Science & Education最新文献

{"title":"Revisiting the Teacher-Curriculum Relationship: Planning and Enacting Storyline Science Curriculum to be Coherent From the Student Perspective","authors":"Kevin Cherbow,&nbsp;Katherine L. McNeill,&nbsp;Benjamin R. Lowell,&nbsp;Kris Grymonpre","doi":"10.1002/sce.70027","DOIUrl":"https://doi.org/10.1002/sce.70027","url":null,"abstract":"<div>\u0000 \u0000 <p>The release of the Framework for K-12 Science Education and the Next Generation Science Standards marked a shift in the purpose of K-12 science education from students learning about science ideas to students figuring out natural phenomena. This reform shift requires that science curricula be designed to be “coherent from the student perspective,” where students perceive their science work as addressing their questions and problems. Substantial attention has been placed on the development of K-12 science curricula that support coherence for students. However, the design of these materials alone does not ensure that enactments will be coherent for students. Teachers need the capacity to design instruction from curriculum materials to support their students' purposeful sensemaking. Currently, there is no established model of how teachers interact with curricular materials to design coherent science instruction with students. To address this issue, we expand on past models of the teacher-curriculum participatory relationship to incorporate curricular materials designed to be coherent for students. We call our model the <i>Teacher-Student-Storyline curriculum (T-S-S) relationship</i>. In this conceptual article, we first establish the theoretical foundation for our model, drawing from cognitive theories on artifact mediation, educational research on curriculum use, and efforts in science education reform to enhance student coherence in curriculum and instruction. We then outline the components and interactions in our model, exemplifying them through vignettes of one teacher's participation in the T-S-S relationship. Finally, we discuss the implications of the T-S-S relationship for curriculum design and professional development.</p>\u0000 </div>","PeriodicalId":771,"journal":{"name":"Science & Education","volume":"110 2","pages":"617-638"},"PeriodicalIF":3.4,"publicationDate":"2025-10-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"146154922","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":"Unpacking Emotional Configurations of Whiteness in Science Teacher Education: A Response to McCausland","authors":"Jaylene T. Patterson,&nbsp;Cheryl E. Matias","doi":"10.1002/sce.70025","DOIUrl":"https://doi.org/10.1002/sce.70025","url":null,"abstract":"<p>In this response to Jonathan McCausland's “Emotional Configurations of White Shame and White Ambivalence for White Interns in a Secondary Science Teaching Program,” as part of the special issue on Centering Affect and Emotion Toward Justice and Dignity in Science Education, we reflect on the complexities of Whiteness, emotion, and antiracist teaching in science education. Building on McCausland's analysis, we examine how configurations such as white fragility, superiority, apathy, and exceptionalism operate alongside shame and ambivalence to maintain racial comfort and protect Whiteness in classroom spaces. Drawing from our experiences as scholars of Whiteness and former K–12 educators, we reflect on the challenges of facilitating antiracist learning with White interns, particularly within Teacher Education Programs (TEPs) that remain embedded in structures of Whiteness. We briefly reflect on the tension between the justice-oriented aims of teacher preparation and the challenges of securing aligned field placements, particularly within a broader context of increasing political scrutiny of public education. In doing so, we point to the need for continued institutional reflection on how Whiteness operates across both coursework and clinical experiences in science education.</p>","PeriodicalId":771,"journal":{"name":"Science & Education","volume":"110 1","pages":"96-101"},"PeriodicalIF":3.4,"publicationDate":"2025-10-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1002/sce.70025","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145772380","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":"Revisiting the Teacher-Curriculum Relationship: Planning and Enacting Storyline Science Curriculum to be Coherent From the Student Perspective","authors":"Kevin Cherbow,&nbsp;Katherine L. McNeill,&nbsp;Benjamin R. Lowell,&nbsp;Kris Grymonpre","doi":"10.1002/sce.70027","DOIUrl":"https://doi.org/10.1002/sce.70027","url":null,"abstract":"<div>\u0000 \u0000 <p>The release of the Framework for K-12 Science Education and the Next Generation Science Standards marked a shift in the purpose of K-12 science education from students learning about science ideas to students figuring out natural phenomena. This reform shift requires that science curricula be designed to be “coherent from the student perspective,” where students perceive their science work as addressing their questions and problems. Substantial attention has been placed on the development of K-12 science curricula that support coherence for students. However, the design of these materials alone does not ensure that enactments will be coherent for students. Teachers need the capacity to design instruction from curriculum materials to support their students' purposeful sensemaking. Currently, there is no established model of how teachers interact with curricular materials to design coherent science instruction with students. To address this issue, we expand on past models of the teacher-curriculum participatory relationship to incorporate curricular materials designed to be coherent for students. We call our model the <i>Teacher-Student-Storyline curriculum (T-S-S) relationship</i>. In this conceptual article, we first establish the theoretical foundation for our model, drawing from cognitive theories on artifact mediation, educational research on curriculum use, and efforts in science education reform to enhance student coherence in curriculum and instruction. We then outline the components and interactions in our model, exemplifying them through vignettes of one teacher's participation in the T-S-S relationship. Finally, we discuss the implications of the T-S-S relationship for curriculum design and professional development.</p>\u0000 </div>","PeriodicalId":771,"journal":{"name":"Science & Education","volume":"110 2","pages":"617-638"},"PeriodicalIF":3.4,"publicationDate":"2025-10-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"146154923","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: October 2025","authors":"Cristiano B. Moura","doi":"10.1007/s11191-025-00693-6","DOIUrl":"10.1007/s11191-025-00693-6","url":null,"abstract":"","PeriodicalId":771,"journal":{"name":"Science & Education","volume":"34 5","pages":"2795 - 2795"},"PeriodicalIF":3.4,"publicationDate":"2025-10-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145352300","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":"Investigating the Relation Between Peer Critiquing and Model Revisions in Modeling-Based Learning","authors":"Hsin-Yi Chang","doi":"10.1002/sce.70026","DOIUrl":"10.1002/sce.70026","url":null,"abstract":"<p>Modeling-based learning engages students in model generation, evaluation, revision, and application. This study specifically investigated the relation between peer critiquing and model revisions so that suggestions can be made for the design of curricula and interventions to support students in model evaluation and revisions. This study engaged 158 high school students in 47 groups in evaluating and revising their models on the topic of carbon cycling. The students' comments received in peer critiques and subsequent changes to their models were coded and analyzed. Qualitative coding and rating were conducted to indicate students' epistemic criteria for critiquing, and changes in model quality after critiquing. Epistemic network analysis (ENA) was employed to investigate the students' epistemic framing demonstrated during peer critiquing, and to relate it to the students' model revision behaviors. A total of 14 different types of epistemic criteria used by students during peer critiquing were identified. Thirty-eight of the 47 groups (81%) revised their models, but only 10 (21%) improved their model quality in terms of the model's scientific merit. The relation between model critiquing and revision or improvement was identified, including: (1) peer critiques focusing on whether the model was complete, original, accurate, provided sufficient information, could support explanation, or needed to be more aesthetic, were more likely to lead to model revisions, and (2) peer critiques employing the completeness- or quantity-centered epistemic framing were better able to elicit significant model improvement compared to those employing the organization-centered epistemic framing. It is concluded that with scaffolding, high school students can conduct peer critiquing with various epistemic criteria and distinct epistemic framing. Instruction needs to pay attention to student language in light of its epistemic framing in peer critiquing, and can start by focusing on criteria and framing that appeal to students, such as the completeness- or quantity-centered epistemic framing, which can lead to productive model improvement. Future research needs to investigate the interplay among peer critiquing and teacher guidance and feedback to augment the effects of peer critiquing. The study also contributes to the literature by combining qualitative coding and quantitative analysis to identify students' epistemic framing significant to model evaluation and revision.</p>","PeriodicalId":771,"journal":{"name":"Science & Education","volume":"110 2","pages":"599-616"},"PeriodicalIF":3.4,"publicationDate":"2025-10-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1002/sce.70026","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"146154827","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 Heart is a Pump, a Dollhouse, a Car or a Ship: How Students Use Conventional and Spontaneously Generated Creative Metaphors to Understand Biology Concepts","authors":"Elena Negrea-Busuioc,&nbsp;Diana Luiza Simion,&nbsp;Georgiana Udrea","doi":"10.1007/s11191-025-00691-8","DOIUrl":"10.1007/s11191-025-00691-8","url":null,"abstract":"<div><p>This paper explores how Romanian secondary education students use metaphors to understand the heart and circulatory system. Building on Cameron’s (2003) Goal-directed-Interactive Think Aloud (GITA) protocol, adapted for dyadic interviews, we pursue a twofold goal: (1) to evaluate the effectiveness of conventional and novel metaphors presented in biology textbooks and educational videos in enhancing students’ understanding of the heart’s structure and function; (2) to examine how students extend conventional metaphors and/or build alternative analogies to “translate scientific” language and facilitate learning. Findings show that rather than relying on prescribed metaphors, students often construct their own metaphorical associations grounded in familiar and tangible experiences to make sense of complex, abstract information. While acknowledging methodological limitations, this research provides valuable insights into the spontaneous production and use of metaphor in naturally occurring discourse, which can inform future research on the explanatory use of metaphors in science education.</p></div>","PeriodicalId":771,"journal":{"name":"Science & Education","volume":"35 4","pages":"1159 - 1178"},"PeriodicalIF":4.0,"publicationDate":"2025-10-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://link.springer.com/content/pdf/10.1007/s11191-025-00691-8.pdf","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148695206","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":"Examining the Articulation of Nature of Science in Biology Textbooks for Grades 1–12: A Case Study from Mainland China","authors":"Chen Li,&nbsp;Jian Yu,&nbsp;Gaofeng Li","doi":"10.1007/s11191-025-00686-5","DOIUrl":"10.1007/s11191-025-00686-5","url":null,"abstract":"<div><p>The effective articulation of the nature of science (NOS) in cross-level textbooks is a basic requirement for the science curriculum. This study examines this issue using biology textbooks in mainland China. Guided by the family resemblance approach extended version framework, it analyses the articulation of NOS in elementary, middle, and high school biology textbooks in mainland China and derives four results. First, the comprehensiveness of NOS categories in high school biology textbooks is greater than that in middle and elementary schools; however, this advantage is only reflected in the compulsory modules of high school biology textbooks and is weak in the optional modules. Second, the frequency of social-institutional systems is low in elementary and middle school textbooks; this deficiency has not been properly addressed in high school textbooks. Third, the ‘economics of science’ and ‘social certification and dissemination’ categories are consistently neglected at all three textbook levels. Fourth, a high degree of repetition is observed in the processes of selecting NOS-embedded cases and describing content in some of the categories in both middle and high school textbooks. These results highlight an urgent need for textbook revision.</p></div>","PeriodicalId":771,"journal":{"name":"Science & Education","volume":"35 4","pages":"1131 - 1158"},"PeriodicalIF":4.0,"publicationDate":"2025-10-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://link.springer.com/content/pdf/10.1007/s11191-025-00686-5.pdf","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148695325","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":"Making Learning Personally Relevant: Sensemaking Assets Used in Families' Discussions While Using a Pollinator-Focused Mobile Augmented Reality App","authors":"Lucy R. McClain,&nbsp;Lillyanna Cowdery-Faimon,&nbsp;Heather Toomey Zimmerman,&nbsp;Susan M. Land","doi":"10.1002/sce.70023","DOIUrl":"https://doi.org/10.1002/sce.70023","url":null,"abstract":"<p>This study seeks to better understand the unique sensemaking assets that rural families weave into their outdoor learning experience while using a location-based mobile app focused on healthy habitats for solitary bees. The project included mobile augmented reality (AR) technologies, which are increasingly used as educational tools at informal learning institutions, including nature centers, to deepen visitors' learning experiences. Guided by the lenses of sociocultural learning theory and an asset-based perspective, we aim to advance the field's understanding of equitable family science learning, with a focus on rural families and their unique ways of knowing and sharing memories together during a guided mobile program centered around a local science issue in their community. Our qualitative approach analyzed the experiences of nine families (29 individuals; 14 adults, 15 youths) from two rural Appalachian counties by capturing their in-the-moment conversations and identifying personally relevant learning moments that contributed to the families' sensemaking around the topic of pollinator habitats. Our analysis of 6.5 h of audiovisual data resulted in 71 sensemaking conversations that exemplify two categories of assets—family experiences (places, people, and shared activities) and rural community connections (localized knowledge of place, ecosystems, and biotic species)—that contributed to the nine families' personally relevant learning experiences. We further identified how these assets facilitated the rural families' sensemaking processes, such as connecting prior observations of natural phenomena to concepts within the app. Recommendations for practitioners and researchers aiming to engage rural family groups with locally relevant science through mobile AR technologies are included.</p>","PeriodicalId":771,"journal":{"name":"Science & Education","volume":"110 2","pages":"525-542"},"PeriodicalIF":3.4,"publicationDate":"2025-10-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1002/sce.70023","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"146162312","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":"Making Learning Personally Relevant: Sensemaking Assets Used in Families' Discussions While Using a Pollinator-Focused Mobile Augmented Reality App","authors":"Lucy R. McClain,&nbsp;Lillyanna Cowdery-Faimon,&nbsp;Heather Toomey Zimmerman,&nbsp;Susan M. Land","doi":"10.1002/sce.70023","DOIUrl":"https://doi.org/10.1002/sce.70023","url":null,"abstract":"<p>This study seeks to better understand the unique sensemaking assets that rural families weave into their outdoor learning experience while using a location-based mobile app focused on healthy habitats for solitary bees. The project included mobile augmented reality (AR) technologies, which are increasingly used as educational tools at informal learning institutions, including nature centers, to deepen visitors' learning experiences. Guided by the lenses of sociocultural learning theory and an asset-based perspective, we aim to advance the field's understanding of equitable family science learning, with a focus on rural families and their unique ways of knowing and sharing memories together during a guided mobile program centered around a local science issue in their community. Our qualitative approach analyzed the experiences of nine families (29 individuals; 14 adults, 15 youths) from two rural Appalachian counties by capturing their in-the-moment conversations and identifying personally relevant learning moments that contributed to the families' sensemaking around the topic of pollinator habitats. Our analysis of 6.5 h of audiovisual data resulted in 71 sensemaking conversations that exemplify two categories of assets—family experiences (places, people, and shared activities) and rural community connections (localized knowledge of place, ecosystems, and biotic species)—that contributed to the nine families' personally relevant learning experiences. We further identified how these assets facilitated the rural families' sensemaking processes, such as connecting prior observations of natural phenomena to concepts within the app. Recommendations for practitioners and researchers aiming to engage rural family groups with locally relevant science through mobile AR technologies are included.</p>","PeriodicalId":771,"journal":{"name":"Science & Education","volume":"110 2","pages":"525-542"},"PeriodicalIF":3.4,"publicationDate":"2025-10-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1002/sce.70023","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"146162313","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":"Unraveling the Fictionalized Ideal","authors":"Peter Rillero,&nbsp;Farnaz Avarzamani,&nbsp;Mila Rosa Librea-Carden,&nbsp;Samira Golshani","doi":"10.1007/s11191-025-00690-9","DOIUrl":"10.1007/s11191-025-00690-9","url":null,"abstract":"<div><p>The concept of \"The Scientific Method\" (TSM) has profoundly influenced science education and public understanding of scientific inquiry for over a century. Despite its pervasive influence, there has been limited systematic investigation into how this concept emerged and evolved during the pivotal period of its development in the nineteenth century. This study addresses this gap by analyzing historical documents to understand TSM's origins, definitions, and applications during this era. Using philosophical hermeneutics as our framework, we analyzed 240 documents containing 901 paragraphs with 2,771 instances of TSM usage. We employed both manual coding with verified intercoder reliability (0.77) and statistical analyses including hierarchical clustering and correlation analyses. Our findings reveal several significant patterns: (1) explicit definitions of TSM were rare; (2) usage of the term increased dramatically between 1861–1870 and 1871–1880; (3) TSM was predominantly portrayed as a universal method for discerning objective truth rather than a specific scientific procedure; and (4) TSM was frequently applied beyond scientific domains (i.e., religious and philosophical contexts). These findings challenge contemporary assumptions about the historical basis of TSM; suggest that its current formulation as a linear, stepwise process emerged later than commonly believed. This research contributes to ongoing debates about science education reform by illuminating how historical developments have shaped current conceptions of scientific methodology. Understanding this historical context is crucial for educators and curriculum developers working to foster more authentic views of scientific inquiry and the nature of science in contemporary education.</p></div>","PeriodicalId":771,"journal":{"name":"Science & Education","volume":"35 5","pages":"1483 - 1505"},"PeriodicalIF":4.0,"publicationDate":"2025-09-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"149099032","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}