Frontiers in Education最新文献

{"title":"An inclusive Research Education Community (iREC) Model to Facilitate Undergraduate Science Education Reform.","authors":"Denise L Monti, Julia C Gill, Tamarah L Adair, Sandra D Adams, Yesmi Patricia Ahumada-Santos, Isabel Amaya, Kirk R Anders, Justin R Anderson, Mauricio S Antunes, Mary A Ayuk, Frederick N Baliraine, Tonya C Bates, Andrea R Beyer, Suparna S Bhalla, Tejas Bouklas, Sharon K Bullock, Kristen A Butela, Christine A Byrum, Steven M Caruso, Rebecca A Chong, Hui-Min Chung, Stephanie B Conant, Brett M Condon, Katie E Crump, Tom D'Elia, Megan K Dennis, Linda C DeVeaux, Lautaro Diacovich, Arturo Diaz, Iain Duffy, Dustin C Edwards, Patricia C Fallest-Strobl, Ann M Findley, Matthew R Fisher, Marie P Fogarty, Victoria J Frost, Maria D Gainey, Courtney S Galle, Bryan Gibb, Urszula P Golebiewska, Hugo C Gramajo, Anna S Grinath, Jennifer A Guerrero, Nancy A Guild, Kathryn E Gunn, Susan M Gurney, Lee E Hughes, Pradeepa Jayachandran, Kristen C Johnson, Allison A Johnson, Alison E Kanak, Michelle L Kanther, Rodney A King, Kathryn P Kohl, Julia Y Lee-Soety, Lynn O Lewis, Heather M Lindberg, Jaclyn A Madden, Breonna J Martin, Matthew D Mastropaolo, Sean P McClory, Evan C Merkhofer, Julie A Merkle, Jon C Mitchell, María Alejandra Mussi, Fernando E Nieto-Fernandez, Jillian C Nissen, Imade Y Nsa, Mary G O'Donnell, R Deborah Overath, Shallee T Page, Andrea Panagakis, Jesús Ricardo Parra Unda, Michelle B Pass, Tiara G Perez Morales, Nick T Peters, Ruth Plymale, Richard S Pollenz, Nathan S Reyna, Claire A Rinehart, Jessica M Rocheleau, John S Rombold, Ombeline Rossier, Adam D Rudner, Elizabeth E Rueschhoff, Christopher D Shaffer, Mary Ann V Smith, Amy B Sprenkle, C Nicole Sunnen, Michael A Thomas, Michelle M Tigges, Deborah M Tobiason, Sara S Tolsma, Julie Torruellas Garcia, Peter Uetz, Edwin Vazquez, Catherine M Ward, Vassie C Ware, Jacqueline M Washington, Matthew J Waterman, Daniel E Westholm, Keith A Wheaton, Simon J White, Beth C Williams, Daniel C Williams, Ellen M Wisner, William H Biederman, Steven G Cresawn, Danielle M Heller, Deborah Jacobs-Sera, Daniel A Russell, Graham F Hatfull, David J Asai, David I Hanauer, Mark J Graham, Viknesh Sivanathan","doi":"10.3389/feduc.2024.1442318","DOIUrl":"10.3389/feduc.2024.1442318","url":null,"abstract":"<p><p>Over the last two decades, there have been numerous initiatives to improve undergraduate student outcomes in STEM. One model for scalable reform is the inclusive Research Education Community (iREC). In an iREC, STEM faculty from colleges and universities across the nation are supported to adopt and sustainably implement course-based research - a form of science pedagogy that enhances student learning and persistence in science. In this study, we used pathway modelling to develop a qualitative description that explicates the HHMI Science Education Alliance (SEA) iREC as a model for facilitating the successful adoption and continued advancement of new curricular content and pedagogy. In particular, outcomes that faculty realize through their participation in the SEA iREC were identified, organized by time, and functionally linked. The resulting pathway model was then revised and refined based on several rounds of feedback from over 100 faculty members in the SEA iREC who participated in the study. Our results show that in an iREC, STEM faculty organized as a long-standing community of practice leverage one another, outside expertise, and data to adopt, implement, and iteratively advance their pedagogy. The opportunity to collaborate in this manner and, additionally, to be recognized for pedagogical contributions sustainably engages STEM faculty in the advancement of their pedagogy. Here, we present a detailed pathway model of SEA that, together with underpinning features of an iREC identified in this study, offers a framework to facilitate transformations in undergraduate science education.</p>","PeriodicalId":52290,"journal":{"name":"Frontiers in Education","volume":"9 ","pages":"1442318"},"PeriodicalIF":1.9,"publicationDate":"2024-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC11649309/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142840246","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"The Professional Identity of STEM Faculty as Instructors of Course-based Research Experiences.","authors":"David Hanauer, Richard Alvey, Ping An, Christa Bancroft, Kristen Butela, Kari Clase, Sean Coleman, D Parks Collins, Stephanie Conant, Pamela Connerly, Bernadette Connors, Megan Dennis, Erin Doyle, Dustin Edwards, Christy Fillman, Ann Findley, Victoria Frost, Maria Gainey, Urszula Golebiewska, Nancy Guild, Sharon Gusky, Allison Johnson, Kristen Johnson, Karen Klyczek, Julia Lee-Soety, Heather Lindberg, Matthew Mastropaolo, Julie Merkle, Jon Mitchell, Sally Molloy, Fernando Nieto-Fernandez, Jillian Nissen, Tiara Perez Morales, Nick Peters, Susanne Pfeifer, Richard Pollenz, Mary Preuss, German Rosas-Acosta, Margaret Saha, Amy Sprenkle, C Nicole Sunnen, Deborah Tobiason, Sara Tolsma, Vassie Ware, Yesmi Patricia Ahumada-Santos, Regina Alvarez, Justin Anderson, Mary Ayuk, María Elena Báez-Flores, Dondra Bailey, Frederick Baliraine, Elizabeth Behr, Andrea Beyer, Suparna Bhalla, Lisa Bono, Donald Breakwell, Christine Byrum, Iain Duffy, Alyssa Gleich, Melinda Harrison, Renee Ho, Lee Hughes, Jacob Kagey, Kathryn Kohl, Sean McClory, Alison Moyer, María Alejandra Mussi, Holly Nance, Imade Nsa, Shallee Page, Jesus Ricardo Parra-Unda, Jessica Rocheleau, Sarah Swerdlow, Kara Thoemke, Megan Valentine, Quinn Vega, Catherine Ward, Daniel Williams, Ellen Wisner, William Biederman, Steven Cresawn, Mark Graham, Graham Hatfull, Danielle Heller, Deborah Jacobs-Sera, Denise Monti, Pushpa Ramakrishna, Daniel Russell, Viknesh Sivanathan","doi":"10.3389/feduc.2024.1442306","DOIUrl":"10.3389/feduc.2024.1442306","url":null,"abstract":"<p><p>The professional identity of scientists has historically been cultivated to value research over teaching, which can undermine initiatives that aim to reform science education. Course-Based Research Experiences (CRE) and the inclusive Research and Education Communities (iREC) are two successful and impactful reform efforts that integrate research and teaching. The aim of this study is to explicate the professional identity of instructors who implement a CRE within an established iREC and to explore how this identity contributes to the success of these programs. 97 CRE instructors from the Science Education Alliance (SEA) iREC participated in a 2-year, multi-stage, qualitative research project that involved weekly reflective journaling, autoethnographic description, small group evaluation and writing, and large-scale community checking. The resulting description of professional identity consisted of shared <i>values</i> (inclusivity, student success, community membership, ownership/agency, science, overcoming failure, and persistence), specified <i>roles</i> (mentor, advocate, scientist, educator, motivator, collaborator, community builder, learner, evaluator and project manager) and a stated <i>sense of self</i> (dedicated, resilient, pride in students, multiskilled, valued, community member, responsible and overworked). Analysis of individual reflective diary entries revealed how a professional identity underpinned and facilitated the ways in which faculty addressed challenges that arose and worked towards the success of every student. It is the self-concept of the professional identity of the instructor in the context of the CRE classroom that directed the extended commitment and effort that these instructors evidently put into their work with students, which facilitated student engagement, student persistence, and their collective scientific output. The study concludes that a professional identity of STEM faculty in the context of a CRE and iREC combines being a researcher and educator, and that this integrated identity is central for current initiatives aimed at transforming undergraduate STEM education.</p>","PeriodicalId":52290,"journal":{"name":"Frontiers in Education","volume":"9 ","pages":"1442306"},"PeriodicalIF":1.9,"publicationDate":"2024-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC11649311/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142840248","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Diversified: promoting co-production in course design and delivery","authors":"Therese M. Cumming, Aaron Saint-James Bugge, Karen Kriss, Ian McArthur, Karin Watson, Zixi Jiang","doi":"10.3389/feduc.2023.1329810","DOIUrl":"https://doi.org/10.3389/feduc.2023.1329810","url":null,"abstract":"Neurodivergent students are one of the fastest growing diversity groups in tertiary education. This highlights the need for a Universal Design for Learning (UDL) perspective in course design and delivery. One important component of UDL is student voice, which has been historically lacking, especially for neurodivergent students. In this perspectives article, the authors present a viewpoint on the importance of promoting co-production in course design and delivery between neurodivergent students and instructors and illustrate the concept with examples from the Diversified Project. The “Diversified Group” was established by neurodivergent students and faculty members to address the perceived inadequacy in instructor awareness regarding the varied needs of an expanding neurodiverse student population at the university. The authors provide recommendations for systemic, faculty, school, and instructor-level actions to improve the learning experience for neurodivergent students. Current advances and future directions in promoting co-production in university course design and delivery are provided.","PeriodicalId":52290,"journal":{"name":"Frontiers in Education","volume":"3 5","pages":""},"PeriodicalIF":2.3,"publicationDate":"2023-12-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138944286","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"The effect of problem-based learning on cognitive skills in solving geometric construction problems: a case study in Kazakhstan","authors":"Elmira Tursynkulova, Nurlybay Madiyarov, Turlybek Sultanbek, Peruza Duysebayeva","doi":"10.3389/feduc.2023.1284305","DOIUrl":"https://doi.org/10.3389/feduc.2023.1284305","url":null,"abstract":"This study aims to investigate the impact of a Problem-Based Learning (PBL) course on cognitive skills (i.e., Critical Thinking, Problem-Solving, Logical Reasoning, Creativity, and Decision-Making) in the context of solving geometric construction problems.The research utilized a quasi-experimental design involving a control group and an experimental group to assess the effects of the PBL intervention. Cognitive skills were measured using a custom-designed questionnaire. Additionally, Structural Equation Modeling (SEM) was employed in a subsequent phase to scrutinize the causal interrelationships among these cognitive skills.In the initial phase, the findings revealed that the PBL intervention had a statistically significant positive impact on problem-solving and creativity skills. However, the effects on critical thinking, logical reasoning, and decision-making skills did not reach statistical significance. In the subsequent phase employing SEM, the analysis demonstrated significant positive relationships, particularly between critical thinking and problem-solving, critical thinking and logical reasoning, logical reasoning and problem-solving, and logical reasoning and creativity. Notably, creativity also exhibited a significant positive effect on problem-solving.This study underscores the nuanced impact of PBL on different cognitive skills, with clear enhancements observed in problem-solving and creativity. However, the study suggests that the effects may not be uniform across all cognitive skills. These findings offer valuable insights for educators and curriculum designers, emphasizing the need for tailored approaches when integrating PBL to foster cognitive skill development.","PeriodicalId":52290,"journal":{"name":"Frontiers in Education","volume":"53 1","pages":""},"PeriodicalIF":2.3,"publicationDate":"2023-12-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138946218","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Rising in the ranks!: learning math or playing games?","authors":"Marc T. Sager, Maximilian K. Sherard, Saki Milton, Candace A. Walkington, Anthony J. Petrosino","doi":"10.3389/feduc.2023.1302693","DOIUrl":"https://doi.org/10.3389/feduc.2023.1302693","url":null,"abstract":"This qualitative case study examines the learning that occurred when a small group of middle grade youths embarked upon a personal excursion during a game-based math walk. Math walks are an informal learning activity where learners and facilitators explore mathematical concepts embedded in everyday spaces. The MathExplorer app is a location-based mobile game designed to enhance and gamify math walks. In our broader research, we investigated a group of 18 middle grade learners who used MathExplorer to engage in math walks at a local nature preserve. While most youths in this study used the game as planned by the researchers, one group deviated from the plan and devised new ways of playing the game and participating in the math walks. We see this deviation, or personal excursion, as a source of insight for research on game-based math walks. To understand the learning that took place during this personal excursion, we draw upon sociocultural and self-directed theories of learning. Using methods of interaction analysis and embodied action conversation framework, we analyzed the small groups’ discussion, movement, and game-use to understand: (1) the point at which the students departed from the planned use of MathExplorer; and (2) the learning that took place after this departure. The findings include how the youth explicitly incorporate mathematics into game play through an activity-as-planned, and how the youth embark on a personal excursion relating to game mechanics and gamification, with an implicit focus on mathematics. We discuss the importance of personal excursions for designing informal mathematics learning experiences.","PeriodicalId":52290,"journal":{"name":"Frontiers in Education","volume":"72 1","pages":""},"PeriodicalIF":2.3,"publicationDate":"2023-12-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138948107","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Interpreting gender gap issues in standardized tests: definition and application of a theoretical tool","authors":"Camilla Spagnolo, Bianca Nicchiotti","doi":"10.3389/feduc.2023.1303041","DOIUrl":"https://doi.org/10.3389/feduc.2023.1303041","url":null,"abstract":"Gender gap in STEM disciplines is a phenomenon that has been extensively studied and described. In this paper we focus on the gender gap in mathematics and firstly we illustrate the international and national situation that emerges from the reports of large-scale assessment. The core of our work then is the definition and explanation of the gender gap index GGIk, a theoretical tool which allows us to categorize the results of each item in terms of the resulting gender gap. Lastly, the index is used to analyse some items taken from INVALSI tests and it is compared and contrasted with other indexes commonly used, in order to give an example of its possible use in research in mathematics education.","PeriodicalId":52290,"journal":{"name":"Frontiers in Education","volume":"39 12","pages":""},"PeriodicalIF":2.3,"publicationDate":"2023-12-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138950148","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Training in the art and science of facilitation to scale research mentor training in low and middle income countries","authors":"Bennett B. Goldberg, E. Mbugi, Fatima Kyari, Sara E. Woods, Emmanuel Balandya, Denise Drane, R. Reng, D. Kakoko","doi":"10.3389/feduc.2023.1270480","DOIUrl":"https://doi.org/10.3389/feduc.2023.1270480","url":null,"abstract":"Advancing biomedical research in low and middle income countries (LMICs) to expand the capacity for LMICs to integrate biomedical research into their health care systems and education has been the focus of many programs in global health over the past two decades. Central to the success of these programs is effective research mentoring, characterized by academic, career and psychosocial support through culturally appropriate practices. Research mentoring is a learned skill, developed through training, mutual discussions, practice and feedback. The majority of extant training programs are designed and delivered by US partners, so the next stage in building capacity is to train facilitators within the LMIC partner institutions to contextualize and advance mentoring specifically within their cultural and institutional norms by co-developing, delivering and evaluating semi-annual research mentoring training. To this end, we describe the development, delivery and outcome evaluation of a 5-week course in the art and skill of facilitation. Care was taken to explicitly distinguish between concepts of “teaching” and “facilitation,” since “teaching” is closely connected to a transmission or banking model of education, which is characterized by “top-down,” hierarchical relationship. The course discussed power and positionality, themes that resonate with partners in Nigeria and Tanzania. These themes provided unique entry into deeper conversations core to advancing mentoring practice away from the traditional dyadic power structure that remains from colonization. Evaluation findings indicate significant advances in awareness of differences between teaching and facilitating, increased confidence in facilitation skills, especially in the area of structured planning and organization, as well as improved communication and interpersonal skills. All respondents felt that students in Nigeria and Tanzania would respond well to the facilitation approach conveyed during the course and they found value in participating in the course as a cohort.","PeriodicalId":52290,"journal":{"name":"Frontiers in Education","volume":"29 26","pages":""},"PeriodicalIF":2.3,"publicationDate":"2023-12-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138950279","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Student perspectives on their digital footprint in virtual learning environments","authors":"Katie E. Rakow, Rebecca J. Upsher, Juliet L. H. Foster, N. Byrom, Eleanor J. Dommett","doi":"10.3389/feduc.2023.1208671","DOIUrl":"https://doi.org/10.3389/feduc.2023.1208671","url":null,"abstract":"The prevalence of mental distress among young adults, including those at university, has increased. In this context, learning analytics, students’ digital trace data, are increasingly being used to understand student mental health. In line with calls for more research on learning analytics from student perspectives, as part of a broader focus group study, 44 undergraduate students from three United Kingdom universities were invited to consider how they felt about having a digital footprint on their virtual learning environment (VLE). Two main themes were constructed using reflexive thematic analysis. First, students’ responses depended on the perceived threat to their privacy and identity. Some students were indifferent if no threat was perceived, but expressed unease if there was. Second, some students expressed personal preference for autonomy over use of their VLE data. Two uses identified were for non-judgmental personalized support, and using aggregated data to improve student learning. These themes suggest how the use of educational digital data can, under some circumstances, impact wellbeing negatively. The students’ perspectives garnered from the focus groups could have implications for policy and practice concerning privacy and surveillance, the possibility for misuse or misinterpretation of data, and informed consent. This small study supports the importance of partnering with students to develop and implement guidance for how VLE learning analytics data are used and interpreted by students and staff, including lecturers, to protect and enhance student mental wellbeing.","PeriodicalId":52290,"journal":{"name":"Frontiers in Education","volume":"32 1","pages":""},"PeriodicalIF":2.3,"publicationDate":"2023-12-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138948544","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Cognitive and embodied mapping of data: an examination of children’s spatial thinking in data physicalization","authors":"Caiwei Zhu, Remke Klapwijk, Miroslava Silva-Ordaz, Jeroen Spandaw, Marc J. de Vries","doi":"10.3389/feduc.2023.1308117","DOIUrl":"https://doi.org/10.3389/feduc.2023.1308117","url":null,"abstract":"Understanding and effectively using visual representations is important to learning science, technology, engineering, and mathematics (STEM). Various techniques to visualize information, such as two- and three-dimensional graphs, diagrams, and models, not only expand our capacity to work with different types of information but also actively recruit our visual–spatial thinking. Data physicalization is emerging as a beginner-friendly approach to construct information visualization. Mapping intangible data onto tangible artifacts that possess visual, spatial, and physical properties demands an interplay of spatial thinking and hands-on manipulation. Much existing literature has explored using formatted infographics to aid learning and spatial thinking development. However, there is limited insight into how children may leverage their spatial thinking to create information visualizations, particularly tangible ones. This case study documented the data physicalization activities organized in two design classrooms of an international school in Netherlands, with 37 children aged 11–12. Seven themes relevant to spatial thinking were identified from multimodal evidence gathered from the data physicalization artifacts, classroom videos and recordings of children’s making process, and semi-structured interviews with children. Our findings suggested that these children generated various ideas to create visual–spatial forms for data with the materials at hand, such as mapping quantities to tangible materials of different sizes, using spatial ordinal arrangement, and unitizing materials to set visual parameters. Meanwhile, they evaluated and adjusted the visual–spatial properties of these materials according to the numerical data they had, crafting feasibility, and others’ spatial perspectives. What was particularly interesting in our findings was children’s iteration on their visual–spatial understandings of the intangible numerical values and the tangible materials throughout the embodied making processes. Overall, this study illustrated the different types of spatial thinking children applied to create their data physicalizations and offered insights into how embodied experiences accompanying the open-ended visualization challenge allowed children to explore and construct spatial understandings.","PeriodicalId":52290,"journal":{"name":"Frontiers in Education","volume":"46 19","pages":""},"PeriodicalIF":2.3,"publicationDate":"2023-12-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138949472","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Constructing written scientific explanations: a conceptual analysis supporting diverse and exceptional middle- and high-school students in developing science disciplinary literacy","authors":"Brooke A. Moore, Jessica Wright","doi":"10.3389/feduc.2023.1305464","DOIUrl":"https://doi.org/10.3389/feduc.2023.1305464","url":null,"abstract":"Constructing a written scientific explanation is a science practice that is fundamental in supporting students developing understanding of the natural world in which we live. Engaging in the practice of constructing valid scientific explanations supports students in developing science disciplinary literacy. Yet, writing a scientific explanation can be challenging for diverse and exceptional learners because it requires coordinating multiple, complex skills. This conceptual analysis explores the purpose of constructing written scientific explanations by focusing on the constituent elements and structures of a constructed scientific explanation. These findings are then integrated into a framework to assist Individual Education Program (IEP) teams in planning and implementing successful supports and instruction for diverse and exceptional learners in middle- and high-school, general education, science classrooms.","PeriodicalId":52290,"journal":{"name":"Frontiers in Education","volume":"25 12","pages":""},"PeriodicalIF":2.3,"publicationDate":"2023-12-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138949178","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}