Journal of Research in Science Teaching最新文献

{"title":"Masculinized discourses of STEM interest, performance, and competence that shape university STEM students' recognition of a “STEM person”","authors":"Heidi Cian,&nbsp;Remy Dou","doi":"10.1002/tea.21937","DOIUrl":"10.1002/tea.21937","url":null,"abstract":"<p>How individuals come to perceive themselves in STEM is predicated on their understanding of what it means to be a member of the STEM community. This association is consequential when considering the perpetuation of white male ownership of STEM knowledge and power that forces learners identifying with groups systemically marginalized by racial and gender discrimination to adopt particular norms, values, and behaviors to gain recognition. In effect, these expectations help to maintain masculinized Discourses as STEM professionals are encultured to apply the same recognition criteria to which they were judged themselves. We examine how these Discourses are maintained even as learners who identify with groups that carry histories of systemic marginalization by racist, sexist, and elitist practices gain access to STEM communities. Specifically, we explore how university STEM students attending a Hispanic Serving Institution in the United States articulate gendered expectations of STEM membership through their characterization of themselves and others as (not) STEM people. Drawing from theories in Discourse, social identity, and feminist critiques of science, we describe how students implicitly recognize STEM identity in gendered ways. We discuss how our findings illuminate the mechanisms by which STEM recognition is afforded by pointing to its dependence on masculinized displays of STEM performances, competence, and interests, leading to a cycle of marginalization as learners are encultured to perpetuate existing STEM Discourses in their recognition of others. We discuss research implications for measurements of STEM identity that do not account for gendered Discourses and offer practical implications for the design of learning experiences that co-opt existing Discourses to inoculate gendered perceptions of a STEM person prototype. Lastly, we present a case for elevating the role of maternal caregivers and family immigration histories in STEM identity construction.</p>","PeriodicalId":48369,"journal":{"name":"Journal of Research in Science Teaching","volume":"61 5","pages":"1062-1092"},"PeriodicalIF":4.6,"publicationDate":"2024-03-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140146436","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 influence of relational, political, discursive, and structural dimensions of power on increasing equitable access to undergraduate research experiences","authors":"Rebecca S. Friesen,&nbsp;Adriana D. Cimetta","doi":"10.1002/tea.21935","DOIUrl":"10.1002/tea.21935","url":null,"abstract":"<p>Attracting and retaining students in Science, Technology, Engineering, and Mathematics majors, particularly those who are underrepresented, is a national concern. While undergraduate research experiences have been shown to increase retention and engagement, inequities in access exacerbate disparities. Understanding what hinders or facilitates the implementation of undergraduate research experiences is crucial. Using semi-structured interviews with the project leaders and document analysis, the findings from this project expose the relational, political, discursive, and structural power dimensions hindering or facilitating the integration of research experiences in undergraduate science courses. Revealing these barriers and opportunities will inform future initiatives, such as those focused on implementing course-based research experiences.</p>","PeriodicalId":48369,"journal":{"name":"Journal of Research in Science Teaching","volume":"61 5","pages":"1032-1061"},"PeriodicalIF":4.6,"publicationDate":"2024-03-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140107873","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":"It's not just a science thing: Educating future STEM professionals through mis/disinformation responsive instruction","authors":"Benjamin C. Herman,&nbsp;Sarah Poor,&nbsp;Michael P. Clough,&nbsp;Asha Rao,&nbsp;Aaron Kidd,&nbsp;Daniel De Jesús,&nbsp;Davis Varghese","doi":"10.1002/tea.21934","DOIUrl":"10.1002/tea.21934","url":null,"abstract":"<p>Informed scientific thinking is a vital component of engaging all socioscientific issues (SSI) such as climate change and the COVID-19 pandemic. However, socioscientific engagement may be influenced by sociocultural factors and mis/disinformation efforts to the widespread detriment of human and environmental well-being. The purpose of this mixed-methods study was to determine how 506 post-secondary life science majors' COVID-19 related nature science (NOS) views and COVID-19 vaccine acceptance/support and conspiracy resistance changed through pandemic responsive instruction on COVID-19 science, viral biology, and vaccines with integrated focus on NOS and mis/disinformation. This investigation also sought to reveal factors (e.g., sociocultural group membership, NOS views) that associated with changes in those students' COVID-19 vaccine acceptance/support and conspiracy resistance. After experiencing the pandemic responsive instruction, the students' COVID-19 vaccine acceptance/support and conspiracy resistance and trust in COVID-19 science and cognizance of its reliable and revisionary character (i.e., NOS) significantly improved from a small to large extent. Through the pandemic responsive instruction, the students' development of NOS views significantly associated with their development of higher levels of vaccine acceptance and conspiracy resistance and increases in students' vaccine conspiracy resistance significantly associated with increases in vaccine acceptance. Changes in students' vaccine acceptance and conspiracy resistance from before to after the pandemic responsive instruction also varied significantly based on sociocultural grouping (e.g., race/ethnicity and political orientation). Despite the promising impact demonstrated by the pandemic responsive instruction, vaccine conspiracy views and resistance appeared to linger among the students who notably were entering fields that deal with viruses, vaccines, and public health. Implications discussed include the importance for helping students to understand NOS relevant to SSI and analyze how sociocultural membership, motivated and identity protective reasoning processes, mis/disinformation, and trust in science influence socioscientific decision-making.</p>","PeriodicalId":48369,"journal":{"name":"Journal of Research in Science Teaching","volume":"61 8","pages":"1925-1974"},"PeriodicalIF":3.6,"publicationDate":"2024-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1002/tea.21934","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140025153","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":"Artificial intelligence and the Journal of Research in Science Teaching","authors":"Troy D. Sadler,&nbsp;Felicia Moore Mensah,&nbsp;Jonathan Tam","doi":"10.1002/tea.21933","DOIUrl":"10.1002/tea.21933","url":null,"abstract":"&lt;p&gt;Artificial Intelligence (AI) is a transformative technology that promises to impact many aspects of society including research, education, and publishing. We, the editors of the &lt;i&gt;Journal of Research in Science Teaching&lt;/i&gt; (JRST), think that the journal has a responsibility to contribute to the ongoing dialogues about the use of AI in research and publishing with particular attention to the field of science education. We use this editorial to share our current ideas about the opportunities and challenges associated with AI in science education research and to sketch out new journal guidelines related to the use of AI for the production of JRST articles. We also extend an invitation to scholars to submit research articles and commentaries that advance the field's understanding of the intersections of AI and science education.&lt;/p&gt;&lt;p&gt;Establishing foundations for an AI revolution has been in progress since the mid-twentieth century (Adamopoulou &amp; Moussiades, &lt;span&gt;2020&lt;/span&gt;), and a giant step in public engagement with AI was taken in November 2022 when OpenAI released ChatGPT. This tool along with other large language models (LLM) such as Google Bard, and Microsoft's Copilot, provide platforms that are easy to use and can generate content such as text, images, computer code, audio, and video. It has quickly become apparent that these &lt;i&gt;generative&lt;/i&gt; AI tools have the potential to change education in substantial ways. There is already evidence that students and teachers are actively using AI in ways that will push the field of education to reconsider what it means to construct learning artifacts, how to assess the work of learners, and the nature of learner-technology interactions (e.g., Prather et al., &lt;span&gt;2023&lt;/span&gt;). Of course, generative AI will not just impact the work of students, teachers, and other educational practitioners, it will affect how research is conducted and reported. As journal editors, we are particularly interested in the use of AI in the sharing of research and publication processes.&lt;/p&gt;&lt;p&gt;Across the field of education research, and science education research more specifically, scholars use a host of technologies to support their work. For example, researchers regularly use statistical packages to derive quantitative patterns in data, qualitative software to organize and represent coded themes in data, grammar, and spelling check software embedded in word processors and online (i.e., Grammarly), and reference managers to find and cite literature. Technologies such as these examples are ubiquitous across our field, and new generative AI presents another set of tools that researchers might leverage for the sharing of their scholarship. However, the now widely available LLMs seem, to us, to represent a fundamental shift in technological capacity for producing research publications. The users of software for data analysis, reference management, and grammar checks exert levels of control and supervision over these tec","PeriodicalId":48369,"journal":{"name":"Journal of Research in Science Teaching","volume":"61 4","pages":"739-743"},"PeriodicalIF":4.6,"publicationDate":"2024-02-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1002/tea.21933","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139947164","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":"What affects the continued learning about energy? Evidence from a 4-year longitudinal study","authors":"Marcus Kubsch","doi":"10.1002/tea.21931","DOIUrl":"10.1002/tea.21931","url":null,"abstract":"<p>Energy is a central concept across the sciences and an important goal of science education is to support all students so that they develop a full understanding of the energy concept. However, given the abstract and complex nature of the energy concept, only a few students develop an understanding so that they can use energy ideas to make sense of phenomena. Research into energy learning progressions aims at developing models of learning about energy to guide instruction so that students can be best supported in developing competence and has provided a rich model of how students' understanding of energy develops over time. Being largely based on cross-section data, however, the extent to which this model can guide instruction is limited, especially concerning the continued learning of students about energy. To address this gap—the limited evidence regarding what supports students' continued learning about energy—it was investigated how holding non-normative ideas and the integratedness of students' energy knowledge affect students' continued learning about energy. Drawing on data from a 4-year longitudinal study covering Grades 6–9 on students' learning about energy, diagnostic classification models were used to characterize students' non-normative idea profiles and the integratedness of their knowledge and then related both to their continued learning. The results suggest no detrimental effects of holding non-normative ideas and strong positive effects of holding integrated knowledge for students' continued learning about energy. Implications for teaching and future research are discussed.</p>","PeriodicalId":48369,"journal":{"name":"Journal of Research in Science Teaching","volume":"61 5","pages":"975-997"},"PeriodicalIF":4.6,"publicationDate":"2024-02-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1002/tea.21931","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139947049","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":"Elementary preservice teachers' pedagogical decisions about socioscientific issues instruction","authors":"Melanie Kinskey,&nbsp;Dana Zeidler","doi":"10.1002/tea.21932","DOIUrl":"10.1002/tea.21932","url":null,"abstract":"<p>Socioscientific issues (SSI) have been found to improve scientific literacy skills among K—12 students. Existing literature shows, however, that elementary preservice teachers are reluctant to implement SSI due to a lack of confidence with subject matter knowledge and knowledge of instruction concerning SSI. Previous research has focused on helping elementary preservice teachers overcome these concerns through microteaching, adapting existing curricula, and experiencing SSI through methods courses. While it has been noted that formal preparation is required for preservice teachers to feel confident in their abilities to facilitate SSI, little has been done to prepare elementary preservice teachers to facilitate SSI during field experiences. In this study, we explored the factors that influenced elementary preservice teachers' instructional decision-making while planning and enacting SSI-based instruction in the classroom. Community of practice (CoP) meetings provided formal training to prepare these elementary preservice teachers to facilitate SSI. Recordings of the CoP meetings, reflective journals, observations, and interviews served as data sources. Our findings revealed knowledge of students, instructional knowledge, and context as most influential in these elementary preservice teachers' pedagogical reasoning concerning SSI-based instruction, while subject matter knowledge was the least considered. We discuss these findings and offer recommendations for how to use these considerations when planning future research to study elementary preservice teachers' SSI-based instructional practice.</p>","PeriodicalId":48369,"journal":{"name":"Journal of Research in Science Teaching","volume":"61 8","pages":"1890-1924"},"PeriodicalIF":3.6,"publicationDate":"2024-02-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139947288","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":"From graphs as task to graphs as tool","authors":"A. Lynn Stephens","doi":"10.1002/tea.21930","DOIUrl":"10.1002/tea.21930","url":null,"abstract":"<p>It is widely recognized that we need to prepare students to think with data. This study investigates student interactions with digital data graphs and seeks to identify what might prompt them to shift toward using their graphs as thinking tools in the authentic activity of doing science. Drawing from video screencast data of three small groups engaged in sensor-based and computer simulation-based experiments in high school physics classes, exploratory qualitative methods are used to identify the student interactions with their graphs and what appeared to prompt shifts in those interactions. Analysis of the groups, one from a 9th grade class and two from 11th/12th grade combined classes, revealed that unexpected data patterns and graphical anomalies sometimes, but not always, preceded deeper engagement with the graphs. When shifts toward deeper engagement did occur, transcripts revealed that the students perceived the graphical patterns to be misaligned with the actions they had taken to produce those data. Misalignments between the physical, digital, and conceptual worlds of the investigations played an important role in these episodes, appearing to motivate students to revise either their experimental procedures or their conceptions of the phenomena being explored. If real-time graphs can help foster a sense in students that there should be alignments between their data production and data representations, it is suggested that pedagogy leverage this as a way to support deeper student engagement with graphs.</p>","PeriodicalId":48369,"journal":{"name":"Journal of Research in Science Teaching","volume":"61 5","pages":"1206-1233"},"PeriodicalIF":4.6,"publicationDate":"2024-02-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139853521","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 (TRANS)formative approach to gender-inclusive science education","authors":"K. Rende Mendoza,&nbsp;Carla C. Johnson","doi":"10.1002/tea.21928","DOIUrl":"10.1002/tea.21928","url":null,"abstract":"<p>The teaching of science in K-12 schools has long been criticized as a process that propagates oppression for students who do not conform to entrenched norms of gender, sex, and sexuality. Academic standards, curriculum, and textbooks are rife with rhetoric that reinforces any deviation from cisheterosexuality as aberrant, unusual, or abnormal. However, these often-over-simplified conceptions discount the historic social and scientific intricacies of gender and sexual diversity as well as students' own lived experiences. While there have been advancements in LGBTQ+ and gender-inclusive science education reform, these movements have been stymied by a lack of cohesive guidelines for pedagogy and practice, particularly for trans, nonbinary, and gender-creative youth. Situated within trans-created conceptual frameworks for critical education, this study explored the pedagogical practices of 10 transgender science teachers with the purpose of learning from their experiences creating gender inclusive curriculum. From the data (in-depth interviews, instructional materials samples, and reflective teaching statements) emerged the <i>TRANS (Trans and Research-informed Approaches for Nonbinary and gender-inclusive Science education) Framework</i> for gender inclusive science education pedagogy. This framework is anchored in three domains for teaching science through a trans-informed lens:<i>interrogating and accessing power, resisting essentialism, and embracing experiential knowledge and personal epistemologies.</i> The findings of this study contribute to our growing understanding of gender-inclusive science learning environments. Importantly, this study amplified the experiential knowledge of teachers whose voices are critically absent from research surrounding gender and LGBTQ+-inclusive science education practice. Moreover, the framework derived from teachers' experiences can be used to guide educators in making their science classrooms safer and more gender inclusive.</p>","PeriodicalId":48369,"journal":{"name":"Journal of Research in Science Teaching","volume":"61 4","pages":"937-971"},"PeriodicalIF":4.6,"publicationDate":"2024-02-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1002/tea.21928","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139677713","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":"Preservice elementary teachers' perceptions of their science laboratory instructors in a phenomena-based laboratory and how it impacts their conceptual development","authors":"Alvir S. Sangha,&nbsp;Dermot F. Donnelly-Hermosillo,&nbsp;Frederick P. Nelson","doi":"10.1002/tea.21926","DOIUrl":"10.1002/tea.21926","url":null,"abstract":"<p>Phenomena-based approaches have become popular for elementary school teachers to engage children's innate curiosity in the natural world. However, integrating such phenomena-based approaches in existing science courses within teacher education programs present potential challenges for both preservice elementary teachers (PSETs) and for laboratory instructors, both of whom may have had limited opportunities to learn or teach science within the student and instructor roles inherent within these approaches. This study uses a convergent parallel mixed-methods approach to investigate PSETs' perceptions of their laboratory instructor's role within a Physical Science phenomena-based laboratory curriculum and how it impacts their conceptual development (2 instructors/121 students). We also examine how the two laboratory instructors' discursive moves within the laboratory align with their's and PSETs' perceptions of the instructor role. Qualitative data includes triangulation between a student questionnaire, an instructor questionnaire, and video classroom observations, while quantitative data includes a nine-item open response pre-/post-semester conceptual test. Guided by Mortimer's and Scott's analytic framework, our findings show that students primarily perceive their instructors as a guide/facilitator or an authoritarian/evaluator. Using Linn's knowledge integration framework, analysis of pre-/post-tests indicates that student outcomes align with students' perceptions of their instructors, with students who perceive their instructor as a guide/facilitator having significantly better pre-/post-outcomes. Additional analysis of scientific discourse from the classroom observations illustrates how one instructor primarily supports PSETs' perspectives on authentic science learning through dialogic–interactive talk moves whereas the other instructor epistemologically stifles personally relevant investigations with authoritative–interactive or authoritative–noninteractive discourse moves. Overall, this study concludes by discussing challenges facing laboratory instructors that need careful consideration for phenomena-based approaches.</p>","PeriodicalId":48369,"journal":{"name":"Journal of Research in Science Teaching","volume":"61 3","pages":"556-590"},"PeriodicalIF":4.6,"publicationDate":"2024-02-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139685443","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":"Science for our children: Othermothering leadership within an elementary science network","authors":"Stefanie L. Marshall,&nbsp;Jessica Forrester,&nbsp;Jenny Tilsen","doi":"10.1002/tea.21927","DOIUrl":"https://doi.org/10.1002/tea.21927","url":null,"abstract":"<p>Transformational equity-centered science education requires the fields of science education and school leadership to critically consider the limited preparation elementary principals are offered to lead for science education. Thus far, little effort has been made to foster a transdisciplinary curricula beyond traditional organizational theories related to school culture and climate; learning sciences; and supervision. School leadership programs are currently inadequately preparing elementary leaders in rigorous pedagogies involving science education. Although the role of principals is often not discussed concerning science implementation in elementary education, principals play a critical role in science decision-making. In this study, the authors present a case study of one elementary principal who also served as an othermother. Othermothers have been described as those who share mothering responsibilities in Black communities. Through interview transcripts, field notes, and social network data, the authors examine how this othermother cared for her students and community by advocating for science instruction. By strategically navigating the socio-political and policy climate and drawing on her authentic relationships, this othermother was critical in implementing a science agenda for elementary science. Three themes that emerged from the data analysis are, (1) othermothers view science as a potential means to transform lives and fulfill the needs of the local community, (2) science policies (i.e., federal, state, and local) <i>can</i> limit the potential of the vision of science an othermother has for the community, (3) othermothers draw on their community to guide equitable science instruction. Overall, othermothers have visions for what science can do. However, they cannot counter the status quo individually. Collective action among educators in various roles is one means of moving an equity agenda concerning science education forward.</p>","PeriodicalId":48369,"journal":{"name":"Journal of Research in Science Teaching","volume":"61 3","pages":"533-555"},"PeriodicalIF":4.6,"publicationDate":"2024-01-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1002/tea.21927","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139732408","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}