem that predict the implementation of inquiry-based teaching practices among Grade 9 science teachers in South Africa. To this end, quantitative data from 537 educators who participated in the Trends in International Mathematics and Science Study (TIMSS) 2019 national assessment were utilized. Data were analyzed using descriptive statistics, Pearson correlation, and hierarchical multiple regression analysis. Results revealed that four variables at different socioeconomic levels were perceived to strongly predict teachers' implementation of inquiry teaching practices. These factors include teachers' job satisfaction, instructional resource shortage, and teachers' perception of the significance of various assessment strategies at the mesosystem level as well as teachers' participation in professional development at the exosystem level. Significant correlations exist between some of the predictive variables. Implications for policy are discussed.</p>","PeriodicalId":48369,"journal":{"name":"Journal of Research in Science Teaching","volume":"61 9","pages":"2069-2103"},"PeriodicalIF":3.6,"publicationDate":"2024-04-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1002/tea.21943","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140602150","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":"Epistemic networks and the social nature of public engagement with science","authors":"Noah Weeth Feinstein,&nbsp;Ayelet Baram-Tsabari","doi":"10.1002/tea.21941","DOIUrl":"10.1002/tea.21941","url":null,"abstract":"<p>This theoretical paper focuses on the social processes of public engagement with science and their implications for science education. The core of our argument is that science education should help people become better at evaluating, using, and curating their epistemic networks to make personal and civic decisions and to understand the natural world. In this context, an epistemic network is a set of people who support sensemaking by providing new information and aiding in the interpretation and reconstruction of scientific knowledge in context. We believe epistemic networks are an important consideration for science education, particularly when misinformation plays an outsized role in the cultural landscape. Understanding when epistemic networks are useful and how science education should incorporate them requires a clear sense of how they work in different contexts. We start by contrasting the inevitably social nature of <i>all</i> public engagement with science with the particularly social or interpersonal nature of <i>some</i> public engagement with science. We draw on research from education, communication, and science and technology studies to develop the idea of an epistemic network and to describe two basic types: the individual resource network and the collective action network. We illustrate each type with an extended example that is hypothetical but informed by both research and experience. Finally, we discuss how science education can incorporate epistemic networks, as well as the challenges inherent in that educational strategy.</p>","PeriodicalId":48369,"journal":{"name":"Journal of Research in Science Teaching","volume":"61 9","pages":"2049-2068"},"PeriodicalIF":3.6,"publicationDate":"2024-04-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1002/tea.21941","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140586011","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":"Guiding student transduction in elementary school astronomy","authors":"Vaughan Prain,&nbsp;Russell Tytler","doi":"10.1002/tea.21940","DOIUrl":"https://doi.org/10.1002/tea.21940","url":null,"abstract":"<p>Science educators now broadly recognize the multimodal nature of learning in science, where learners make meanings within modes (linguistic, mathematical, visual, and actional) by using the conventions of different sign systems or grammars in these modes. However, how teachers guide students to link and infer new meanings across modes, called “transduction” (Kress &amp; Van Leeuwen, 2006. Reading images: The grammar of visual design. Routledge, p. 39), is less clear. This mapping of meanings across modes through realizing, generating, aligning, and coordinating meanings in representations is crucial to learning and communicating scientific concepts, inquiry processes, and reasoning. In this paper we propose a pragmatist account of how young students can be guided to achieve cohesion in this process. Drawing mainly on Peirce's (1998, The essential Peirce: Selected philosophical writings. Indiana University Press) theory of sign functions and affordances, we describe how, in practice, transduction entails a sequence of meaning-making steps across and within sign systems. For Peirce, sign systems in science enable inferential meaning-making within modes, but signs within these grammars can also prompt, support, and confirm meanings across modes. We analyze student learning in an elementary school astronomy class to identify how transduction is enacted and supported. We draw on micro-ethnographic analysis of the teacher's interactions with students and their artifacts to identify key transduction enablers. We found that young students can engage successfully in trans-modal reasoning if multiple conditions are met, with implications for science inquiry design in general and the teacher's key role in transduction guidance.</p>","PeriodicalId":48369,"journal":{"name":"Journal of Research in Science Teaching","volume":"61 5","pages":"1181-1205"},"PeriodicalIF":4.6,"publicationDate":"2024-04-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1002/tea.21940","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140559560","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":"Examining key capitals contributing to students' science-related career expectations and their relationship patterns: A machine learning approach","authors":"Lihua Tan,&nbsp;Fu Chen,&nbsp;Bing Wei","doi":"10.1002/tea.21939","DOIUrl":"https://doi.org/10.1002/tea.21939","url":null,"abstract":"<p>Through the lens of science capital, this research aims to detect the key factors and their main effects in identifying students with science-related career expectations. A machine learning approach (i.e., random forest) was employed to analyze a dataset of 519,334 15-year-old students from the Programme for International Student Assessment (PISA) 2015. The global analysis identified 25 key factors out of 88 contextual features: (1) for “how you think,” making students feel science is relevant, enjoyable, and interesting is relatively more crucial than being ambitious and confident; (2) for “what science you know,” students' science and math literacy, epistemological beliefs, and awareness of environmental matters were the key factors; (3) for “who you know,” parents valuing science, expecting their children to enter science, and providing emotional support were as similar as or even more important than their economic, social, and cultural status (ESCS)-related constructs, while teachers fairness ranked the top among all teaching-related features; and (4) for “what you do,” appropriate science learning time, engagement in science activities, and ICT use for schoolwork were key factors. These findings indicate a relatively optimistic situation, as the most key capitals were malleable for educators. Accumulated local effect plots further discriminated how these key capitals related to students' career expectations in four distinct ways: “increasing,” “S-shaped,” “inverted-U-shaped,” and “decreasing,” shedding light on how we could optimize key resources to enhance aspirations. The comparison between global and Hong Kong analyses suggests the key factors identified by the global model were generally effective but not necessarily essential for a specific region. The cross-cultural generalizability or prevalence of capitals might vary by their forms.</p>","PeriodicalId":48369,"journal":{"name":"Journal of Research in Science Teaching","volume":"61 8","pages":"1975-2010"},"PeriodicalIF":3.6,"publicationDate":"2024-03-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1002/tea.21939","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142245129","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":"Influence of self-assessment and conditional metaconceptual knowledge on students' self-regulation of intuitive and scientific conceptions of evolution","authors":"Tim Hartelt,&nbsp;Helge Martens","doi":"10.1002/tea.21938","DOIUrl":"10.1002/tea.21938","url":null,"abstract":"<p>Intuitive conceptions based on cognitive biases (teleology, anthropomorphism, and essentialism) often prove helpful in everyday life while simultaneously being problematic in scientific contexts. Nonetheless, students often have intuitive conceptions of scientific topics such as evolution. As potential approaches to enable students to self-regulate their conceptions in the context of evolution, we investigated the effectiveness of two instructional approaches that are based on metacognition and self-regulated learning: (a) a formative criteria-referenced self-assessment of one's conceptions and (b) instruction on conditional metaconceptual knowledge (metacognitive knowledge about why and in which contexts specific conceptions are appropriate or not). We conducted an experimental intervention study using a 2 × 2 factorial (plus an additional control group), pre-post-follow-up-test design in German upper secondary level biology classes (<i>N</i> = 730). The groups that received one or both interventions had higher conceptual knowledge (i.e., used less intuitive conceptions and/or more scientific conceptions) afterward than those whose conceptions were not addressed: The self-assessment resulted in higher use of scientific conceptions; the instruction on conditional metaconceptual knowledge additionally resulted in lower use of intuitive conceptions based on cognitive biases, more reported thought processes relating to inhibition of cognitive biases, and a better ability to identify inappropriate phrasing based on cognitive biases. No effects were found on students' self-reported metaconceptual awareness and regulation. However, the fact that students inhibited their intuitive conceptions in the post-test indicates that they were indeed metaconceptually aware of and self-regulated their conceptions. The results suggest that students can be taught to become aware of the differences between intuitive and scientific conceptions and to regulate the use of their intuitive conceptions in a scientific context.</p>","PeriodicalId":48369,"journal":{"name":"Journal of Research in Science Teaching","volume":"61 5","pages":"1134-1180"},"PeriodicalIF":4.6,"publicationDate":"2024-03-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1002/tea.21938","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140371733","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 role of equitable classroom cultures for supporting interest in science","authors":"Corinne Singleton,&nbsp;Clarissa Deverel-Rico,&nbsp;William R. Penuel,&nbsp;Andrew E. Krumm,&nbsp;Anna-Ruth Allen,&nbsp;Carol Pazera","doi":"10.1002/tea.21936","DOIUrl":"10.1002/tea.21936","url":null,"abstract":"<p>Supporting student interest in science is critical for broadening participation in the field because interest, even more than achievement, is associated with pursuing future science education and careers. In this study, we explore the conjecture that equitable classroom cultures can support interest in science. Specifically, we examine the idea that science classroom cultures that equitably reflect collective enterprise (where students engage collaboratively in scientific sensemaking) and care (where students believe that they are valued and respected members of the classroom community) support students, particularly those from historically marginalized populations, to develop interest in science. The study is part of a field test of a new middle school science curriculum called OpenSciEd. Data consist of survey responses from 847 students across 34 teachers located in nine states. Our analysis employed mixed-effects models to accommodate the nested structure of the data. We found that classrooms vary substantially in the degree to which they reflect collective enterprise and care, indicating that classroom culture is a perceptible and consequential feature of the shared classroom environment. Student background did not predict reports of collective enterprise or care, providing evidence that classrooms in our sample were equitable along these dimensions. Critically, collective enterprise and care are both strongly associated with student-reported interest in science. These findings underscore the importance of attending to classroom culture and the relational aspects of science learning as we seek to expand interest in science, particularly for students from historically marginalized populations.</p>","PeriodicalId":48369,"journal":{"name":"Journal of Research in Science Teaching","volume":"61 5","pages":"998-1031"},"PeriodicalIF":4.6,"publicationDate":"2024-03-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140298512","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}