Science & Education最新文献

{"title":"New Histories of Science as a Starting Point for a New Science Education","authors":"Cristiano Barbosa de Moura, Andreia Guerra, Peter Heering","doi":"10.1007/s11191-026-00743-7","DOIUrl":"10.1007/s11191-026-00743-7","url":null,"abstract":"","PeriodicalId":771,"journal":{"name":"Science & Education","volume":"35 2","pages":"327 - 334"},"PeriodicalIF":3.4,"publicationDate":"2026-04-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"147734855","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":"Embracing a Terra Plena Ethos in Urban Science Education","authors":"Marijke Hecht","doi":"10.1002/sce.70046","DOIUrl":"https://doi.org/10.1002/sce.70046","url":null,"abstract":"<div>\u0000 \u0000 <p>Conceptual and material forms of the colonial logics of <i>terra nullius</i>—the fiction that both lands and minds are empty and should be filled—are embedded in many science education practices which draw on Eurocentric-based orientations towards land and knowledge. For science education to reach its potential in effecting substantive change for people and planet, I propose a theoretical framework for educators and educational researchers to practice an ethos of <i>terra plena</i>, meaning full earth, where both cultural and natural histories are (re)positioned as vital for learning in ways that challenge dominant notions of land as property. <i>Terra plena</i> rests in tension with <i>terra nullius</i> by forcing an explicit coupling of visions for healthier environmental futures with our deeply troubled pasts and presents. It positions communities as places of educational possibility where care-centered interactions between and among human and more-than-human communities become vehicles to repair the world. If <i>terra nullius</i> is both conceptual and material, then <i>terra plena</i> must be as well. The proposed theoretical commitments and pedagogical practices graft existing approaches, including critical place-based pedagogy, socioecological systems thinking, and Indigenous land-based pedagogies. I focus on urban science education as a prime opportunity to practice <i>terra plena</i>. With the majority of the world's human population now urban and many peoples living on lands we are not Indigenous to, <i>terra plena</i> offers a pathway for the embodied ethical repair work needed to meet our responsibilities to support the material transformation of cities into healthy, just, multispecies communities.</p>\u0000 </div>","PeriodicalId":771,"journal":{"name":"Science & Education","volume":"110 3","pages":"974-986"},"PeriodicalIF":3.4,"publicationDate":"2026-04-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"147715247","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 Epistemic Generativity of Using a Model of a Big Idea","authors":"Jonathan T. Shemwell,&nbsp;Daniel K. Capps","doi":"10.1002/sce.70037","DOIUrl":"https://doi.org/10.1002/sce.70037","url":null,"abstract":"<p>Science instruction should involve learners in generating and warranting ideas, what we call epistemic generation. In modeling instruction, epistemic generation should be achieved by coordinating a model structure with the experienced world in reciprocal directions denoted as developing models and using models. In the former, a model structure is shaped from experience. In the latter, experience is shaped by a model structure. Focusing on this latter direction, the present study combats the perception that using models is not a generative practice but merely the dutiful application of others' ideas. Featuring an energy model as an example, the article explains, and illustrates with qualitative evidence, how the model supported epistemic generation by ninth-grade students using it to analyze and explain the biological process of aerobic cellular respiration. Because the model represented energy, a big idea governing the domain of cellular respiration, it also incorporated three characteristics attributable to big ideas that contributed to its generativity: abstraction; mechanistic meaning, and representational efficiency. Presenting cases of small-group work, the article traces how epistemic generativity was supported by the energy model's structure, general affordances of models, and these three characteristics.</p>","PeriodicalId":771,"journal":{"name":"Science & Education","volume":"110 3","pages":"803-825"},"PeriodicalIF":3.4,"publicationDate":"2026-04-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1002/sce.70037","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"147714990","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":"Why Do They Do What They Do? A Model That Describes and Connects the Drivers of Learning Assistant Facilitation Practices","authors":"Nicolette M. Maggiore,&nbsp;Jessica M. Karch,&nbsp;Vesal Dini,&nbsp;Ira Caspari-Gnann","doi":"10.1002/sce.70048","DOIUrl":"https://doi.org/10.1002/sce.70048","url":null,"abstract":"<p>Learning assistants (LAs) help implement evidence-based teaching in undergraduate active-learning courses and support student learning through their facilitation. Here, we present a drivers-of-LA-action model with empirical evidence that connects across the macro level of LA-supported course design and the micro level of LA-student interactions to understand how course activity system design drives LA goals, actions, and student in-the-moment learning in interactions. Our study is guided by sociocultural theory, specifically: cultural historical activity theory, which helps us understand how different course components work together; and theory on authoritativeness and dialogicity, which helps us understand the centering of one canonical perspective versus multiple student perspectives. Our embedded multiple case study includes narratives of LA facilitation based on recordings of LA-student interactions from 37 different LAs in 10 chemistry and physics courses and semistructured stimulated recall interviews with professors as main data sources. Our findings show that course design that supports targeting the canon directly versus through scientific knowledge-building drives LA purposes to be either uni- or multi-directional, LA facilitation to be authoritative or dialogic, and student in-the-moment learning to be LA- or student-centered. We discuss the use of the drivers-of-LA-action model in practice for intentional course design that integrates LAs to meet student learning goals.</p>","PeriodicalId":771,"journal":{"name":"Science & Education","volume":"110 3","pages":"947-973"},"PeriodicalIF":3.4,"publicationDate":"2026-04-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1002/sce.70048","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"147715301","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":"Science Teachers' Attitudes, Beliefs, and Enactment of Practices Through Professional Development for Gender and Sexual Diversity-Inclusive Science Teaching","authors":"Gary W. Wright,&nbsp;Sarah Poor,&nbsp;Victoria Barron,&nbsp;Austin Gaskin","doi":"10.1002/sce.70039","DOIUrl":"https://doi.org/10.1002/sce.70039","url":null,"abstract":"<div>\u0000 \u0000 <p>Despite increasing calls for gender and sexual diversity (GSD)-inclusive science education, exploring how science teacher professional development (PD) can be designed to prepare in-service science teachers to engage with and enact GSD-inclusive science teaching (GSDST) remains an important area for research. This mixed methods study drew on survey, interview, and observational data to examine changes in 14 secondary in-service science teachers’ attitudes and beliefs, and their enactment of practices following participation in a 22-h GSD-aligned PD program. Our quantitative findings suggested that the teachers were mostly supportive of measures indicative of GSDST before the intervention, with some individual variation. There was an overall trend in favor of GSDST with medium to large effect sizes after the intervention, which reached statistical significance on measures of heteronormative attitudes and beliefs. Qualitative analysis identified distinct patterns of change among the participants: static supportive, positive shifters, and negative shifters. Observations further illustrated diverse enactments of GSDST across the participants, including critical enactments that disrupted normative structures and existing curricular frameworks in science, equity enactments focused on integrating GSD topics within existing curricular frameworks, and constrained enactment where external pressures such as administrative pushback or community resistance limited some teachers' GSDST. These findings underscore the need for discipline-specific PD and structural support to foster sustained and critical science teacher engagement.</p>\u0000 </div>","PeriodicalId":771,"journal":{"name":"Science & Education","volume":"110 3","pages":"826-851"},"PeriodicalIF":3.4,"publicationDate":"2026-04-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"147715079","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":"Collective (Un)Learning: A Self-Examination of Science Teacher Educators' Evolving Translanguaging Pedagogy for Eliciting and Elevating Student Ideas","authors":"María González-Howard,&nbsp;Karina Méndez Pérez,&nbsp;Sage Andersen,&nbsp;Carla Robinson,&nbsp;Leticia Garza","doi":"10.1002/sce.70044","DOIUrl":"https://doi.org/10.1002/sce.70044","url":null,"abstract":"<p>This study centers the idea that it is not just what science teacher educators (STEs) teach, but how they teach it, that matters. To prepare future teachers who can enact more equitable and transformative reform-oriented science instruction with multilingual learners, research must explore what STEs are doing, and how, to develop preservice teachers' expansive views of language and understandings around the nuanced ways students might use their diverse language repertoires for sensemaking. Wanting to explore whether our instructional practices as STEs aligned to the translanguaging pedagogy we espouse within our bilingual elementary science methods course, we employed self-study methodology to critically examine our own instruction across a semester, specifically in terms of how we engaged in the core practice of “eliciting student ideas.” Findings revealed particularities around the evolution of our translanguaging pedagogy with respect to this core practice, the extensive and intentional effort that went into designing learning activities strongly suited to facilitate our elicitation of PSTs' ideas in language-expansive ways, and the vulnerable space that we had to hold, as individuals and as a collective, in order to (un)learn and carry out this work. These findings highlight the importance of STEs addressing their own continued professional growth, and of the power of collaboration in supporting this growth through self-examination and loving self-critique. Furthermore, findings suggest the importance of intentionally eliciting and elevating PSTs' ideas both implicitly and explicitly, and for needing to attend to the emotional and relational aspects of learning environments to support students' language use.</p>","PeriodicalId":771,"journal":{"name":"Science & Education","volume":"110 3","pages":"852-878"},"PeriodicalIF":3.4,"publicationDate":"2026-04-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1002/sce.70044","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"147715151","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":"Legitimate Peripheral Participation in Observational Astronomy: Insights From an Ethnography of Undergraduate Research Experiences","authors":"Brendan H. O'Connor","doi":"10.1002/sce.70043","DOIUrl":"https://doi.org/10.1002/sce.70043","url":null,"abstract":"<div>\u0000 \u0000 <p>A robust body of literature supports the value of undergraduate research experiences (UREs) for improving undergraduates' understanding of science, increasing their confidence to conduct research, and encouraging their graduate school aspirations, among other benefits. However, most of this work is survey- and interview-based and very few studies have directly examined students' experiences with UREs from an ethnographic perspective including observational methodology. In this article, I report findings from an ethnographic study of undergraduates' long-term involvement with research in two different university-based astronomy research groups. I focus on undergraduates' emic, or insider, understandings of the process of socialization they undergo as they move from peripheral to more central forms of participation in the research community of practice. Undergraduates identified four main stages of socialization: getting connected, starting out, improving one's skills, and doing “science.” I examine the behaviors and dispositions associated with each of these stages in detail, documenting undergraduates' trajectory from “getting thrown in the deep end” of group meetings to generating publishable findings. Almost without exception, the undergraduate participants reported uniformly positive experiences within the research groups and a high sense of belonging; they credited the UREs with giving them the knowledge and cultural capital required to gain acceptance to, and succeed in, graduate school. Given the profound impact of longer-term UREs on undergraduate researchers, it is imperative to consider how to extend their benefits to a larger and more diverse student population.</p>\u0000 </div>","PeriodicalId":771,"journal":{"name":"Science & Education","volume":"110 3","pages":"895-910"},"PeriodicalIF":3.4,"publicationDate":"2026-04-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"147715162","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 Perspectives of University Students Working With Rural Schools: Developing a Virtual Science Role Models and Mentors Framework","authors":"Beverly J. Irby,&nbsp;Cindy L. Guerrero,&nbsp;Kara L. Sutton-Jones,&nbsp;Henan Zhang,&nbsp;Rafael Lara-Alecio,&nbsp;Fuhui Tong,&nbsp;Huiwen Pang,&nbsp;Abbey Bachmann","doi":"10.1002/sce.70036","DOIUrl":"https://doi.org/10.1002/sce.70036","url":null,"abstract":"<p>The purpose of this study was to examine the perceptions of university science majors who served in the Science Role Models and Mentors (SRM²) program through virtual participation in science classroom visits with high-needs, third-grade rural students across Texas, United States. After the science mentors completed the virtual classroom visits, their individual responses were collected via Flip. Using thematic analysis, we detected the following themes: (a) creating real-world science connections, (b) making connections and establishing relationships, and (c) emphasizing and featuring science careers and interests. Additionally, we found that the virtual science mentors perceived the mentoring experience positively, and they enjoyed sharing their passion for science with the third-grade students. These findings led to the development of a Virtual SRM² Framework.</p>","PeriodicalId":771,"journal":{"name":"Science & Education","volume":"110 3","pages":"879-894"},"PeriodicalIF":3.4,"publicationDate":"2026-04-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1002/sce.70036","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"147715183","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"A Manifesto for Critical-Feminist Science Education","authors":"Katerina Pia Günter,&nbsp;Rie Hjørnegaard Malm,&nbsp;Sarah El Halwany,&nbsp;Elena Vasiliou,&nbsp;Aswathy Raveendran,&nbsp;Tatiane Russo-Tait,&nbsp;Sara Tolbert","doi":"10.1002/sce.70016","DOIUrl":"https://doi.org/10.1002/sce.70016","url":null,"abstract":"<p>Feminist science education is not a new endeavor but part of a long-standing intergenerational struggle against exclusion, marginalization, and epistemic violence within science and science education institutions and practices. Despite decades of critical feminist scholarship and activism, science and science education continue to operate through patriarchal, colonial, and neoliberal structures that uphold cisheteronormativity, racism, and ableism, often under the guise of objectivity, neutrality, or equity. This special theme calls for a radical reimagining of science education through feminist praxis that is intersectional, transdisciplinary, and transnational. Drawing on foundational feminist scholars and feminist and critical science education researchers, we center practices grounded in care, collectivity, community, relations, dissensual engagement, and the co-construction of knowledge that challenges dominant norms. We advocate for science education that foregrounds relational ethics, joy, and critical consciousness, and that supports students and educators in becoming agents of collective social transformation. This theme emerges from a geographically and generationally diverse, interdisciplinary community of feminist scholars committed to confronting the limitations of diversity rhetoric and pushing beyond representational politics. We critique extractive and damage-based research paradigms and instead invite contributions that make visible “little justices,” resist neoliberal resilience discourses, and imagine feminist kin-making across borders. We aim to create brave, caring spaces that resist censorship and silencing, especially of scholars whose work engages explicitly with questions of power and oppression. In doing so, we continue the legacy of feminist science education as a field that not only questions how science is taught and by whom, but that redefines what science education can be—politically, pedagogically, and imaginatively. Inspired by bell hook's thoughts, this special theme is an invitation to rethink how we think, teach, write, and speak about science and science education, and to collaboratively construct more just and inclusive futures in and through science.</p>","PeriodicalId":771,"journal":{"name":"Science & Education","volume":"110 3","pages":"717-725"},"PeriodicalIF":3.4,"publicationDate":"2026-04-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1002/sce.70016","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"147715173","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":"Attending to Preservice Teachers' Assets: Beliefs and Practices for Supporting Expansive Sensemaking in Elementary Science","authors":"Jessica Bautista,&nbsp;Elizabeth A. Davis","doi":"10.1002/sce.70038","DOIUrl":"https://doi.org/10.1002/sce.70038","url":null,"abstract":"<p>Preservice elementary science teachers' beliefs and practices influence the kinds of adaptations they make to curriculum materials and the extent to which they are able to enact justice-oriented science lessons. Through this qualitative study, we explored the beliefs and practices of five focal preservice teachers through an analysis of their lesson plans, recorded enactments, and interviews about their science teaching throughout their student teaching experience. We developed a conceptual framework for <i>expansive sensemaking</i> that explores beliefs and practices related to four key themes, each of which work to center approaches to justice and equity in the context of sensemaking: (1) believing in children's brilliance, (2) building a collaborative classroom culture, (3) expanding what counts as science, and (4) positioning children as epistemic agents. While teachers varied in their beliefs about and approaches to each of these themes, they demonstrated strengths that illustrate what may be possible for early career teachers, like working to integrate many ways of knowing and being into science lessons, connecting to embodied knowledge, or supporting children to be scientific decision-makers. We discuss implications for teacher preparation programs and for theory development related to justice-oriented teaching in general and expansive sensemaking in particular.</p>","PeriodicalId":771,"journal":{"name":"Science & Education","volume":"110 3","pages":"756-779"},"PeriodicalIF":3.4,"publicationDate":"2026-04-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1002/sce.70038","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"147715184","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}