Science & Education最新文献

{"title":"Inviting Conversations in Discipline-Based Science Education","authors":"Julia Svoboda, Hannah Sevian, Ben Van Dusen","doi":"10.1002/sce.70045","DOIUrl":"https://doi.org/10.1002/sce.70045","url":null,"abstract":"<p>A scholarly journal is a space for a community of researchers and practitioners to engage in conversations that expand knowledge, practice, and impact of a field. The new section of <i>Science Education</i> entitled “Discipline-Based Science Education” invites conversations within and among science education research communities that identify as “discipline-based.”</p><p>Connections with disciplinary subfields such as biology, chemistry, physics, environmental science, and geosciences have long informed research in science education. In the United States, over the past century, interest and expertise in education research emerged and grew from within each discipline, especially as faculty from disciplinary departments transitioned to studying teaching and learning in colleges and universities (NRC <span>2012</span>). Over the past decades, these discipline-specific communities, which have been grouped under the term “Discipline-Based Education Research” (DBER), have formed new scholarly societies, developed graduate programs, and launched new journals (Cooper and Stowe <span>2018</span>; NRC <span>2012</span>). In many other countries, education scholars often have primary appointments in disciplinary departments because this is where science teacher preparation is located. This structure allows education researchers to build and maintain strong disciplinary connections. What unites these communities is a combination of disciplinary expertise in the sciences and knowledge of the theory, methodologies, and analytical frameworks of education research. We use the term discipline-based science education (DBSE) research to refer to these communities.</p><p>The growth of DBSE research has produced new knowledge about learning and teaching in specific disciplines and has expanded research on education at the post-secondary level. DBSE researchers, with their disciplinary expertise and positions in disciplinary departments, are well-positioned to study learning specific to disciplines and to lead departmental reforms (Coppola and Krajcik <span>2014</span>). At the same time, specialization in DBSE has contributed to partitioning and isolation both from other disciplines and from the broader science education community (Talanquer <span>2014</span>). This isolation is maintained by the location of DBSE researchers in disciplinary units, the independent origins and separate growth of each community within each sub-discipline, and the emphasis on disciplinary learning in higher education.</p><p>Calls for increased communication among DBSE communities argue for the need to bring diverse perspectives into contact, negotiate areas of consensus, and identify open questions and areas of contention (Henderson et al. <span>2017</span>; Peffer and Renken <span>2016</span>). For example, Dolan (<span>2015</span>) called on the biology education research community to move beyond promoting active learning strategies to investigating the mechanisms of learning in bot","PeriodicalId":771,"journal":{"name":"Science & Education","volume":"110 3","pages":"711-716"},"PeriodicalIF":3.4,"publicationDate":"2026-04-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1002/sce.70045","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"147715259","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":"What Happens When Early Childhood Science Teachers Value Student Authorship?","authors":"Catherine Lammert,&nbsp;Brian Hand,&nbsp;Alison Warren","doi":"10.1002/sce.70034","DOIUrl":"https://doi.org/10.1002/sce.70034","url":null,"abstract":"<div>\u0000 \u0000 <p>This study investigates the impact of generative learning environments on early childhood students’ language development and scientific understanding through the lens of student authorship. Focusing on three second-grade teachers, we explore how generative and replicative practices influence the degree of multimodality in students’ science writing. Prior research indicates that learning environments characterized by knowledge generation encourage students to leverage their linguistic and cognitive resources and promote the development of representational fluency. However, few studies on this topic have been conducted with early childhood students. Findings of the current multiple case study reveal that students in generative environments tend to express their scientific ideas through more diverse modalities (i.e., representational and extensional rather than decorational) than those in replicative environments. Further, educators who adhere to replicative practices overlook the potential of students’ varied linguistic resources, which reinforces educational inequities for marginalized students. The study underscores the necessity for early childhood educators to deepen their knowledge of language as an epistemic tool and value student authorship opportunities in science.</p>\u0000 </div>","PeriodicalId":771,"journal":{"name":"Science & Education","volume":"110 3","pages":"726-738"},"PeriodicalIF":3.4,"publicationDate":"2026-04-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"147715082","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":"Adaptive, but Equitable? Exploring the Impact of Machine Learning-Based Adaptive Support on Educational Debts in Undergraduate Chemistry","authors":"Paul P. Martin,&nbsp;Marcus Kubsch,&nbsp;Brandon J. Yik,&nbsp;Benjamin T. Burlingham,&nbsp;Nicole Graulich","doi":"10.1002/sce.70042","DOIUrl":"https://doi.org/10.1002/sce.70042","url":null,"abstract":"<p>Students' diverse levels of knowledge and competence—shaped by individual interests and educational debts, including structural, systemic, and institutional barriers—create substantial cognitive heterogeneity in instructional settings. Adequately addressing this heterogeneity is challenging. Emerging studies applying artificial intelligence (AI) in education claim that advanced AI techniques like machine learning (ML) can mitigate educational debts by providing adaptive support. However, previous research offers limited clarity on how learning outcomes vary following AI-based adaptive instruction and which students improve their learning outcomes. To address these issues, this article quantitatively examines the extent to which ML-based adaptivity influences students' learning outcomes over time and identifies which students, considering their intersectional identities, benefit most from this adaptive support. Specifically, we illustrate a semester-long study conducted within an undergraduate organic chemistry course, where an ML model adaptively supported 266 students across four interventions on mechanistic reasoning. We identified five learning trajectories throughout these adaptive interventions. Our findings show that students with higher prior knowledge made greater progress than their peers. Additionally, men without an underrepresented minority (URM) status majoring in chemistry benefited more than URM women who are not chemistry majors. This indicates that the adaptive support maintained and partly exacerbated educational debts. Our study contributes to the literature by analyzing how ML-based adaptivity affects educational debts in undergraduate organic chemistry. In doing so, it adopts a theoretical framework—the <i>enhanced educational debt framework</i>—to assess when different aims of adaptive support are most appropriate in undergraduate education, informing an equity-centered design of adaptive support.</p>","PeriodicalId":771,"journal":{"name":"Science & Education","volume":"110 3","pages":"928-946"},"PeriodicalIF":3.4,"publicationDate":"2026-04-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1002/sce.70042","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"147715157","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":"Teachers' Customizations of Storyline Science Curriculum: Adapting for Their Students and Instructional Contexts","authors":"Katherine L. McNeill,&nbsp;Caitlin G. Fine,&nbsp;Benjamin R. Lowell,&nbsp;Renee Affolter","doi":"10.1002/sce.70035","DOIUrl":"https://doi.org/10.1002/sce.70035","url":null,"abstract":"<p>Curriculum materials can play an essential role to help teachers shift their instruction. However, curricular enactment does not look identical in every classroom, because teachers need to be responsive to their students. In this study, we investigated the customizations teachers made while enacting storyline science curriculum. Specifically, we collected two data sources: a teacher survey and interviews. The survey was completed by 169 participants and included 20 follow-up interviews with middle school science teachers enacting the OpenSciEd curriculum across the United States. Teachers reported frequently making changes to the curriculum, particularly small changes, which were made daily or almost daily. The frequency of these changes illustrates that enactment is jointly constructed by the curriculum, teacher and students in a specific context. The teachers’ goals motivating these changes stemmed from wanting to be more responsive to their students and constraints within their school systems. In terms of being responsive, the customizations focused on the goals of student engagement and participation as well as more support for students. While many of these changes aligned with the overarching vision of the curriculum, others appeared to potentially be in tension, particularly in relation to student epistemic agency and coherence. The other two most frequent goals for customizations were a lack of time and logistics (e.g., space, resources) highlighting the importance of the organizational context. Future research needs to develop tools, examples and professional learning experiences to support teachers in customizing for their students and context while aligning with the overarching instructional vision in curriculum.</p>","PeriodicalId":771,"journal":{"name":"Science & Education","volume":"110 3","pages":"739-755"},"PeriodicalIF":3.4,"publicationDate":"2026-04-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1002/sce.70035","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"147715158","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":"Identity Play: Middle School Youths' Provisional Self-Making in Horizon-Expanding STEM Spaces","authors":"Heidi B. Carlone,&nbsp;Alison K. Mercier","doi":"10.1002/sce.70047","DOIUrl":"https://doi.org/10.1002/sce.70047","url":null,"abstract":"<p>This study introduces identity play as an analytic construct for science education to explore improvisational dimensions of middle school students' STEM identity development in multiple out-of-school learning experiences focused on environmental problem-solving. Tracking identity affiliations across time scales (weeks and years), we observed playful, unpredictable, nonlinear, and dynamic narratives of self. Their identities did not progress stably or incrementally, prompting our theorizing about identity play. Identity play refers to the exploratory process of trying out various narratives and performances of provisional selves in novel, low-stakes, horizon-expanding activities. Using grounded theory methodology with interview and video data, we asked: What are generative spaces for identity play? How do youth engage in identity play within those spaces? With illustrative cases of three youths' participation, we identified three types of spaces that encouraged identity play: not-like-me, like-me, and let-me-see spaces. The cases demonstrated how youth shifted their perceptions and performances of self in contexts that acknowledged and celebrated the exploration of new identities, where curiosity and enjoyment organized aims and previously unthinkable identities became plausible. STEM identity play complements the construct of identity work; it illuminates under-explored facets of identity development, such as identity discovery, reinvention, and expansion. This reframing broadens what counts as learning in identity development and reflects the expansive, plural nature of science identities. This research offers promising strategies for designing experiences that nurture these processes. Notably, identity play thrives in horizon-expanding contexts that prioritize exploration over correctness and recognition, encourage buffered risk-taking, and offer multiple interest hooks and pathways.</p>","PeriodicalId":771,"journal":{"name":"Science & Education","volume":"110 3","pages":"780-802"},"PeriodicalIF":3.4,"publicationDate":"2026-04-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1002/sce.70047","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"147714984","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":"From Everyday Thinking to Systems Thinking: An Asset-Based Introduction to Dynamical Systems Theory in Middle School Science","authors":"Hillary Swanson,&nbsp;Michael Leitch,&nbsp;Sarah Schwartz","doi":"10.1002/sce.70041","DOIUrl":"https://doi.org/10.1002/sce.70041","url":null,"abstract":"<div>\u0000 \u0000 <p>Despite its broad relevance to science and society, <i>dynamical systems theory</i> (DST), which mathematically models patterns of change in system behavior, is largely absent from K–12 science education. This study introduces the <i>Patterns Game</i>, a model-based approach that enables middle school students to engage with DST without relying on advanced mathematics. Using a design-based research methodology, we investigated the outcomes and processes of 8th grade students' engagement with the <i>Patterns Game</i>. Quantitative analysis of student work assessed the development of models of threshold and equilibration patterns. Qualitative analysis of classroom discourse explored how the game leveraged students' everyday thinking and lived experiences to support model construction. Students showed statistically significant improvements in their models. Qualitative findings revealed that reflecting on familiar examples helped students articulate, examine, and refine their intuitive reasoning, leading to more precise models. Together, these results demonstrate how the <i>Patterns Game</i> draws on students' existing resources to support meaningful engagement with DST. While prior research has lowered barriers to systems thinking, this study is among the first to introduce DST to younger learners. It advances equity-oriented science education by broadening what counts as modeling and by centering students' everyday thinking and lived experiences as valuable resources for engaging with dynamic systems.</p>\u0000 </div>","PeriodicalId":771,"journal":{"name":"Science & Education","volume":"110 3","pages":"911-927"},"PeriodicalIF":3.4,"publicationDate":"2026-04-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"147715300","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":"List of Reviewers—2025","authors":"Cristiano Barbosa de Moura","doi":"10.1007/s11191-026-00731-x","DOIUrl":"10.1007/s11191-026-00731-x","url":null,"abstract":"","PeriodicalId":771,"journal":{"name":"Science & Education","volume":"35 1","pages":"3 - 6"},"PeriodicalIF":3.4,"publicationDate":"2026-02-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"147342511","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: February 2026","authors":"Cristiano Barbosa de Moura","doi":"10.1007/s11191-026-00730-y","DOIUrl":"10.1007/s11191-026-00730-y","url":null,"abstract":"","PeriodicalId":771,"journal":{"name":"Science & Education","volume":"35 1","pages":"1 - 2"},"PeriodicalIF":3.4,"publicationDate":"2026-02-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"147340223","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":"White Supremacy, Scientific Racism, and Extractivism","authors":"Aida Arosoaie,&nbsp;Elizabeth Hennessy,&nbsp;Erika Marín-Spiotta,&nbsp;Evan Hepler-Smith","doi":"10.1007/s11191-025-00715-3","DOIUrl":"10.1007/s11191-025-00715-3","url":null,"abstract":"<div><p>Science, technology, engineering, mathematics, and medicine (STEMM) disciplines have long grappled with racism and racial overrepresentation, prompting recent critical approaches to the possibilities of enacting systemic change that go beyond Diversity, Equity, and Inclusion (DEI) initiatives focused on recruitment and retention. To this end, scholars have emphasized the importance of critical histories of science for bringing into sharp focus how the ongoing legacies of (settler) colonialism reproduce racialized hierarchies of knowledge and practice in STEMM. In line with these approaches, this paper offers the tripartite framework of scientific racism, white supremacy, and extractivism as a pedagogical tool for translating scholarship in critical histories of science and related fields to STEMM audiences in an effort to contribute to anti-racist education. First, we situate our intervention at the intersection of design-based research and conceptual methodology, outlining the pedagogical context in which we developed the framework and its objective to foreground a critical approach to history as relevant for the present. Second, we elaborate our framework by defining each of the three concepts and their interrelations. Third, we provide three case studies from different disciplines, namely on nineteenth-century race science, mid-twentieth-century chemistry, and late nineteenth and twentieth-century geosciences, that illustrate how we teach the framework and its applicability to different research areas. Ultimately, our framework emphasizes the foundational role of critical histories and interdisciplinary collaborations across STEMM and the humanities for furthering social justice and anti-racism in STEMM fields.</p></div>","PeriodicalId":771,"journal":{"name":"Science & Education","volume":"35 2","pages":"483 - 512"},"PeriodicalIF":3.4,"publicationDate":"2026-01-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://link.springer.com/content/pdf/10.1007/s11191-025-00715-3.pdf","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"147734987","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 Note: December 2025","authors":"Cristiano B. Moura","doi":"10.1007/s11191-025-00714-4","DOIUrl":"10.1007/s11191-025-00714-4","url":null,"abstract":"","PeriodicalId":771,"journal":{"name":"Science & Education","volume":"34 6","pages":"3797 - 3798"},"PeriodicalIF":3.4,"publicationDate":"2025-11-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145698824","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}