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Science Education in an Age of Unnatural Disasters: An Introduction to the Special Issue 自然灾害时代的科学教育：特刊导论

IF 3.4 1区教育学

Science & Education Pub Date : 2025-05-28 DOI: 10.1007/s11191-025-00652-1

Wonyong Park, Marcus Grace, Craig Hutton, Scott Gabriel Knowles

引用次数: 0

A Case Study of Preservice Science Teachers' Enactment of Co-Designed Formative Assessment Practices in a Chemistry Laboratory Setting 职前科学教师在化学实验室环境下实施共同设计的形成性评估实践的案例研究

IF 3.4 1区教育学

Science & Education Pub Date : 2025-05-25 DOI: 10.1002/sce.21981

Osman Nafiz Kaya, Zehra Kaya

{"title":"A Case Study of Preservice Science Teachers' Enactment of Co-Designed Formative Assessment Practices in a Chemistry Laboratory Setting","authors":"Osman Nafiz Kaya, Zehra Kaya","doi":"10.1002/sce.21981","DOIUrl":"https://doi.org/10.1002/sce.21981","url":null,"abstract":"<div>\u0000 \u0000 <p>Previous studies have revealed that preservice science teachers (PSTs) require more robust and stimulating opportunities to engage with and reflect on formative assessment (FA) during teacher education. From a sociocultural-asset perspective, 16 PSTs participated in a co-design process with researchers, engaging in an iterative reasoning and development process of an FA-embedded chemistry laboratory learning environment through the conjecture mapping approach over the course of a semester. This case study presents how a randomly selected small group of PSTs (<i>N</i> = 4) implemented the co-designed FA practices for one of the most challenging chemistry topics, chemical equilibrium, in a laboratory setting in the subsequent semester. Several data collection tools, such as audio records and artifacts from the PSTs' FA enactment in their laboratory investigation, were used in this study. All triangulated data was analyzed using the method of interaction analysis to generate and interpret meanings. Findings revealed that the PSTs could implement FA by interweaving five key FA strategies to enhance their learning in the chemistry laboratory. Specifically, the findings showed that not only the content and quality of feedback but also the way feedback is used and interacted with in FA play a critical role in improving the PSTs' learning and performance. This study has implications for designing and testing FA-embedded learning environments that must be created <i>with, not for</i>, PSTs from sociocultural-asset perspectives to improve the quality of FA.</p>\u0000 </div>","PeriodicalId":771,"journal":{"name":"Science & Education","volume":"109 6","pages":"1622-1651"},"PeriodicalIF":3.4,"publicationDate":"2025-05-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145272862","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

Critically Reading Science-Related Texts Produced by ChatGPT 批判性地阅读由ChatGPT制作的科学相关文本

IF 3.4 1区教育学

Science & Education Pub Date : 2025-05-23 DOI: 10.1007/s11191-025-00639-y

Pablo Antonio Archila, Brigithe Tatiana Ortiz, Anne-Marie Truscott de Mejía, Jorge Molina

{"title":"Critically Reading Science-Related Texts Produced by ChatGPT","authors":"Pablo Antonio Archila, Brigithe Tatiana Ortiz, Anne-Marie Truscott de Mejía, Jorge Molina","doi":"10.1007/s11191-025-00639-y","DOIUrl":"10.1007/s11191-025-00639-y","url":null,"abstract":"<div><p>Since its launch in November 2022, Chat Generative Pretrained Transformer (ChatGPT) has rapidly become an attractive artificial intelligence (AI) tool for students around the globe. This chatbot is becoming more and more popular because of its ability to generate science-related texts practically indistinguishable from human-produced texts. While a major shortcoming of texts generated by ChatGPT is that these can contain false and/or inaccurate scientific information, very little is known about how to promote critical reading of science-related texts produced by this AI tool. We aimed at showing that the construction of scientific argument maps—visual representation of scientific argument structure—can be used to foster critical reading of these texts. The data were drawn from the argument diagrams constructed by 44 undergraduates (27 females and 17 males, 17–23 years old) during an introductory science course and audio recordings of student discussions as part of the process of co-creation of argument maps. The findings suggest that argument mapping effectively supported participants’ critical reading of ChatGPT‐generated texts while engaged them in the construction of arguments, the anticipation of counterarguments, and the production of rebuttals. This study contributes to the literature on scientific AI literacy—the combination of scientific literacy with AI literacy —by providing insights into how to engage students in the critical reading of science-related texts produced by generative AI technology.</p></div>","PeriodicalId":771,"journal":{"name":"Science & Education","volume":"34 6","pages":"4627 - 4662"},"PeriodicalIF":3.4,"publicationDate":"2025-05-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145698426","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

“It Looks as if They Threw the Entire Periodic Table Into the River”: A Decolonial Perspective for Chemistry Education in the Context of Environmental Injustices “看起来好像他们把整个元素周期表扔进了河里”：环境不公正背景下化学教育的非殖民化视角

IF 3.4 1区教育学

Science & Education Pub Date : 2025-05-23 DOI: 10.1002/sce.21984

Haira E. Gandolfi

{"title":"“It Looks as if They Threw the Entire Periodic Table Into the River”: A Decolonial Perspective for Chemistry Education in the Context of Environmental Injustices","authors":"Haira E. Gandolfi","doi":"10.1002/sce.21984","DOIUrl":"https://doi.org/10.1002/sce.21984","url":null,"abstract":"<p>In this article I explore the case of the Mariana dam disaster in 2015 in Brazil seeking to contribute to reflections about the role of chemistry and chemistry education in environmental injustices. Drawing on stories about this disaster shared in the Dead River Podcast (2024), on wider literature and on other cases of environmental injustices associated with mining complexes around the world, I explore the historical and contemporary connections between chemistry-related knowledge, practices and industries with mineral resource exploitation. In particular, I examine how this example of a mining complex in the Global South, like many others across the world, can bring to light chemistry's complex socio-political and socio-historical entanglements with extractivist, neocolonial and socially unjust practices that structure the triple planetary crisis we currently face. From this theoretical-exploratory work, I then elaborate on a decolonial perspective for chemistry education to support critical engagement with such entanglements. Here I seek to offer some insights into what a nuanced and critical decolonial perspective can bring to those interested in the role of chemistry education in the context of environmental injustices.</p>","PeriodicalId":771,"journal":{"name":"Science & Education","volume":"109 6","pages":"1652-1668"},"PeriodicalIF":3.4,"publicationDate":"2025-05-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1002/sce.21984","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145273009","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

Threshold Concepts and Concept Networks in Evolution Education: An Experimental Intervention Study 进化教育中的阈值概念与概念网络：一项实验干预研究

IF 3.4 1区教育学

Science & Education Pub Date : 2025-05-21 DOI: 10.1002/sce.21977

Helena Aptyka, Daniela Fiedler, Jörg Großschedl

{"title":"Threshold Concepts and Concept Networks in Evolution Education: An Experimental Intervention Study","authors":"Helena Aptyka, Daniela Fiedler, Jörg Großschedl","doi":"10.1002/sce.21977","DOIUrl":"https://doi.org/10.1002/sce.21977","url":null,"abstract":"<p>This study analyzes the effect of different instructions on threshold concepts within material covering natural selection on students' use of concepts about evolution. Moreover, it examines students' use of concepts as interconnected networks when reasoning about natural selection and analyzes how these concepts relate to each other regarding their connections and centrality within the network. We recruited a sample of <i>N</i> = 128 German 10th-grade students to address these aspects and conducted an experimental intervention study with three groups. We assessed the effect of instruction on the threshold concepts of randomness and probability by teaching them either in contexts of biology, the original discipline of mathematics, or not at all, along with input on natural selection. We analyzed the number of students' key concepts, misconceptions, and threshold concepts by applying an inferential statistical and concept network approach. The results reveal that teaching threshold concepts in biological or mathematical contexts leads to significantly higher use of key concepts than in the control group. Furthermore, only teaching them in a biological context resulted in a significantly higher use of threshold concepts than in the control group. The network analyses reveal descriptive differences in the structures, significant correlations of concepts, and most central and influential concepts (i.e., key concepts: selection factors or limited resources, change in the population; misconceptions: teleology/need, anthropomorphic conception; threshold concept: probability). We discuss the valuable potential of explicitly teaching threshold concepts and utilizing network theory to enhance a nuanced understanding of how students organize and apply evolutionary concepts.</p>","PeriodicalId":771,"journal":{"name":"Science & Education","volume":"109 6","pages":"1583-1607"},"PeriodicalIF":3.4,"publicationDate":"2025-05-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1002/sce.21977","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145273054","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

Learners, Not Just Data Contributors: Citizen Scientists’ Self-Regulated Learning 学习者，而不仅仅是数据贡献者：公民科学家的自我调节学习

IF 3.4 1区教育学

Science & Education Pub Date : 2025-05-08 DOI: 10.1007/s11191-025-00650-3

Ruonan Hu, Johannes Pernaa, Maija Aksela, Xinning Pei, Yiming Yu

{"title":"Learners, Not Just Data Contributors: Citizen Scientists’ Self-Regulated Learning","authors":"Ruonan Hu, Johannes Pernaa, Maija Aksela, Xinning Pei, Yiming Yu","doi":"10.1007/s11191-025-00650-3","DOIUrl":"10.1007/s11191-025-00650-3","url":null,"abstract":"<div><p>Citizen science substantially contributes to large-scale biodiversity monitoring and enhancing science literacy. However, striking a balance between advancing citizen scientists’ scientific literacy and achieving robust scientific outcomes remains a challenge. Self-regulated learning (SRL) has the potential to enhance scientific literacy and provide valuable insights into addressing this challenge. This study investigated SRL in citizen scientists through a mixed-methods approach, involving a questionnaire survey with 133 participants and interviews with 12 volunteers. The results reveal that SRL does not differ significantly across educational levels and age groups. Furthermore, the mastery-approached goal mediates the prediction of SRL by epistemological views towards science. These insights underscore that to enhance SRL, it is suggested to implement targeted learning design strategies on citizen science platforms, offer explicit training in scientific epistemology, and employ diverse methods to foster participant motivation. By framing volunteers as active learners rather than passive data contributors, this study provides new insights into the educational dimensions of citizen science.</p></div>","PeriodicalId":771,"journal":{"name":"Science & Education","volume":"34 6","pages":"4783 - 4814"},"PeriodicalIF":3.4,"publicationDate":"2025-05-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145698598","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

Comparative Analysis of Engineering Elements in Five Chinese Junior High School Physics Textbooks 五本初中物理教材中工程元素的比较分析

IF 3.4 1区教育学

Science & Education Pub Date : 2025-05-08 DOI: 10.1007/s11191-025-00649-w

Xue Zhang, Yang Xiao, Lei Bao, Jing Zhang, Lan Yang, Jianwen Xiong

{"title":"Comparative Analysis of Engineering Elements in Five Chinese Junior High School Physics Textbooks","authors":"Xue Zhang, Yang Xiao, Lei Bao, Jing Zhang, Lan Yang, Jianwen Xiong","doi":"10.1007/s11191-025-00649-w","DOIUrl":"10.1007/s11191-025-00649-w","url":null,"abstract":"<div><p>Recent reforms in science education advocate for the integration of engineering practices into K–12 curricula, prompting a need for this integration in each disciplinary science curriculum. This study aims to identify the current status and future directions of incorporating engineering elements in Chinese junior high school physics textbooks, as well as their distribution and representation approaches across different content areas. Utilizing the Framework for Quality K–12 Engineering Education, which encompasses 12 key elements, this study analyzes five junior high school physics textbooks endorsed by the Chinese Ministry of Education. The analysis revealed three areas of features including: (i) The textbooks meet at least half of the 12 engineering elements, yet exhibit variations in the coverage and quantity of engineering-related content; (ii) the distribution of the 12 engineering elements is unbalanced, with two elements being appreciated and four rarely mentioned across nearly all content themes; (iii) regarding the approaches used to address engineering aspects, the implicit approach is dominant (more than 90%). The limited explicit approaches are primarily concentrated on content themes on Acoustic Phenomena and Phase Change, corresponding to only three aspects of engineering elements. The implications for future textbook revisions and teacher professional development are discussed.</p></div>","PeriodicalId":771,"journal":{"name":"Science & Education","volume":"35 1","pages":"165 - 192"},"PeriodicalIF":3.4,"publicationDate":"2025-05-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"147337784","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

The Significance of Science Content Knowledge for Socioscientific Reasoning Competency: Evidence from SSI Instruction on Environmental Topics Based on the SIMBL Model 科学内容知识对社会科学推理能力的意义：基于SIMBL模型的SSI环境主题教学证据

IF 3.4 1区教育学

Science & Education Pub Date : 2025-05-07 DOI: 10.1007/s11191-025-00645-0

Shuqi Jia, Shanzhang Ren

{"title":"The Significance of Science Content Knowledge for Socioscientific Reasoning Competency: Evidence from SSI Instruction on Environmental Topics Based on the SIMBL Model","authors":"Shuqi Jia, Shanzhang Ren","doi":"10.1007/s11191-025-00645-0","DOIUrl":"10.1007/s11191-025-00645-0","url":null,"abstract":"<div><p>Socioscientific reasoning (SSR) is an emerging science literacy goal of critical importance to the international science education community, particularly in the context of escalating environmental challenges. This study outlines a strategy for SSR instruction using the Socioscientific Issue and Model-Based Learning (SIMBL) model, focusing on local environmental socioscientific issues (SSI). Participants were 41 middle school students from China who received an 11-week instructional intervention. We employed a mixed-methods approach to examine changes in participants’ SSR competencies—<i>complexity, perspectives, inquiry, and skepticism</i>—over time, categorizing data analysis by students’ mastery level of science content knowledge. The results of the QuASSR test papers, task sheets, and interviews indicated that SIMBL-based SSI instruction on environmental themes effectively fosters SSR among middle school students, with those possessing greater science content knowledge exhibiting more significant and advanced development in their SSR competencies. Future instruction focusing on socioscientific reasoning should implement differentiated instruction that aligns with student’s mastery of relevant content knowledge and the development sequence of SSR competencies. Additionally, there is a need to refine the assessment tool to obtain more evidence of <i>skepticism</i> development.</p></div>","PeriodicalId":771,"journal":{"name":"Science & Education","volume":"34 6","pages":"4717 - 4739"},"PeriodicalIF":3.4,"publicationDate":"2025-05-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145698400","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

Virtuality, Solidarity and Possibility: A Response to Paré 虚拟、团结与可能性：对parparve的回应

IF 3.4 1区教育学

Science & Education Pub Date : 2025-05-06 DOI: 10.1002/sce.21982

Jesse Bazzul

{"title":"Virtuality, Solidarity and Possibility: A Response to Paré","authors":"Jesse Bazzul","doi":"10.1002/sce.21982","DOIUrl":"https://doi.org/10.1002/sce.21982","url":null,"abstract":"<p>In this response to Dylan Paré's “Queer reorientations in virtual reality: Designing for solidarity in science and technology learning environments,” and as part of the special issue “Centering Affect and Emotion Toward Justice and Dignity in Science Education,” I invite educators to consider “the virtual” that always exists alongside actual reality. Drawing from recent research by Dylan Paré entitled “Reorienting Toward LGBTQ+ Belonging in Science, Technology, Engineering, and Mathematics by Feeling and Thinking With a Queer and Nonbinary Person in Virtual Reality,” I argue that things like solidarity, ethics, and justice are not possible without the existence of ‘the virtual’; which is part of the everyday existence of things, making the technology we call “virtual reality” but a tiny example of “the virtual.” Virtuality determines the lines of possibility that a being might take toward ethical becomings and different forms of actualization in the world. Using sociomaterialist philosophy this article encourages educators to explore the virtual for just futures and multispecies flourishing. Using the technology of virtual reality in the way Paré does is one way to open the wide potential of the virtual dimension. While virtual reality research for justice and inclusion might seem like a niche area of computer science, the learning sciences, or technology education, such research helps reintroduce educators and students to the vast aspects of reality that have not yet actualized but are nonetheless real and ever-present.</p>","PeriodicalId":771,"journal":{"name":"Science & Education","volume":"110 1","pages":"76-80"},"PeriodicalIF":3.4,"publicationDate":"2025-05-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1002/sce.21982","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145772530","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

Science and Religion Integration in Indonesian Islamic Senior High Schools: Analyzing Teachers’ Pedagogical Practices 印尼伊斯兰高中科学与宗教融合：教师教学实践分析

IF 3.4 1区教育学

Science & Education Pub Date : 2025-05-05 DOI: 10.1007/s11191-025-00648-x

Agus Riwanda, Abdurrohim, Evita Widiyati, Syatria Adymas Pranajaya

{"title":"Science and Religion Integration in Indonesian Islamic Senior High Schools: Analyzing Teachers’ Pedagogical Practices","authors":"Agus Riwanda,  Abdurrohim, Evita Widiyati, Syatria Adymas Pranajaya","doi":"10.1007/s11191-025-00648-x","DOIUrl":"10.1007/s11191-025-00648-x","url":null,"abstract":"<div><p>The integration of science and religion in high schools is considered essential for shaping a generation with noble character and a critical understanding of scientific and religious claims. This research investigates the implementation of science-religion integration at MAN IC Tanah Laut and SMA Global Islamic Boarding School Barito Kuala, South Kalimantan—two schools that emphasize this integration as their hallmark. Employing a case study approach, data were collected through interviews with school principals, vice principals for academics, and teachers, as well as through classroom observations and document analysis. Data analysis was conducted through condensation, data presentation, and conclusion drawing. The findings reveal that both schools view the integration of science and religion as a positive initiative to broaden students’ perspectives and establish meaningful connections between the two domains, despite the absence of specific guidelines. The applied level of integration is discipline-based, employing shared and webbed models that emphasize collaboration among teachers from both fields. However, integrating science and religion poses significant challenges, particularly in areas where scientific findings may conflict with religious interpretations, leading to selective framing or oversimplification of complex topics. While the success of integration relies heavily on teachers’ understanding of both disciplines, it has the potential to enhance students’ argumentative abilities. This study underscores the importance of teacher development programs and the need for clear guidelines to achieve the intended goals of science-religion integration.</p></div>","PeriodicalId":771,"journal":{"name":"Science & Education","volume":"35 1","pages":"261 - 281"},"PeriodicalIF":3.4,"publicationDate":"2025-05-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"147337105","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