Science & Education最新文献

{"title":"The Conceptual Profile of Molecule as a Manifestation of Representational Pluralism in Chemistry","authors":"Renata Reis Pereira,&nbsp;Eduardo Fleury Mortimer","doi":"10.1007/s11191-025-00641-4","DOIUrl":"10.1007/s11191-025-00641-4","url":null,"abstract":"<div><p>We assume the existence of conceptual profiles as a manifestation of pluralism in science education. This means recognizing the heterogeneity of thinking and speaking, that is, the coexistence of two or more meanings of the same word or concept that are accessed and used by the individual in appropriate contexts. Science is not a homogeneous way of knowing and provides multiple ways of seeing the world, which can exist together within the same individual and be used in different contexts. Scholars of conceptual profiles are interested in investigating how science teaching could be designed to effectively address heterogeneity of thinking as teachers attempt to create conditions for students to understand and learn scientific concepts. In this work, we present a conceptual profile of the molecule consisting of six zones (first principles, substantialism, geometrically arranged atoms, compositionist, interactionist, and modern molecule), revealing the relationship between this conceptual profile and the pluralism of molecular representations. We also present the ontological and epistemological commitments that shape these zones as well as the ways of speaking that were identified in the empirical data and the relationships with the pluralism of molecule representations. We then explore an activity designed to make explicit the use of zones in this profile and applied at the undergraduate and postgraduate levels, seeking to identify how students at different levels of education access the different zones.</p></div>","PeriodicalId":771,"journal":{"name":"Science & Education","volume":"34 4","pages":"2079 - 2105"},"PeriodicalIF":3.4,"publicationDate":"2025-04-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144892436","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":"Sense-Making Phenomena-Based Planning: Development of Professional Vision on Ambitious Science Teaching","authors":"Arzu Tanis Ozcelik,&nbsp;Scott McDonald","doi":"10.1002/sce.21967","DOIUrl":"https://doi.org/10.1002/sce.21967","url":null,"abstract":"<p>In the era of the Framework for K-12 Science Education and Next Generation Science Standards (NGSS), research on preparing preservice science teachers (PSTs) for NGSS-aligned teaching practices is important. In this study, we explored PSTs' sense-making around planning for Ambitious Science Teaching (AST) during their discussions of teaching in a secondary science teaching methods course. Grounded in sociocultural and situated views of learning, we examine how approximation and decomposition of AST practices support PSTs in making sense of lesson planning in developing meaningful learning and teaching environments. We conducted this case study in a secondary science teaching methods course within a teacher education program at a large mid-Atlantic university. The participants included six PSTs and their instructor. We used video recordings of the course and the lesson plans PSTs developed as data sources. Using both inductive and deductive coding, we applied discourse analysis based on interactional sociolinguistics theory and the framework of professional vision to analyze the data. Findings indicate PSTs engaged in sense-making around two key areas of AST planning: defining phenomena and constructing explanations. PSTs made sense of the characteristics of the chosen phenomenon, including its explicitness and its alignment with the storyline of the unit, as well as what counted as an explanation, focusing on two aspects of scientific explanations: gapless explanations and levels of explanations. Based on these findings, we provided implications for teacher educators designing methods courses that focus on ambitious science instruction.</p>","PeriodicalId":771,"journal":{"name":"Science & Education","volume":"109 5","pages":"1384-1405"},"PeriodicalIF":3.4,"publicationDate":"2025-03-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1002/sce.21967","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145013299","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 Future of Knowledge: Conversations About Artificial Intelligence and Epistemic Insight","authors":"Berry Billingsley,&nbsp;Marek Grzes,&nbsp;Len Annetta","doi":"10.1007/s11191-025-00636-1","DOIUrl":"10.1007/s11191-025-00636-1","url":null,"abstract":"","PeriodicalId":771,"journal":{"name":"Science & Education","volume":"34 2","pages":"645 - 647"},"PeriodicalIF":3.1,"publicationDate":"2025-03-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143707124","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"A Call to Explicitly Name and Account for Power in Epistemic Agency Research","authors":"Christina Baze,&nbsp;María González-Howard","doi":"10.1002/sce.21966","DOIUrl":"https://doi.org/10.1002/sce.21966","url":null,"abstract":"<p>For decades, science and engineering education researchers in the United States have sought to understand ways to realize more equitable, student-centered learning experiences within K-12 classrooms. One important line of research aligned to this aim has centered on opportunities for developing and supporting students’ epistemic agency, focusing on shifting epistemic agency away from residing solely in the teacher toward instead being enacted across the collaborative classroom community. Yet, despite extant research around this area of inquiry, little is known about how students negotiate epistemic agency amongst themselves. As research begins to delve into these critical student dynamics, we argue that the field must explicitly account for the varied powered relations ingrained within school spaces and how those relations impact students’ learning experiences. We then offer an illustrative example of student data to share a possible direction for critical analysis that could offer insight into such powered relations and how they play out and impact students’ epistemic agency, specifically through the concept of epistemic exclusion. Finally, we conclude with a call to action for educators and researchers.</p>","PeriodicalId":771,"journal":{"name":"Science & Education","volume":"109 5","pages":"1499-1505"},"PeriodicalIF":3.4,"publicationDate":"2025-03-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1002/sce.21966","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145012408","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":"Transformative Climate and Environmental Education for a Just Future","authors":"Asli Sezen-Barrie,&nbsp;Mark Windschitl,&nbsp;Fikile Nxumalo","doi":"10.1002/sce.21963","DOIUrl":"https://doi.org/10.1002/sce.21963","url":null,"abstract":"<p>This commentary highlights the urgent need to re-envision climate and environmental education in response to the escalating climate crisis and its far-reaching social, ecological, and political implications. As young people increasingly express concern for their futures, the authors call for a transformational change in science education that engages with climate change as a complex and pressing issue. To support such transformation, the commentary introduces a new section in the journal Science Education titled “Climate Change and Environmental Education,” providing a platform for empirical research, conceptual inquiries, and policy discourse on education's role in addressing planetary change. This section invites scholarship that expands our understanding of climate change and environmental education through transdisciplinary and justice-oriented approaches. Key areas of inquiry include learning across spaces, disciplines, and epistemologies, action-oriented learning through community-based and participatory approaches, and attending to emotional well-being while using action to cultivate hope. By advancing these conversations, researchers can critically examine how education fosters the knowledge, agency, and ethical commitments necessary for engaging with the complexities of climate change.</p>","PeriodicalId":771,"journal":{"name":"Science & Education","volume":"109 3","pages":"715-721"},"PeriodicalIF":3.1,"publicationDate":"2025-03-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1002/sce.21963","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143822133","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 Quality of Interactions in the Home Science Environment and Associations With Children's Science Learning","authors":"Henning Dominke,&nbsp;Julia Barenthien,&nbsp;Elisa Oppermann,&nbsp;Lars Burghardt,&nbsp;Mirjam Steffensky","doi":"10.1002/sce.21964","DOIUrl":"https://doi.org/10.1002/sce.21964","url":null,"abstract":"<p>From early on, families play a critical role in fostering their children's science development, particularly through shared interactions in the home science environment (HSE). The quality of these interactions is deemed pivotal for children's science learning. However, there is limited understanding regarding the quality of interactions between parents and children when exploring science together and how these interactions relate to children's science knowledge, motivation, and engagement. This study seeks to bridge these gaps by thoroughly investigating interaction quality in the context of shared book reading about an age-appropriate science topic among 61 parent-child pairs, taking a global perspective by focusing on three broader generic and domain-specific dimensions of interaction quality. The findings revealed that parents provided high-quality emotional-motivational but limited cognitive and science-specific support, varying greatly among families. Furthermore, parents' cognitive and science-specific support were associated with children's science knowledge. Emotional-motivational support was closely linked to children's engagement in science in the observed situation. However, relationships with children's science motivation exhibited mixed findings, with some positive associations observed with their enjoyment but no associations with their self-efficacy in science. These insights shed light on the role of interaction quality in the HSE, and which types of parental support are critical in shaping children's science learning. Future research could prioritize a more comprehensive investigation of interaction quality in the HSE to enhance the understanding of interaction quality and its impact on children's science development, potentially extending beyond the HSE to other pertinent contexts.</p>","PeriodicalId":771,"journal":{"name":"Science & Education","volume":"109 5","pages":"1365-1383"},"PeriodicalIF":3.4,"publicationDate":"2025-02-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1002/sce.21964","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145013092","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":"Understanding Science Teacher Learning as Situated in Organizational Contexts: Introduction to the Special Issue","authors":"Kathryn N. Hayes,&nbsp;Carrie D. Allen","doi":"10.1002/sce.21960","DOIUrl":"https://doi.org/10.1002/sce.21960","url":null,"abstract":"<p>In this special issue, we feature scholarship focused on understanding the organizational context of science teacher learning. The special issue grew out of discussions among professional learning researchers and practitioners over the last several years that highlighted the following concerns: (a) that teacher learning in professional development showed up in vastly different ways in teachers' instructional practice; (b) that traditional research on the role of individual teacher traits (existing knowledge, skills, and beliefs) did not fully explain this variation; (c) that simply listing organizational features as barriers to teacher learning did not allow for a theoretical understanding of the interplay of teacher learning within organizations; and that (d) the existing literature that took up this interplay was not yet well known in the science education community. Together, these concerns signaled a need for a repertoire of work to support research and design practices that situate teacher learning within their organizations. The 14 original empirical and conceptual pieces that compose the special issue examine the ways teacher learning is shaped by the sociocultural and historical institutions of schooling that teachers work within and navigate as part of their daily practice. Teachers are positioned, not solely as conduits of reform nor as constrained actors within their organizational environment, but rather as agentive learners situated in complex contexts.</p><p>The work of this special issue mirrors the kinds of design features championed within the issue's articles. It began in scholarly relationships that were developed through mutual admiration, and germinated on a kayak trip during a conference in San Diego. The special issue grew and flourished through group gatherings at the National Association for Research in Science Teaching (NARST), culminating in a NARST invited poster session. Similar to the resources noted across many of the included studies, the collective learning featured in these articles was fostered through infrastructure (support from Science Education and NARST), a culture of collaboration (zoom sessions, group discussions of theory and methods), and relationships (mentoring, happy hours, laughing). This emergent process has culminated in a set of articles that examine, unpack, and challenge the concerns that sparked the special issue, providing new and innovative understandings. Enjoy!</p>","PeriodicalId":771,"journal":{"name":"Science & Education","volume":"109 4","pages":"993-1001"},"PeriodicalIF":3.1,"publicationDate":"2025-02-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1002/sce.21960","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144256479","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":"Enhancing Elementary Students Conceptual Understandings of Scientific Phenomena: The Impact of STEAM-First and STEM-First Approaches","authors":"Michael W. Corrigan,&nbsp;Joseph T. Wong,&nbsp;Doug Grove,&nbsp;Sage Andersen,&nbsp;Bradley S. Hughes","doi":"10.1002/sce.21942","DOIUrl":"https://doi.org/10.1002/sce.21942","url":null,"abstract":"<p>This study delves into the realm of student conceptual change, examining shifting understandings as important steppingstones on the path to sensemaking and canonical understanding in science education. It explores the potential of a STEAM (Science, Technology, Engineering, Arts, and Math) curriculum, aiming to provide equitable learning opportunities, especially for emerging bilingual (EB) student populations. To achieve this, elementary school educators from randomly assigned schools received professional development training to implement a novel curriculum encompassing both STEM and STEAM (STEM + Arts) approaches to life science instruction. These approaches comprised: (1) an NGSS-aligned STEM unit employing inquiry-based science instruction; (2) an NGSS-aligned STEAM unit utilizing Arts-based science instruction instead of inquiry methods. The results indicated that a STEAM-first approach was most beneficial in helping students change from non-canonical conceptual understanding toward more nuanced canonical science knowledge. Specifically, for EB students, the STEAM-first approach showed even more promise, signifying its potential to bridge educational disparities. Furthermore, the study revealed that the integration of Arts as an instructional tool to teach science education played a pivotal role in enhancing the overall learning experience among students. Arts integration stimulated motivation, invigorated conceptual understanding, and offered unique avenues for elucidating complex scientific concepts and terminologies. This research contributes valuable insights for improving science education instruction, emphasizing the efficacy of conceptual change toward canonical scientific understanding through patterns of instructional sequencing of effective STEAM integration. It provides educators with evidence-based strategies to foster inclusive and equitable science learning experiences, ultimately guiding students toward deeper conceptual comprehension.</p>","PeriodicalId":771,"journal":{"name":"Science & Education","volume":"109 5","pages":"1336-1364"},"PeriodicalIF":3.4,"publicationDate":"2025-02-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1002/sce.21942","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145013187","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":"List of Reviewers—2024","authors":"Cristiano B. Moura","doi":"10.1007/s11191-025-00629-0","DOIUrl":"10.1007/s11191-025-00629-0","url":null,"abstract":"","PeriodicalId":771,"journal":{"name":"Science & Education","volume":"34 1","pages":"11 - 15"},"PeriodicalIF":3.1,"publicationDate":"2025-02-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143521687","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Of Mirrors, Tools and Trails","authors":"Michel Bélanger","doi":"10.1007/s11191-025-00626-3","DOIUrl":"10.1007/s11191-025-00626-3","url":null,"abstract":"<div><p>Representational pluralism is a perspective that acknowledges that it is normal and even desirable in some circumstances to hold incompatible representations in one’s mind regarding a natural phenomenon. This pluralist perspective has been defended in cognitive science, psychology, philosophy of science and science education, raising several original issues about cognition, learning and scientific practice. When discussing this subject, many pluralist authors use analogies. Generally speaking, analogies use the concepts of a base domain (and their relations to each other) to explain a target domain for which the required knowledge is absent, deficient or difficult to use. Accordingly, this paper is based on the premise that pluralist analogies are means used by authors to tackle issues that are both important and conceptually difficult. The paper posits that an analysis of pluralist analogies can, globally, act as a basis for identifying important issues associated with representational plurality, revealing which aspects of these issues are considered to be conceptually difficult, and characterizing the suggested ways to overcome those difficulties. A search within pluralist literature across the abovementioned disciplines yielded a corpus of 28 analogies. It is proposed that most of these analogies are used to address four basic issues in respect to plurality: psychological coexistence, cognitive value, selection processes and teaching. The paper discusses how the analogies are used to address each of these issues. It is hoped that identification of such a set of issues might facilitate research interactions between pluralist researchers, who are often from different disciplinary backgrounds and studying different aspects of representational plurality.</p></div>","PeriodicalId":771,"journal":{"name":"Science & Education","volume":"34 4","pages":"2107 - 2134"},"PeriodicalIF":3.4,"publicationDate":"2025-02-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144892474","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}