Science & Education最新文献

{"title":"Twenty-Years of Anti-Climate Change and Anti-Evolution Education Legislation in the United States","authors":"Jennifer A. da Rosa","doi":"10.1002/sce.21907","DOIUrl":"https://doi.org/10.1002/sce.21907","url":null,"abstract":"<p>Both evolution and climate change have broad scientific consensus, and yet they are the most contested scientific concepts in the US K-12 education system. This study aimed to explore trends in proposed US state legislation employed from 2003 to 2023 by anti-evolution and anti-climate change education movements to constrain the teaching of these sciences. Using a historical qualitative research design, document analysis was used to evaluate state legislation and reports from the National Center for Science Education (NCSE). Two hundred and seventy-three climate and evolution-related House and Senate bills, concurrent resolutions, and joint resolutions were identified, coded, and analyzed. Eleven anti-science education legislative tactics were employed from 2003 to 2023. Five were first identified in the literature review: academic freedom (42.1%), rebranding (12.1%), balanced treatment (12.1%), censorship (2.6%), and disclaimers (2.6%). Six new tactics were revealed in the analysis: anti-indoctrination (16.8%), standards (12.1%), instructional materials (10.3%), religious liberty (8.8%), avoidance (4.4%), and religious instruction (4.0%). One-quarter of bills and resolutions employed a combination of tactics. The most ubiquitous tactics were academic freedom bills, which urge science teachers to introduce ideas like intelligent design or climate change denial under the mantle of academic freedom, and anti-indoctrination bills, which prevent teachers from advocating for controversial topics deemed political. Since 2017, anti-indoctrination has become the preferred tactic. Southern, southeastern, and midwestern states were the most prolific in their contribution to anti-science education legislation. Qualitative analysis revealed bill and resolution language was often recycled across years and states with slight changes to wording. From 2003 to 2023, the total number of anti-science education state legislative efforts increased, as did the number of passed bills and resolutions. The implications of these tactics and trends are considered.</p>","PeriodicalId":771,"journal":{"name":"Science & Education","volume":"109 2","pages":"689-711"},"PeriodicalIF":3.1,"publicationDate":"2024-09-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1002/sce.21907","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143447053","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 We Eat Calories: A Plurality Metaphor of Energy in Scientific Disciplines","authors":"Leslie Atkins","doi":"10.1007/s11191-024-00554-8","DOIUrl":"10.1007/s11191-024-00554-8","url":null,"abstract":"<div><p>In the Next Generation Science Standards, energy is considered a “crosscutting concept” that bridges disciplinary boundaries and unites scientific disciplines. I examine how energy is represented in physics, biology, and chemistry contexts, using the reaction of molecular oxygen with sugar as an exemplar, and argue that disciplines disagree in how they represent the origin of energy that drives this process. In particular, while biology tends to locate energy as initially in the sugar molecule, chemistry locates the energy in molecular oxygen, and physics models energy as in the field between the molecules. That is to say, biology describes us as eating calories, chemistry as inhaling calories, and physics invents an abstract object (the field) as the container for energy. I then show how the conceptualizations made in each discipline stem from core disciplinary commitments, models, and concepts that structure what “counts” as an explanation. This conceptual plurality, then, is essential to disciplinary meaning. While such a pluralistic conceptualization appears to be contrary to scientific epistemology that prioritizes coherence and cognitive models that rely on unitary structures for transfer, I draw on recent research to argue that neither concern is fully founded. Finally, I suggest that building bridges between these contrasting conceptualizations may come later, in response to interdisciplinary questions and frameworks.</p></div>","PeriodicalId":771,"journal":{"name":"Science & Education","volume":"34 4","pages":"1889 - 1911"},"PeriodicalIF":3.4,"publicationDate":"2024-09-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://link.springer.com/content/pdf/10.1007/s11191-024-00554-8.pdf","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144892469","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":"Managing Wide Plurality Through Metarepresentations","authors":"Michel Bélanger,&nbsp;Vincent Richard","doi":"10.1007/s11191-024-00556-6","DOIUrl":"10.1007/s11191-024-00556-6","url":null,"abstract":"<div><p>Various studies in science education have  concluded that successful science learning sometimes consists in students having two or more incompatible representations regarding a phenomenon. Specifically, a pluralist perspective acknowledges that such representational plurality is normal and even beneficial for the individual. Our working hypothesis in this paper is that in order for such plurality to be indeed functional, it must be adequately integrated into a cognitive structure responsible for its management. Following Cosmides and Tooby (Cosmides and Tooby, Sperber (ed), Metarepresentations in an evolutionary perspective, Oxford University Press, 2000), we use the concept of metarepresentation for this purpose. A metarepresentation is a structure that includes both a representation and various information about this representation, called tags. We focus on two kinds of tags: (1) scope tags, which are cognitive elements responsible for specifying the circumstances in which a representation can profitably be used; and (2) qualificative tags, which are judgments about the properties and value of a representation (e.g., simplicity, understandability, usefulness). We argue the concepts of metarepresentation and tags (or their equivalent) are required to better understand the nature of expertise in situation of representational plurality. In our view, humans have large minds: they can acquire a repertoire of incompatible representations and use it efficiently in various situations. Expertise does not lie solely in the mastering of one scientific representation, but in the capacity to operate adequately the repertoire one possesses.</p></div>","PeriodicalId":771,"journal":{"name":"Science & Education","volume":"34 4","pages":"1989 - 2029"},"PeriodicalIF":3.4,"publicationDate":"2024-09-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144892466","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":"Sustainability as Living Architecture","authors":"Olivia Levrini,&nbsp;Sibel Erduran,&nbsp;Mauricio Pietrocola","doi":"10.1007/s11191-024-00557-5","DOIUrl":"10.1007/s11191-024-00557-5","url":null,"abstract":"","PeriodicalId":771,"journal":{"name":"Science & Education","volume":"33 5","pages":"1093 - 1095"},"PeriodicalIF":3.1,"publicationDate":"2024-09-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142409833","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":"Reflection time and valuing science: Elementary teachers' science subject matter knowledge development during teaching experience","authors":"Ryan S. Nixon,&nbsp;Adam Bennion","doi":"10.1002/sce.21902","DOIUrl":"10.1002/sce.21902","url":null,"abstract":"<p>Although teachers have opportunities to learn about many things through teaching experience, we know little about how they develop science subject matter knowledge in this setting. With both limited opportunities to learn science subject matter knowledge before becoming teachers and minimal science professional development available while working as a teacher, it is important to understand the extent to which elementary teachers develop science subject matter knowledge in their regular classroom practice and the factors that influence that development. In this longitudinal, mixed methods study we collected both quantitative and qualitative data before and following their final field experience, which was their first opportunity to have significant teaching experience. Findings suggest two important factors for subject matter knowledge development: time for considering science subject matter and a learning setting that values science. In contrast, indicators of learner capacity (i.e., prior knowledge) and time teaching the topics were not associated with teacher subject matter knowledge development.</p>","PeriodicalId":771,"journal":{"name":"Science & Education","volume":"109 1","pages":"59-81"},"PeriodicalIF":3.1,"publicationDate":"2024-08-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142220158","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":"Designing and leading justice-centered informal STEM education: A framework for core equitable practices","authors":"Day Greenberg,&nbsp;Won Jung Kim,&nbsp;Sinead Brien,&nbsp;Angela Calabrese Barton,&nbsp;Micaela Balzer,&nbsp;Louise Archer","doi":"10.1002/sce.21903","DOIUrl":"10.1002/sce.21903","url":null,"abstract":"<p>We explore how experienced informal educators worked towards equitable and consequential opportunities for learning in informal STEM settings through pedagogical practice. Drawing from a justice-centered social practice stance we argue that pedagogical practice that promotes social transformation towards more just futures must confront and respond to, in integrated fashion, how unequal power dynamics, connected to systemic, structural oppressions, impact individual and collective learning. We refer to this focus on the entanglements between justice and responsibility as the ethical and relational dimensions of teaching and learning. In a research-practice partnership, we drew upon participatory ethnography to explore how practice partners operationalized these “big justice ideas” in their practice. Using two detailed vignettes of practice we illustrate five interconnected patterns of practice: Recognizing, authority sharing, shifting narratives, co-designing, and embracing humanity. We illustrate how these practices, and their variations, took shape in-the-moment, and worked in transformational ways. Last we discuss how these practices are <i>consequentially directed towards shifting power</i>—who has the power to name and legitimize what and who matters in informal STEM learning (ISL), how, and why—and about how youths and educators alike engaged each other towards affecting their lives, social relations, and possibilities. Findings can help informal educators refine and expand their mental models of youth, what matters to them, how and why, and what this could mean for their futures.</p>","PeriodicalId":771,"journal":{"name":"Science & Education","volume":"109 1","pages":"27-58"},"PeriodicalIF":3.1,"publicationDate":"2024-08-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1002/sce.21903","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142220157","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":"Exploring how museums can support science teacher leaders as boundary spanners","authors":"Sara C. Porter,&nbsp;Michelle Phillips,&nbsp;Sarah Stallings,&nbsp;Ti'Era Worsley","doi":"10.1002/sce.21906","DOIUrl":"10.1002/sce.21906","url":null,"abstract":"<p>Local implementation of science reform efforts in part relies on science teacher leaders (STLs) to improve science instruction in classrooms and beyond. The lack of science-specific professional learning resources drives STLs to act as boundary spanners to locate resources outside their local context to fill that gap. Museums and other informal science education centers are examples of external entities that STLs might leverage to locate resources for local science education improvement. While we know how museums support pre- and in-service science teachers, there is a gap in our understanding related to museum support for STLs. Here, we used case study research methods to analyze how a museum-based professional learning programme supported STLs, as boundary spanners to access and adapt resources for local science education reform efforts. We found that each STL reported benefiting from shared resources from the museum, as well as from their peers in their working groups. We also found that STLs reported on different elements of the professional learning programme related to their area of influence (classroom or district) and the problem of practice their group worked on. We discuss how each of the named features of the museum-based professional learning programme supported boundary spanning of STLs and end with implications and recommendations for the design of professional learning experiences to support their leadership work.</p>","PeriodicalId":771,"journal":{"name":"Science & Education","volume":"109 1","pages":"106-127"},"PeriodicalIF":3.1,"publicationDate":"2024-08-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1002/sce.21906","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142220161","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":"Viewing science teacher learning and curriculum enactment through the lens of theory of practice architectures","authors":"Xavier Fazio,&nbsp;Stephen Kemmis,&nbsp;Jessica Zugic","doi":"10.1002/sce.21901","DOIUrl":"10.1002/sce.21901","url":null,"abstract":"<p>Science teachers struggle to implement and sustain new curricular ideas from professional development (PD) experiences. These PD opportunities are crucial for enacting real-world changes to teaching practice and address pressing global challenges, such as the teaching and learning of socioscientific topics nested in school communities. Additionally, it is important to consider how school situative conditions are an important aspect in how science teachers learn, develop, and enact curricular practices in their classrooms. This paper is part of a special issue on <i>Teacher Learning and Practice within Organizational Contexts</i>. The purpose of this conceptual paper is to illustrate how researchers can frame research using the theory of practice architectures (TPA) as a lens to develop a dynamic socio-material understanding of teacher learning within teachers' working environments and their local school communities. An ongoing multi-year professional learning study with science teachers in an elementary school and secondary school was analyzed using TPA. Using a philosophical-empirical approach, observations from PD sessions and collaborative meetings illustrated teachers' practices in the form of sayings, doings, and relatings and their changes over the duration of the observations with associated modifications in schools' practice architectures. Although specific school conditions, such as timetable restrictions and curriculum accountability, constrained teachers' practices they were still enabled to learn and develop their practices. Overall, TPA was found to be an insightful framework for theorizing changes in science teaching practices of teachers' saying, doings, and relatings at their school sites. Future research focused on PD within schools would benefit from using a TPA approach to theorizing science teacher learning and curriculum enactment practices.</p>","PeriodicalId":771,"journal":{"name":"Science & Education","volume":"109 1","pages":"305-334"},"PeriodicalIF":3.1,"publicationDate":"2024-08-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1002/sce.21901","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142220159","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":"Contextual resources supporting the co-evolution of teachers' collective inquiry and classroom practice after the grant ended","authors":"Soo-Yean Shim,&nbsp;Jessica Thompson","doi":"10.1002/sce.21900","DOIUrl":"10.1002/sce.21900","url":null,"abstract":"<p>We explored how various contextual resources accumulated over multiple years operated together to facilitate a team of high school teachers' sustained and agentive learning after a 4-year research–practice partnership (RPP) grant concluded. Specifically, we examined constellations of resources that promoted the co-evolution of the teachers' collective inquiry in the professional learning community (PLC) and classroom instruction, focused on supporting students' scientific explanations. We qualitatively analyzed the video/audio recordings of the PLC members' interactions in eight 75-min PLC meetings (11 h) and a full-day professional development (8 h) and classroom teaching (34 lessons) over the period of 6 months. We found that the contextual resources accumulated from the historical 4-year RPP—including a culture of collaborative inquiry, collegial relationships, structures for teacher collaboration, and expertise embedded in individuals as well as co-developed tools and practices (<i>cultural, social, structural, and expertise resources</i>)—were important. These resources, in combination with emerging teacher leadership (<i>leadership resource</i>) and timely supports, such as school leadership and district-based funding for sustaining structures for collaboration (<i>leadership and structural resources</i>), enabled the teachers to launch and drive their own collaborative inquiry and shift instruction after the conclusion of the grant. The harmonized contexts led the teachers to learn across the PLC and classrooms by engaging in co-evolution mechanisms—setting goals based on classroom data, reasoning about instructional practices using various representations of teaching, and experimenting on a set of common practices across classrooms. This paper is part of the special issue on Teacher Learning and Organizational Contexts.</p>","PeriodicalId":771,"journal":{"name":"Science & Education","volume":"109 1","pages":"266-304"},"PeriodicalIF":3.1,"publicationDate":"2024-08-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1002/sce.21900","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142220160","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":"Measuring Self-Efficacy Beliefs in Teaching Inquiry-Based Science and the Nature of Scientific Inquiry","authors":"Radu Bogdan Toma, Iraya Yánez-Pérez, Jesús Ángel Meneses-Villagrá","doi":"10.1007/s11191-024-00553-9","DOIUrl":"https://doi.org/10.1007/s11191-024-00553-9","url":null,"abstract":"<p>Inquiry-based science teaching (IBST) is a key goal of science education reforms worldwide. Recent research highlights the importance of infusing inquiry teaching with knowledge about the nature of scientific inquiry, and not just focusing on procedural skills to do inquiry. However, such an endeavour requires teachers to have high levels of self-efficacy. Given the lack of valid and reliable measurement instruments for Spanish-speaking teachers, the present study adapted and validated Aydeniz et al. <i>Science and Education</i>, <i>30</i>(1), 103–120, (2021) Inquiry-Based Science Teaching Efficacy Scale (IBSTES, <i>Science &amp; Education</i>, <i>30</i>:103–120). Confirmatory factor analysis on data from 428 pre-service teachers in kindergarten and elementary school revealed a two-factor structure, which is consistent with the conceptual framework of IBST. The two factors measured self-efficacy beliefs regarding (1) helping students improve their understanding of the nature of scientific inquiry and (2) helping students develop procedural skills for conducting scientific inquiry. Both factors demonstrated very high reliability (&gt; 0.90), as assessed by Cronbach's alpha and McDonald's omega. This latent structure was invariant across genders, suggesting that the instrument can be used with both male and female prospective teachers, allowing for gender comparisons. This study is the first of its kind to validate in Spanish a self-efficacy scale for IBST that specifically tackles the epistemological understanding of the nature of scientific inquiry. The Spanish IBSTES provides a valuable tool for researchers and practitioners to assess and support teacher self-efficacy, which is essential for the success of educational reforms.</p>","PeriodicalId":771,"journal":{"name":"Science & Education","volume":"11 1","pages":""},"PeriodicalIF":4.3,"publicationDate":"2024-08-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142211075","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}