Science & Education最新文献

{"title":"The Future of Knowledge: Conversations About Artificial Intelligence and Epistemic Insight","authors":"Berry Billingsley, Marek Grzes, Len Annetta","doi":"10.1007/s11191-025-00636-1","DOIUrl":"10.1007/s11191-025-00636-1","url":null,"abstract":"","PeriodicalId":771,"journal":{"name":"Science & Education","volume":"34 2","pages":"645 - 647"},"PeriodicalIF":3.1,"publicationDate":"2025-03-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143707124","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":"List of Reviewers—2024","authors":"Cristiano B. Moura","doi":"10.1007/s11191-025-00629-0","DOIUrl":"10.1007/s11191-025-00629-0","url":null,"abstract":"","PeriodicalId":771,"journal":{"name":"Science & Education","volume":"34 1","pages":"11 - 15"},"PeriodicalIF":3.1,"publicationDate":"2025-02-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143521687","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":"Looking Back, Moving Forward, and Strengthening HPSS Scholarship in Science Education","authors":"Cristiano B. Moura","doi":"10.1007/s11191-025-00617-4","DOIUrl":"10.1007/s11191-025-00617-4","url":null,"abstract":"","PeriodicalId":771,"journal":{"name":"Science & Education","volume":"34 1","pages":"1 - 9"},"PeriodicalIF":3.1,"publicationDate":"2025-01-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143521686","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: Growing Our Science Education Community","authors":"David Stroupe, Scott McDonald, Ron Gray","doi":"10.1002/sce.21935","DOIUrl":"https://doi.org/10.1002/sce.21935","url":null,"abstract":"<p>As we begin our tenure as editors of <i>Science Education</i>, we are both humbled and excited by the opportunity to help guide the future of a journal that has long been a central part of our academic lives. For each of us—David Stroupe, Scott McDonald, and Ron Gray—this journal has been our academic “home.” The scholarship published here has shaped how we think about science education and, more importantly, how we contribute to the ongoing discourse that moves the field forward. We echo Alicia Garza (2020), who posed this question: “How do we make new mistakes and learn new lessons, rather than continue to repeat the same mistakes and be disillusioned to learn that they merely produce the same results?” (p. xiv). Our response to Garza's question is to elevate <i>Science Education's</i> embrace of epistemological diversity to meet these global challenges.</p><p>Our vision for <i>Science Education</i> is anchored in the journal's history of publishing rigorous and innovative research that challenges and expands the boundaries of science education. We envision the journal as a hub for meaningful conversations that span the diverse subfields of science education. We encourage authors to clearly articulate the scholarly conversations they are engaging with, fostering dialogues that advance the field.</p><p>As co-editors, we offer opportunities to build on the journal's established strengths and evolve alongside an ever-changing educational landscape. Today, science education faces complex challenges—addressing inequities, integrating emerging technologies, and responding to global issues such as climate change. These challenges call for scholarship that is not only well-founded in research but also ambitious in its vision for shaping the future.</p><p>To reflect this evolving landscape, we have revised and extended the section structure of the journal. These new sections aim to broaden the scope of <i>Science Education</i> and provide more spaces for diverse voices, innovative approaches, and interdisciplinary insights.</p><p>Each section is guided by a team of international scholars who bring significant expertise in their respective areas. Their collective leadership will shape the direction and impact of each section. In the coming months, section editors will provide editorials to provide insights, commentary, and requests for research and submissions.</p><p>These revised sections reflect our commitment to expanding the reach and relevance of <i>Science Education</i>, making it a vibrant hub for innovative and impactful scholarship.</p><p>We also welcome scholarship focused on science education policy, as well as contributions in the form of comments and criticisms. The Comments and Criticism section offers a platform for expressing differing viewpoints and correcting misunderstandings about topics covered in published papers. Additionally, we will publish book reviews contributed by invited authors.</p><p>As we embark on this journey, we rem","PeriodicalId":771,"journal":{"name":"Science & Education","volume":"109 2","pages":"337-338"},"PeriodicalIF":3.1,"publicationDate":"2024-12-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1002/sce.21935","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143446836","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":"Recognizing and Fostering Moments of Liberatory Design Possibility in Youth Engineering Design Experiences","authors":"Jacqueline Handley","doi":"10.1002/sce.21925","DOIUrl":"https://doi.org/10.1002/sce.21925","url":null,"abstract":"<p>An increased interest in expanding engineering education with youth brings with it a multitude of approaches toward developing engineering programming. In this article, I explore how developing programming for the purpose of fostering liberatory design offers a means of supporting young people in both personally consequential and technically relevant design work. Qualitatively following community-based engineering design work with seven Youth of Color over 3 years of observation and interview, I document how flexible front-end design work aided in moments of liberatory design possibility. Subsequently, these moments supported these young peoples' connection engineering and their engagement in canonically recognizable design work. My work reinforces and expands recent work that calls for youth-centered, justice-oriented engineering work beyond tech-specific experiences. Further, youths' experiences raise questions about the development of future engineering experiences for all young people, not just those seeking to pursue engineering.</p>","PeriodicalId":771,"journal":{"name":"Science & Education","volume":"109 2","pages":"673-688"},"PeriodicalIF":3.1,"publicationDate":"2024-12-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1002/sce.21925","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143446943","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 Sequence of Sensemaking in a High School Chemistry Classroom: Tracking Student Thinking and Positioning","authors":"Brett Criswell,&nbsp;Kadir Demir,&nbsp;Michelle Zoss","doi":"10.1002/sce.21927","DOIUrl":"https://doi.org/10.1002/sce.21927","url":null,"abstract":"<div>\u0000 \u0000 <p>This qualitative case study delved into students’ understanding and positioning while they participated in solving an authentic, conceptually-based problem in a high-school chemistry class. Verbal and nonverbal cues, particularly gestures, offered broader awareness of students’ engagement in sensemaking during the learning experience. The chemistry classroom emerged as a dynamic space where intricate scientific thinking unfolded during this experience, and our embodied, multimodal analysis focused on unraveling this complexity. Our analysis determined the ways that various features of the contextual configuration—the intersection of different semiotic fields in the social setting—affected student thinking and participation. For example, the lack of specific reference to semiotic resources and the lack of attention to a key gesture influenced the way ideas evolved in the solution generation phase. The analysis also revealed the teacher's impact on the contextual configuration at critical junctures, including her influence on the use of semiotic resources and on student positioning. Finally, the embodied and multimodal analysis provided insights into the affordances and constraints of the activity structure and modes of communication on student's involvement in scientific practices. These insights highlighted the importance of educators recognizing diverse forms of student expression, including gestures, as essential for nurturing scientific sensemaking and supporting students in utilizing different modalities productively. Our approach can assist researchers in holistically investigating pedagogical strategies that can facilitate reform-based science teaching. It can also assist teachers in fostering effective communication—both verbal and non-verbal, while simultaneously guiding positioning within and between student groups, establishing an environment conducive to equitable sensemaking.</p>\u0000 </div>","PeriodicalId":771,"journal":{"name":"Science & Education","volume":"109 2","pages":"650-672"},"PeriodicalIF":3.1,"publicationDate":"2024-11-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143447154","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 COVID-19 to Quartile 1: Editor’s Reflections and Farewell","authors":"Sibel Erduran","doi":"10.1007/s11191-024-00591-3","DOIUrl":"10.1007/s11191-024-00591-3","url":null,"abstract":"","PeriodicalId":771,"journal":{"name":"Science & Education","volume":"33 6","pages":"1347 - 1351"},"PeriodicalIF":3.1,"publicationDate":"2024-11-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142714295","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":"Teacher Guidance and On-the-Fly Scaffolding in Primary School Students' Inquiry Learning","authors":"Heide Sasse,&nbsp;Anke M. Weber,&nbsp;Timo Reuter,&nbsp;Miriam Leuchter","doi":"10.1002/sce.21921","DOIUrl":"https://doi.org/10.1002/sce.21921","url":null,"abstract":"<p>In primary science education, inquiry-based science instruction stands out as an optimal learning environment for fostering domain-specific content and procedural knowledge. Recognizing the effectiveness of different forms of teacher guidance, there is an ongoing debate about the planning of high (<i>structured inquiry</i>) and low (<i>guided inquiry</i>) guidance and their optimal sequencing. This debate revolves around balancing the level of autonomy and the amount of conceptual information given to students. Furthermore, the complete understanding of the impact of responsive teaching, which encompasses a broad range of practices, including on-the-fly scaffolding such as <i>Promoting Participation</i>, <i>Focusing</i>, and <i>Problematizing</i>, remains elusive. To address this gap, this study examines the relationship between planned teacher guidance and specific instances of responsive teaching, particularly on-the-fly scaffolding in the inquiry-based science classroom. A pre-posttest design was employed, involving 164 primary school students (<i>M</i> = 9.9 years, SD = 0.66, 57% female) and one female experimenter. Domain-specific content knowledge contained science concepts of thermal insulation, whereas procedural knowledge comprised the application of the control-of-variables strategy. The sequential order of planned teacher guidance, <i>structured inquiry</i>, and <i>guided inquiry</i>, was systematically varied, and the experimenter was allowed to provide spontaneous on-the-fly scaffolding. The study assesses the influence of planned teacher guidance and specific instances of responsive teaching, particularly on-the-fly scaffolding on students' conceptual and procedural knowledge. Results indicate no differential learning effects based on the order of planned guidance. However, when planned <i>guided inquiry</i> was provided second, the teacher gave less on-the-fly scaffolding. Additionally, <i>Problematizing</i> had a positive effect, while <i>Focusing</i> had a negative effect on students' procedural knowledge learning.</p>","PeriodicalId":771,"journal":{"name":"Science & Education","volume":"109 2","pages":"579-604"},"PeriodicalIF":3.1,"publicationDate":"2024-11-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1002/sce.21921","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143446656","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":"Learning and Distributed Expertise in Community-Based Science","authors":"Christopher C. Jadallah,&nbsp;Heidi L. Ballard","doi":"10.1002/sce.21923","DOIUrl":"https://doi.org/10.1002/sce.21923","url":null,"abstract":"<p>In the face of growing social-ecological challenges, multiple forms of expertise must be brought to bear in environmental problem-solving. As such, community-based science has been touted as a potential way to “democratize” scientific knowledge production, allowing for multiple sources of expertise to be harnessed and for learning across stakeholders to occur in new ways. The extent to which this occurs, however, is mediated by a variety of factors. Focusing on the context of a dam removal and river restoration initiative in the Western United States, we leverage <i>community science literacy</i> as a conceptual lens to critically interrogate if and how multiple forms of expertise are taken up through community-based science toward the goal of watershed revitalization. Based on an analysis of empirical evidence collected from interviews, ethnographic observations, and project artifacts, we found that local residents in the watershed demonstrated robust forms of situated local knowledge that they often leveraged toward the work of science. This occurred through processes of coordination work, which were mediated by opportunities for individuals to shift between roles, the contributions of brokers and boundary spanners, and issues of power, status, and rank. While individuals demonstrated and shared their nuanced local knowledge, dominant science still structured if, when, and how this was taken up in the project. Ultimately, we suggest that leveling hierarchies in community-based science—and affording broader publics greater epistemic agency in shaping the work of science—is key to fostering social-ecological transformation through science learning in informal settings.</p>","PeriodicalId":771,"journal":{"name":"Science & Education","volume":"109 2","pages":"561-578"},"PeriodicalIF":3.1,"publicationDate":"2024-11-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1002/sce.21923","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143446889","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":"Sense-Making Through Hybrid Talk: High-Achieving Secondary Students' Language Use during Practical Work","authors":"Stein Dankert Kolstø,&nbsp;Matthias G. Stadler","doi":"10.1002/sce.21922","DOIUrl":"https://doi.org/10.1002/sce.21922","url":null,"abstract":"<p>This study contributes to discussions on facilitating students' sense-making in science by analyzing the utterances of high-achieving students in dialogues during practical work and identifying characteristics of their language use and learning processes. The context of the study is a general science course at an upper secondary school in Norway. During four lessons, students from two classes conducted three exercises in electrochemistry. Data consist of video recordings from group work and whole-class dialogues, students' written explanations, and their grades in science. Using the Bakhtinian concept of hybrid constructions (i.e., utterances including both vernacular and scientific elements), we analyze dialogues about scientific concepts and possible explanations for observations made during practical work. The analysis focuses on mixed-ability groups that include one or two high-achieving students. These students' successful learning processes enable the identification of language use that is part of sense-making dialogues. We found that all students participating in dialogues used a mixture of vernacular talk, hybrid constructions, and scientific language during their learning processes. The content of scientific explanations proposed by high-achieving students initially tended to be correct but superficial. The content then became more complex and hybrid and displayed errors and inaccuracies when students discussed detailed explanatory mechanisms, and finally, it became complex and largely correct. The results indicate that the high-achieving students' use of hybrid constructions during practical work was beneficial for their learning. We discuss challenges related to creating situations in science teaching that encourage all students to engage in hybrid talk during sense-making dialogues.</p>","PeriodicalId":771,"journal":{"name":"Science & Education","volume":"109 2","pages":"605-626"},"PeriodicalIF":3.1,"publicationDate":"2024-11-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1002/sce.21922","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143446986","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}