Science & Education最新文献

{"title":"Editorial Note","authors":"Cristiano B. Moura","doi":"10.1007/s11191-025-00681-w","DOIUrl":"10.1007/s11191-025-00681-w","url":null,"abstract":"","PeriodicalId":771,"journal":{"name":"Science & Education","volume":"34 4","pages":"1879 - 1880"},"PeriodicalIF":3.4,"publicationDate":"2025-07-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144892475","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":"Introduction to the Special Issue on Representational Plurality","authors":"Michel Bélanger, Patrice Potvin","doi":"10.1007/s11191-025-00682-9","DOIUrl":"10.1007/s11191-025-00682-9","url":null,"abstract":"","PeriodicalId":771,"journal":{"name":"Science & Education","volume":"34 4","pages":"1881 - 1887"},"PeriodicalIF":3.4,"publicationDate":"2025-07-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144892476","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":"Editorial Note: June 2025","authors":"Cristiano B. Moura","doi":"10.1007/s11191-025-00654-z","DOIUrl":"10.1007/s11191-025-00654-z","url":null,"abstract":"","PeriodicalId":771,"journal":{"name":"Science & Education","volume":"34 3","pages":"955 - 956"},"PeriodicalIF":3.4,"publicationDate":"2025-06-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145161234","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 Education in an Age of Unnatural Disasters: An Introduction to the Special Issue","authors":"Wonyong Park, Marcus Grace, Craig Hutton, Scott Gabriel Knowles","doi":"10.1007/s11191-025-00652-1","DOIUrl":"10.1007/s11191-025-00652-1","url":null,"abstract":"","PeriodicalId":771,"journal":{"name":"Science & Education","volume":"34 3","pages":"957 - 967"},"PeriodicalIF":3.4,"publicationDate":"2025-05-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145170465","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":"Critical Imagination for Transformative Agency: Pedagogies for Science Teacher Education","authors":"Betzabe Torres-Olave,&nbsp;Lucy Avraamidou,&nbsp;Cristiano B. Moura","doi":"10.1002/sce.21970","DOIUrl":"https://doi.org/10.1002/sce.21970","url":null,"abstract":"<p>This paper theorizes transformative agency and its potential to promote justice-oriented science teacher education. We argue that science education often acts as a disimagination machine, constraining possibilities for envisioning and enacting transformative change. To contest this reality, we draw on critical perspectives in science education, specifically Paulo Freire's and Simone Weil's philosophies to theorize transformative agency as encompassing three dimensions: a) reading the world to identify injustices, b) imagining untested feasibilities, and c) writing the world anew. In doing so, we act upon the belief that inherited practices of science education that negate collective joy must be challenged. We expand current conceptualizations of transformative agency by proposing critical imagination as one of its core components, enabling the envisioning of possibilities for change. We propose three pedagogical approaches for cultivating critical imagination: a) facilitating practices that move beyond the self to recognize multiple human and nonhuman others; b) adopting a planet-centred orientation to education transcending human-centered approaches; and c) troubling dominant spatial and temporal scales of thinking. We argue for the need to develop liberatory pedagogies that bring critical scientific questions to justice issues while nurturing critical imagination. This entails conceiving agency as more than responsive classroom practices but rather as achieving justice-oriented commitments, agendas and visions that center the world and its necessities.</p>","PeriodicalId":771,"journal":{"name":"Science & Education","volume":"109 5","pages":"1484-1498"},"PeriodicalIF":3.4,"publicationDate":"2025-04-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1002/sce.21970","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145013121","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":"When Structure and Content of Socioscientific Argumentation Develop in an Unbalanced Way: A Case Study","authors":"Xiaowei Tang,&nbsp;Lihua Tan,&nbsp;Troy D. Sadler,&nbsp;Yi Kong,&nbsp;Jing Lin","doi":"10.1002/sce.21975","DOIUrl":"https://doi.org/10.1002/sce.21975","url":null,"abstract":"<p>To cultivate the capability of making informed decisions on socioscientific issues, ideally, we hope students would engage in discerning and evaluating justifications for and against different positions while constructing well-structured, persuasive arguments. When argumentations do not develop ideally, it is important to understand the constraints presented. This study explores a case where socioscientific argumentation (SSA) in a fifth-grade classroom showed unbalanced structural and content quality. The students’ oral arguments and post-discussion written arguments both demonstrated quality structure in terms of justification use, multiple perspective-taking, and rebuttals, and low accuracy level of knowledge-based justifications. Tracing the development of the SSA, we identified a few teaching and learning features that shaped this discourse pattern, including an overemphasis on structure, side-taking setting, context knowledge provided in brief points, and the students’ lack of content and context knowledge. Implications for practice and future research were discussed in reflection.</p>","PeriodicalId":771,"journal":{"name":"Science & Education","volume":"109 5","pages":"1464-1483"},"PeriodicalIF":3.4,"publicationDate":"2025-04-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1002/sce.21975","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145013107","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 Teacher Turnover in Texas: Who Are They and Where Do They Go?","authors":"Kristin E. Mansell","doi":"10.1002/sce.21971","DOIUrl":"https://doi.org/10.1002/sce.21971","url":null,"abstract":"<div>\u0000 \u0000 <p>The teacher shortage is a very real problem in America's schools. While research has sought to describe the shortage, the science teacher labor market is oftentimes bundled with other curricula. This study aims to better understand science teachers who leave their teaching position, the reasons for their actions, and where science teachers go once they leave their position. Science teacher turnover destination was determined and disaggregated into teachers who move horizontally to another school or district and those who leave the teacher profession. For those that leave the teaching profession, workforce destination was further analyzed as well as salary changes. Findings suggest that teachers with an alternative certification are more likely to leave their teaching position, as well as teachers in rural schools. Those that are leavers have a significant wage boost and likely enter the health or higher education work force. Policy implications are discussed.</p>\u0000 </div>","PeriodicalId":771,"journal":{"name":"Science & Education","volume":"109 5","pages":"1450-1463"},"PeriodicalIF":3.4,"publicationDate":"2025-04-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145013295","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":"Uncovering Emotion in Youth Digital Civic Participation Around Climate Change: Entanglements of Fear, Despair, and Anger in Civic Practice","authors":"Lynne Zummo,&nbsp;Lea Hadzic,&nbsp;Emma Gargroetzi","doi":"10.1002/sce.21969","DOIUrl":"https://doi.org/10.1002/sce.21969","url":null,"abstract":"<p>Attention to emotion could offer insight into supporting the science-informed civic participation of young people. We drew on sociocultural views of emotion, civic participation, and science literacies to examine digital civic media about climate change produced by youth during the 2020 U.S. presidential election, investigating intersections of emotional, civic, and scientific practices of making meaning. Using mixed-methods, we analyzed 82 media pieces created by youth across the US. With an analytic framework informed by prior research and adapted to meet our data, we found two common patterns that emerged in over half of the data set: (1) fear and/or despair around the impacts of climate change and (2) anger over inaction around mitigating climate change. Additionally, we found that the fear/despair pattern was associated with youth engagement in civic empathy and the anger pattern was associated with youth practices of critique. We also identified less common and less distinct patterns, including positive emotion around actions, guilt around causes, and generalized worry across youth civic authors. We use these findings to suggest that emotion is entangled in youth civic participation around climate change, and that such participation can be afforded and constrained by emotion. We offer implications for teaching and use our findings to call attention to the need for science education that attends to the emotional nature of youth social practices within and beyond science-related civic issues.</p>","PeriodicalId":771,"journal":{"name":"Science & Education","volume":"109 5","pages":"1422-1449"},"PeriodicalIF":3.4,"publicationDate":"2025-04-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1002/sce.21969","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145013160","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"The Role of Habitus, Structure, and Agency in the Implementation of Science Reform Practices","authors":"Hildah Kwamboka Makori,&nbsp;Consuelo Juliette Morales,&nbsp;Irene S. Bayer","doi":"10.1002/sce.21973","DOIUrl":"https://doi.org/10.1002/sce.21973","url":null,"abstract":"<p>Theorizing and exploring teacher learning contexts is critical to understanding reform-based instructional changes. Research on professional learning, organizational contexts, and science reform has grown over the years, particularly since the unveiling of the Framework for K-12 Science Education in the United States. In this article, the authors present the case of Mr. Gray—a veteran middle school science teacher—to explore factors that influence the implementation of professional learning tools and resources. Using the theoretical constructs of <i>habitus, structure, and agency</i>, the study offers insight into the acquisition of reform-aligned teaching practices and illuminates why it is challenging to change science pedagogy. While professional learning was a supportive structure, especially for availing new schemas and supporting agency, this paper highlights the importance of considering agency-related constraints beyond professional learning. Students' ways of participation, assessments, and a teacher's existing habitus were found to be influential structures that constrained Mr. Gray's agency toward reform. The authors argue that structures have differential power in influencing change and that structures may work together in unpredictable ways, across different teaching contexts, to limit or facilitate change of teaching habitus. The interplay of habitus, structure, and agency explored in this study has implications for professional learning design and teacher education programs.</p>","PeriodicalId":771,"journal":{"name":"Science & Education","volume":"109 4","pages":"1129-1146"},"PeriodicalIF":3.1,"publicationDate":"2025-04-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1002/sce.21973","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144256502","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":"National Survey of 4th and 5th Grade Science Education Teachers: Insights Into Instruction and Inclusion of Students With Disabilities","authors":"William J. Therrien,&nbsp;Vivian C. Wong,&nbsp;Ling Chen,&nbsp;Christina M. Taylor,&nbsp;Jennifer L. Chiu,&nbsp;Bruna Gonçalves,&nbsp;Qing Liu,&nbsp;Bryan G. Cook,&nbsp;Christian T. Doabler,&nbsp;Elizabeth Swanson,&nbsp;Priscilla B. Brame,&nbsp;Shannon Budin,&nbsp;Eunsoo Cho,&nbsp;Sheila J. Conway,&nbsp;Kimberley M. Davis,&nbsp;Michael W. Dunn,&nbsp;Michael N. Faggella-Luby,&nbsp;Jenna Gersib,&nbsp;Zaira Jimenez,&nbsp;Rachel L. Juergensen,&nbsp;Sharlene A. Kiuhara,&nbsp;Erica S. Lembke,&nbsp;Amelia K. Moody,&nbsp;Jared R. Morris,&nbsp;Reagan Murnan,&nbsp;Cherish M. Sarmiento,&nbsp;Cassandra M. Smith,&nbsp;R. Alex Smith,&nbsp;Michael Solis,&nbsp;Heidi R. Stinchcomb","doi":"10.1002/sce.21972","DOIUrl":"https://doi.org/10.1002/sce.21972","url":null,"abstract":"<p>Elementary science education, particularly in the 4th and 5th grades, is essential for setting the foundation for lifelong science learning, fostering critical thinking, and preparing students for success in science, technology, engineering, and mathematics (STEM) fields. This stage is especially critical for students with disabilities, as achievement gaps between them and their peers emerge during elementary school. Despite this importance, little is known about how science is taught in elementary classrooms during these critical years, particularly for students with disabilities. To address this gap, we surveyed teachers from a nationally representative sample of U.S. schools to examine elementary science education, including instructional practices, allocation of time, and the inclusion and support of students with disabilities. Our findings reveal that limited instructional time is allocated to science, with significant variability across classrooms. The amount of time dedicated to science instruction was significantly influenced by external factors, such as whether science was a tested subject. Students with disabilities often face additional barriers, including being pulled out of science instruction for special education services, resulting in missed opportunities to engage in science. These findings highlight the need to address opportunity gaps in science instruction to ensure all students have meaningful access to quality science education.</p>","PeriodicalId":771,"journal":{"name":"Science & Education","volume":"109 5","pages":"1406-1421"},"PeriodicalIF":3.4,"publicationDate":"2025-04-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1002/sce.21972","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145012761","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}