Science & Education最新文献

{"title":"Exploring Undergraduate Students' Conceptions of Environmental Education Through Phenomenographic Analysis","authors":"Hui Luan,&nbsp;Yi-Lun Syu,&nbsp;Min-Hsien Lee,&nbsp;Chin-Chung Tsai","doi":"10.1002/sce.21948","DOIUrl":"https://doi.org/10.1002/sce.21948","url":null,"abstract":"<div>\u0000 \u0000 <p>The core function of science education is to equip students with scientific literacy, enabling them to understand complex environmental challenges and actively engage in proenvironmental behaviors. Therefore, understanding students' conceptions of environmental education is crucial for advancing environmental education. In this study, we explored undergraduate students' conceptions of environmental education and its relationship to approaches to learning from a phenomenographic perspective. We conducted interviews with 36 undergraduates and identified 5 qualitatively different categories of conceptions of environmental education, namely, “receiving information,” “disseminating and communicating,” “understanding,” “awareness and reflective thinking,” and “solving problems and taking action.” These categories are hierarchically ordered from lowest to highest, reflecting increasing complexity. Specifically, the first two were categorized as passive conceptions, while the last three were classified as active conceptions. Our findings showed that passive and active conceptions were evenly distributed among the students. In addition, a <i>χ</i>² analysis revealed an observable correlation between students' conceptions and their adopted learning strategies. Particularly, students with more passive conceptions tended to employ surface learning strategies, whereas those with more active conceptions were inclined toward deep learning strategies. The implications of these findings for promoting students' proenvironmental behavior are discussed.</p>\u0000 </div>","PeriodicalId":771,"journal":{"name":"Science & Education","volume":"109 3","pages":"876-892"},"PeriodicalIF":3.1,"publicationDate":"2025-01-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143822093","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":"Professional Vision of Preservice and In-Service Biology Teachers: Tacit Knowledge About Teaching and Learning in Relation to Student Conceptions in Evolution Lessons","authors":"Jens Steinwachs,&nbsp;Helge Martens","doi":"10.1002/sce.21932","DOIUrl":"https://doi.org/10.1002/sce.21932","url":null,"abstract":"<p>Addressing student conceptions is crucial in science education. Therefore, teachers should be able to notice and interpret situations, in which student conceptions are part of the complex classroom interactions. This study analyzes the skills known as professional vision using an interpretivist research paradigm and a sociocultural perspective. The central concern of this article is to describe the tacit knowledge about teaching and learning that frames and guides the professional vision of preservice and in-service biology teachers. To collect data, a video clip was used as a stimulus for 31 group discussions and 9 individual interviews with a total of 115 preservice and in-service biology teachers. The video clip showed classroom interactions between the teacher and students, specifically addressing student conceptions in evolution classes. From 40 available cases, a subsample of 15 contrasting ones was used for in-depth interpretation and typification. The comparative analyses reveal that these cases share a common feature: professional vision is carried out in an evaluative mode, with participants assessing the teacher's actions and the students' learning outcomes. In their evaluations, the four reconstructed types expressed type-specific tacit knowledge about teaching and learning. For example, they differ in their conceptualizations of teaching, which form the basis of the evaluation: (1) direct transmission of scientific norms, (2) establishing and facilitating access to scientific norms, (3) interaction that considers individual learners' point of view, and (4) contingent mediation between student conceptions and scientific norms. In the discussion, the results are related to learning theories and strategies for teaching the theory of evolution to develop suggestions for teacher education and professional development.</p>","PeriodicalId":771,"journal":{"name":"Science & Education","volume":"109 3","pages":"816-850"},"PeriodicalIF":3.1,"publicationDate":"2025-01-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1002/sce.21932","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143822267","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":"Empowering Elementary Preservice Science Teachers: Harnessing Diverse Language Resources in the Practice of Modeling","authors":"Ayça K. Fackler,&nbsp;Ruth M. Harman","doi":"10.1002/sce.21934","DOIUrl":"https://doi.org/10.1002/sce.21934","url":null,"abstract":"<p>Recent research has focused on innovative instructional shifts that aim to expand what constitutes science and engineering practices, exploring also how they can build on students' diverse language resources in science learning. However, few studies explore the intersections of elementary teacher preparation and the implementation of science and engineering practices through expansive and asset-based approaches to language use. Through a qualitative case study conducted within a science methods course at a research university in the southeastern part of the United States, elementary preservice science teachers were positioned as agentive learners, engaging in modeling practices while leveraging their diverse language resources. Using multimodal interaction analysis (MIA), our study examined the meaning-making processes of elementary preservice science teachers in the practice of modeling. Findings revealed three themes related to how the preservice science teachers engaged with diverse semiotic resources: (1) their use of physical manipulatives and other multimodal resources to develop meanings during the initial stages of model development, where they experimented with different ways to represent their understanding; (2) their ongoing reliance on multimodal and linguistic resources for refining and solidifying meanings as the model became more complex and comprehensive throughout the modeling process; and (3) their use of these meanings to interpret and engage with science texts. Implications include the importance of providing elementary preservice science teachers with professional learning opportunities that align with the envisioned science learning experiences of their future students, thus fostering equitable science teaching and learning with models and modeling.</p>","PeriodicalId":771,"journal":{"name":"Science & Education","volume":"109 3","pages":"796-815"},"PeriodicalIF":3.1,"publicationDate":"2025-01-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1002/sce.21934","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143822106","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":"Impact of Teachers With Research Experiences: Student Gains in STEM Career Awareness, Perception of Value of STEM Learning, and Persistence in STEM Course Tasks","authors":"John Keller,&nbsp;Sanlyn Buxner,&nbsp;Dermot Donnelly-Hermosillo,&nbsp;Elsa Bailey,&nbsp;Martyna Citkowicz,&nbsp;Larry Horvath,&nbsp;Dan Moreno,&nbsp;Melissa Yisak,&nbsp;Bo Zhu,&nbsp;Eleanor Fulbeck,&nbsp;Deidre Sessoms,&nbsp;Stamatis Vokos,&nbsp;Charlotte Chen,&nbsp;Max Pardo","doi":"10.1002/sce.21926","DOIUrl":"https://doi.org/10.1002/sce.21926","url":null,"abstract":"<p>Research Experiences for Teachers (RET) programs are a burgeoning approach to engage teachers in STEM (science, technology, engineering, mathematics) research that they can translate into their K-12 classrooms. Despite an increase in studies of RETs, there is a need for comparison of RET and non-RET teachers' student outcomes. This mixed methods, quasi-experimental comparison study, using a revised third-generation activity theory framework, investigates how an RET program for preservice and early career STEM teachers impacted participating teachers and their students up to 8 years after RET participation. Specifically, we conducted a matched comparison of student achievement data from students of nine RET teachers versus many non-RET comparison teachers within the same districts (<i>n</i> = 830–1132 students). We also investigated student and teacher perceptions of classroom practices through surveys (<i>n</i> = 576 students) and interviews (15 teacher interviews). Omnibus tests revealed no statistically significant differences by treatment in math or science achievement. However, students of the RET teachers reported stronger perceptions of STEM career awareness, greater value for learning STEM subjects, and a greater propensity to persist in STEM course tasks (three of the five constructs measured). This was consistent with teacher interview responses in which RET teachers spoke about STEM career awareness in a broader context for understanding the value of STEM in society, and also discussed struggles in research and attempts to bring this mindset to their students, which may have resulted in greater student engagement in their courses. Implications for teacher education and for supporting science and engineering practices in STEM classrooms are discussed along with recommendations for further research on the impacts of RET programs guided by a revised third-generation activity theory framework informed by this work.</p>","PeriodicalId":771,"journal":{"name":"Science & Education","volume":"109 3","pages":"769-795"},"PeriodicalIF":3.1,"publicationDate":"2025-01-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1002/sce.21926","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143822107","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":"Editorial: Growing Our Science Education Community","authors":"David Stroupe,&nbsp;Scott McDonald,&nbsp;Ron Gray","doi":"10.1002/sce.21935","DOIUrl":"https://doi.org/10.1002/sce.21935","url":null,"abstract":"&lt;p&gt;As we begin our tenure as editors of &lt;i&gt;Science Education&lt;/i&gt;, 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 &lt;i&gt;Science Education's&lt;/i&gt; embrace of epistemological diversity to meet these global challenges.&lt;/p&gt;&lt;p&gt;Our vision for &lt;i&gt;Science Education&lt;/i&gt; 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.&lt;/p&gt;&lt;p&gt;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.&lt;/p&gt;&lt;p&gt;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 &lt;i&gt;Science Education&lt;/i&gt; and provide more spaces for diverse voices, innovative approaches, and interdisciplinary insights.&lt;/p&gt;&lt;p&gt;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.&lt;/p&gt;&lt;p&gt;These revised sections reflect our commitment to expanding the reach and relevance of &lt;i&gt;Science Education&lt;/i&gt;, making it a vibrant hub for innovative and impactful scholarship.&lt;/p&gt;&lt;p&gt;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.&lt;/p&gt;&lt;p&gt;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":"Cross-Institutional Mentoring: A Catalyst for Advancing Diversity, Equity, and Inclusion in STEMM Interventions","authors":"Channel C. McLewis,&nbsp;Sylvia Hurtado,&nbsp;Edwin Perez,&nbsp;Denise Ortiz,&nbsp;N. Angie Jaimez Noel","doi":"10.1002/sce.21930","DOIUrl":"https://doi.org/10.1002/sce.21930","url":null,"abstract":"<p>Bold interventions are needed to change racial disparities and unacceptably low STEMM completion rates at historically white institutions that have the resources to train a new generation of scientists with diverse backgrounds. Three university case studies were conducted on the Meyerhoff Adaptation Partnership, which sought to develop student-centered programs to improve student outcomes and change STEMM institutional cultures. We employ an institutionally-focused approach to examine how the collaboration facilitated the development and mutual learning of equity-minded schemas to challenge dominant racial logic that stifles diversity, equity, and inclusion in STEMM. The study expounds on how dialogic cross-institutional mentoring works, including how participants learned from each other at multiple levels across institutions to advance fundamental values and practices that hold promise for inclusive approaches in STEMM. The study shows how mentoring relationships support change agents in implementing, sustaining, and institutionalizing STEMM interventions that seek to advance diversity, equity, and inclusion on their campuses. Discussed is the value of the cross-institutional mentoring model to share and co-create innovative strategies, expand professional development for institutional agents, affirm change agents, and overcome program challenges.</p>","PeriodicalId":771,"journal":{"name":"Science & Education","volume":"109 3","pages":"745-768"},"PeriodicalIF":3.1,"publicationDate":"2024-12-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1002/sce.21930","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143822123","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":"“I Feel Like a Real Chemist Right Now”: Epistemic Affect as a Fundamental Driver of Inquiry in the Chemistry Laboratory","authors":"Hendra Y. Agustian,&nbsp;Bente Gammelgaard,&nbsp;Muhammad Aswin Rangkuti,&nbsp;Jonas Niemann","doi":"10.1002/sce.21933","DOIUrl":"https://doi.org/10.1002/sce.21933","url":null,"abstract":"<div>\u0000 \u0000 <p>Affect and emotions matter to science learning. They also matter because they are integral to science identity formation and sense of belonging. This study aims to foreground the epistemic and affective character of laboratory work in higher science education by conceptualizing it as epistemic practice, in which students activate their body and mind in discursive processes of proposing, communicating, and evaluating knowledge. On this conceptualization is an emerging construct, “epistemic affect,” which refers to how one feels when engaging with epistemic practices. Several methods were used to provide triangulated evidence for student learning processes and lived experiences in the chemistry laboratory. Students were observed and interviewed using custom protocols based on previously validated works. The empirical materials consist of audio recordings and transcripts of focus group interviews, audio and video recordings of students doing an experiment in analytical chemistry, verbatim transcripts of utterances and non-verbal cues, as well as instructional artifacts (laboratory manuals, textbooks, and reports). Key findings from the study reveal a range of epistemic emotions experienced by students, including curiosity, frustration, and joy, which are intertwined with their engagement in experimental work and exploration of scientific principles. The study also identifies affective constructs such as confidence, pride, and humility, which contribute to students’ identity development within the context of laboratory-related epistemic practices. These affective experiences are situated in the embodied nature of laboratory work, where failures and mistakes are common, but also serve as opportunities for learning. The research underscores the importance of recognizing and addressing the affective dimensions of learning in the chemistry laboratory. It suggests that fostering positive epistemic emotions and resolving negative ones can enhance students’ learning experiences and engagement with science. The study calls for a more holistic approach to chemistry education that acknowledges the role of emotion in laboratory-related epistemic practices.</p>\u0000 </div>","PeriodicalId":771,"journal":{"name":"Science & Education","volume":"109 3","pages":"722-744"},"PeriodicalIF":3.1,"publicationDate":"2024-12-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143822158","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":"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}