Science & Education最新文献

The Future of Knowledge: Conversations About Artificial Intelligence and Epistemic Insight 知识的未来：关于人工智能和认知洞察力的对话

IF 3.1 1区教育学

Science & Education Pub Date : 2025-03-19 DOI: 10.1007/s11191-025-00636-1

Berry Billingsley, Marek Grzes, Len Annetta

引用次数: 0

Transformative Climate and Environmental Education for a Just Future 变革气候和环境教育，共创公正的未来

IF 3.1 1区教育学

Science & Education Pub Date : 2025-03-03 DOI: 10.1002/sce.21963

Asli Sezen-Barrie, Mark Windschitl, Fikile Nxumalo

{"title":"Transformative Climate and Environmental Education for a Just Future","authors":"Asli Sezen-Barrie, Mark Windschitl, Fikile Nxumalo","doi":"10.1002/sce.21963","DOIUrl":"https://doi.org/10.1002/sce.21963","url":null,"abstract":"<p>This commentary highlights the urgent need to re-envision climate and environmental education in response to the escalating climate crisis and its far-reaching social, ecological, and political implications. As young people increasingly express concern for their futures, the authors call for a transformational change in science education that engages with climate change as a complex and pressing issue. To support such transformation, the commentary introduces a new section in the journal Science Education titled “Climate Change and Environmental Education,” providing a platform for empirical research, conceptual inquiries, and policy discourse on education's role in addressing planetary change. This section invites scholarship that expands our understanding of climate change and environmental education through transdisciplinary and justice-oriented approaches. Key areas of inquiry include learning across spaces, disciplines, and epistemologies, action-oriented learning through community-based and participatory approaches, and attending to emotional well-being while using action to cultivate hope. By advancing these conversations, researchers can critically examine how education fosters the knowledge, agency, and ethical commitments necessary for engaging with the complexities of climate change.</p>","PeriodicalId":771,"journal":{"name":"Science & Education","volume":"109 3","pages":"715-721"},"PeriodicalIF":3.1,"publicationDate":"2025-03-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1002/sce.21963","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143822133","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}

引用次数: 0

List of Reviewers—2024 评审人员名单- 2024

IF 3.1 1区教育学

Science & Education Pub Date : 2025-02-25 DOI: 10.1007/s11191-025-00629-0

Cristiano B. Moura

引用次数: 0

How Accurate Are Students in Self-Assessing Their Conceptions of Evolution? 学生对进化论概念的自我评估有多准确？

IF 3.1 1区教育学

Science & Education Pub Date : 2025-01-30 DOI: 10.1002/sce.21945

Tim Hartelt, Helge Martens

{"title":"How Accurate Are Students in Self-Assessing Their Conceptions of Evolution?","authors":"Tim Hartelt, Helge Martens","doi":"10.1002/sce.21945","DOIUrl":"https://doi.org/10.1002/sce.21945","url":null,"abstract":"<p>Evolution is challenging to understand for students. Frequently, students hold coexisting intuitive conceptions based on cognitive biases and scientific conceptions of evolution. For the self-regulation of intuitive and scientific conceptions, metacognitive awareness is fundamental. However, students are mostly unaware of their conceptions. A criteria-referenced self-assessment of one's intuitive and scientific conceptions is one way to develop this metacognitive awareness and enhance conceptual knowledge. We investigated in a study with <i>N</i> = 432 upper secondary students how accurate students are in self-assessing intuitive and scientific conceptions of evolution, which possible explanations for inaccurate self-assessments exist, and which variables are related to self-assessment accuracy (e.g., prior conceptual knowledge, metaconceptual awareness and regulation, and self-efficacy). We found that self-assessment accuracy was moderate, with students self-assessing more intuitive and scientific conceptions than present. Possible explanations for inaccurate self-assessments were incorrect understandings of concepts, excessive self-assessments (of an intuitive concept in a context where it is appropriate; of a scientific concept despite incompleteness), and mix-ups of concepts. Self-assessment accuracy was predicted mainly by prior conceptual knowledge in terms of scientific conceptions and, in some analyses, by prior conceptual knowledge in terms of intuitive conceptions and self-efficacy. The findings have important implications for using self-assessment to develop metaconceptual awareness, for adjusting self-assessments to students' preconditions (e.g., prior knowledge), and for designing teaching approaches in evolution and science education.</p>","PeriodicalId":771,"journal":{"name":"Science & Education","volume":"109 3","pages":"965-989"},"PeriodicalIF":3.1,"publicationDate":"2025-01-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1002/sce.21945","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143822330","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}

引用次数: 0

Elder Black Women Science Teachers (Re)member: An Examination of Science Identity Formation for Curious Young Black Girls 年长的黑人女性科学教师（再）成员：好奇的年轻黑人女孩科学身份形成的检验

IF 3.1 1区教育学

Science & Education Pub Date : 2025-01-30 DOI: 10.1002/sce.21936

Alexis D. Riley

{"title":"Elder Black Women Science Teachers (Re)member: An Examination of Science Identity Formation for Curious Young Black Girls","authors":"Alexis D. Riley","doi":"10.1002/sce.21936","DOIUrl":"https://doi.org/10.1002/sce.21936","url":null,"abstract":"<div>\u0000 \u0000 <p>To specifically add to the literature on Black girls cultivating their science genius, Black women science teachers ‘talk back’ by sharing and developing their own narratives about being a science-curious young Black girl and how they use that experience to actualize their vision for liberatory science teaching. This international, qualitative study centers the (re)flections and pedagogical practices of five “elder” Black women science teachers who have surpassed and live within some of the confines of “science as white property.” Utilizing an Endarkened Feminist Epistemology, participants engage in the art of (re)membering by writing poems to their former young Black girl self as a result of (re)flecting on creating the educational structures they wish they had experienced. The findings and discussion indicate that access to science professionals at home or a once-in-a-lifetime scholarship gave the participants the privilege to be curious. Despite these privileges these women had to persist through the culture of science that told them they didn't belong. Yet and still, they speak back with power and a determination to be seen and heard. This study provides implications for the curricular shifts and ideologies that honor Black girls in K-8 formal science spaces by merging liberatory teaching frameworks in science teaching and learning. Implications are also provided for professional development for Black women science teachers and other historically excluded groups, giving them space to (re)flect and to unearth their truth through reflecting on their history and collaborating with peers.</p>\u0000 </div>","PeriodicalId":771,"journal":{"name":"Science & Education","volume":"109 3","pages":"947-964"},"PeriodicalIF":3.1,"publicationDate":"2025-01-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143822332","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}

引用次数: 0

Professional Learning in a Web-Based Community of Practice Of, By, and For Chinese Primary Science Teachers: A Narrative Inquiry 基于网络的中国小学科学教师实践社区中的专业学习：叙事调查

IF 3.1 1区教育学

Science & Education Pub Date : 2025-01-29 DOI: 10.1002/sce.21946

Xiaowan Jin, Xiaowei Tang, Bojun Yu, Zuomin Li, Jianqiu Chen, Zuanbiao Zhu, Bin Zhu, Meijuan Chen, Bangping Ding

{"title":"Professional Learning in a Web-Based Community of Practice Of, By, and For Chinese Primary Science Teachers: A Narrative Inquiry","authors":"Xiaowan Jin, Xiaowei Tang, Bojun Yu, Zuomin Li, Jianqiu Chen, Zuanbiao Zhu, Bin Zhu, Meijuan Chen, Bangping Ding","doi":"10.1002/sce.21946","DOIUrl":"https://doi.org/10.1002/sce.21946","url":null,"abstract":"<div>\u0000 \u0000 <p>This study examines Chinese primary science teachers' professional learning experience in a web-based community of practice established and run by practitioners, with support from teacher researchers. Over time, it has grown into a preferred knowledge-sharing base for primary science teachers of the region and gradually gained national recognition. Through narrative inquiry, we reconstruct a story that shows how the community emerged and developed into a way of empowering Chinese primary science teachers in their own professional development. Adopting the community of practice framework (Wenger 1998) and with attention guided by the metaphorical space of temporality, sociality, and place, our analysis brings out how the external contexts, the organizational features, and the teachers' learning practices intertwined and contribute to the long-lasting success of this community. Some of the key organizational features we identify go beyond the ones stressed by the existing literature. More importantly, we show the critical role external contexts can play in the working mechanism of a web-based community. On that basis, we suggested the need to enrich the methodological choices and broaden the scope of this line of research.</p>\u0000 </div>","PeriodicalId":771,"journal":{"name":"Science & Education","volume":"109 3","pages":"928-946"},"PeriodicalIF":3.1,"publicationDate":"2025-01-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143822261","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}

引用次数: 0

Elements of Social Capital and Counterspace Processes Contribute to Undergraduate STEM Student Development of a Sense of Belonging 社会资本要素和反空间过程有助于培养本科生的归属感

IF 3.1 1区教育学

Science & Education Pub Date : 2025-01-29 DOI: 10.1002/sce.21947

MacKenzie J. Gray, Jasmine N. Yacobian, Erin E. Shortlidge

{"title":"Elements of Social Capital and Counterspace Processes Contribute to Undergraduate STEM Student Development of a Sense of Belonging","authors":"MacKenzie J. Gray, Jasmine N. Yacobian, Erin E. Shortlidge","doi":"10.1002/sce.21947","DOIUrl":"https://doi.org/10.1002/sce.21947","url":null,"abstract":"<p>Having a sense of belonging can promote persistence in the STEM fields, but less is known about what it means to develop that sense of belonging. To investigate this phenomenon, we conducted semi-structured interviews with a cohort of STEM students (<i>n</i> = 10) nearing graduation at an urban university regarding their sense of belonging and qualitatively coded the interviews using thematic analysis. Results revealed that all interviewed students clearly articulated feelings of belonging, making them an ideal population from which to learn more. We applied two frameworks to guide our understanding of what factors promoted the development of a sense of belonging for these students: the Network Theory of Social Capital and the Counterspaces Framework. The students described their experiences in relation to elements of social capital and counterspace processes as they reflected on the development of feelings of belonging. One element of social capital, “reinforcement,” or assurance and recognition of one's worthiness as a member of a group, was the most prevalent element of social capital influencing the participants' development of a sense of belonging. “Direct relational transactions,” or the exchange of resources within a community, was the most prevalent counterspace process discussed by the participants. Our findings expand the utility and add to the theoretical underpinnings of the two frameworks, indicating that gaining social capital and experiencing counterspaces can contribute to undergraduate STEM student development of a sense of belonging.</p>","PeriodicalId":771,"journal":{"name":"Science & Education","volume":"109 3","pages":"911-927"},"PeriodicalIF":3.1,"publicationDate":"2025-01-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1002/sce.21947","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143822260","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}

引用次数: 0

A Review of Research on Engineering in K-12 Science Education 中小学科学教育中工程学研究综述

IF 3.1 1区教育学

Science & Education Pub Date : 2025-01-26 DOI: 10.1002/sce.21950

Allison Antink-Meyer, Ryan A. Brown, Margaret E. Parker, Jennifer Smith

{"title":"A Review of Research on Engineering in K-12 Science Education","authors":"Allison Antink-Meyer, Ryan A. Brown, Margaret E. Parker, Jennifer Smith","doi":"10.1002/sce.21950","DOIUrl":"https://doi.org/10.1002/sce.21950","url":null,"abstract":"<div>\u0000 \u0000 <p>The purpose of this study is to explore trends in interrelated engineering education and science education research within six science education research journals across the first decade since the release of the Framework for K-12 Science Education and the Next Generation Science Standards. Journals were selected using a combination of impact factors and random sampling. The resulting qualitative systematic review exposes trends that arose and fell among science education journals and scholars as reflected in 141 articles published between 2011 and 2024 in the Journal of Research in Science Teaching, Science Education, the International Journal of Science Education, School Science and Mathematics, the Journal of Science Teacher Education and Cultural Studies of Science Education. Through the analysis of 289 published research questions and purposes, themes of research and stakeholder foci were developed to uncover trends in research across this timespan. The greatest proportion of research examined student learning of science content through engineering experiences and teacher practice concerning science and engineering adjacent learning. Gaps in the literature are also described including studies in greater need of focus, most notably those that examine the roles of communities, families, learner agency, and access to engineering and science. Findings illuminate a need for improved resonance between the calls of policy for advancing access to science, STEM, and engineering education and literacies and research that remains most focused on traditional settings and structures.</p>\u0000 </div>","PeriodicalId":771,"journal":{"name":"Science & Education","volume":"109 3","pages":"893-910"},"PeriodicalIF":3.1,"publicationDate":"2025-01-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143822166","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}

引用次数: 0

Looking Back, Moving Forward, and Strengthening HPSS Scholarship in Science Education 回顾过去，向前发展，加强HPSS科学教育学术工作

IF 3.1 1区教育学

Science & Education Pub Date : 2025-01-24 DOI: 10.1007/s11191-025-00617-4

Cristiano B. Moura

引用次数: 0

The Landscape of Research on Contextualized Science Learning: A Bibliometric Network Review 情境化科学学习的研究图景：文献计量学网络回顾

IF 3.1 1区教育学

Science & Education Pub Date : 2025-01-22 DOI: 10.1002/sce.21937

Michael Giamellaro, Cory Buxton, Joseph Taylor, Jean-Philippe Ayotte-Beaudet, Kassandra L'Heureux, Marie-Claude Beaudry

{"title":"The Landscape of Research on Contextualized Science Learning: A Bibliometric Network Review","authors":"Michael Giamellaro, Cory Buxton, Joseph Taylor, Jean-Philippe Ayotte-Beaudet, Kassandra L'Heureux, Marie-Claude Beaudry","doi":"10.1002/sce.21937","DOIUrl":"https://doi.org/10.1002/sce.21937","url":null,"abstract":"<p>The vast and rapidly growing amount of science education research makes it challenging for researchers to navigate and synthesize developments across the field, particularly concerning broad concepts evolving along divergent paths. To address this issue, a novel review methodology employing bibliometrics and network analysis was tested to identify and characterize clusters of research focused on the relationship between school-based science learning and contexts where that science is applied, experienced, observable, or otherwise relevant (e.g., socio-scientific inquiry, place-based learning, culturally-responsive pedagogy). Using a sample of 935 academic papers, the bibliometric network analysis revealed the landscape of contextualized science learning research, identifying 13 distinct clusters of scholarship. Bibliometric and qualitative data were used to describe the research trends within clusters and confirm they were conceptually meaningful and distinct. This methodology facilitated greater understanding of how research can become clustered into “invisible colleges” over time, offering a synthesis approach to grasp interrelated lines of research within an evolving landscape. The methodology has potential to identify other schools of thought or overarching themes in science education, enhancing researchers’ ability to perceive the field as a coherent landscape of interconnected ideas or to identify specific research trajectories within a broad concept.</p>","PeriodicalId":771,"journal":{"name":"Science & Education","volume":"109 3","pages":"851-875"},"PeriodicalIF":3.1,"publicationDate":"2025-01-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1002/sce.21937","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143822092","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}

引用次数: 0