Science & Education最新文献

{"title":"Bridging Student Funds of Knowledge With Science Discourse: An Examination of the Organizational Context That Shaped Teachers' Sense of Agency for Instructional Change","authors":"Erin Hogan,&nbsp;Christine Bae","doi":"10.1002/sce.21941","DOIUrl":"https://doi.org/10.1002/sce.21941","url":null,"abstract":"<div>\u0000 \u0000 <p>This study, which is part of the special issue on Teacher Learning and Practice in Organizational Contexts, investigated the ways in which urban middle school science teachers' organizational contexts influenced their ability to identify and leverage minoritized students' funds of knowledge (FoK) to facilitate equitable science learning through hybrid discourse. Ten science teachers received professional development from an external, university partner and ongoing professional learning as part of lesson study. We used a multiple case study methodology and applied the Instructional Capacity Framework and the concept of teacher agency to analyze lesson study artifacts (classroom videos, lesson plans, and TeachFX reports) and interviews where teachers described their perspectives on organizational barriers and facilitators to the implementation of hybrid discourse. Findings demonstrate how individual, organizational, and external factors interacted to produce differences in teams' approaches to hybrid discourse and the individual and collective agency they held for engaging in this work. To all teams, teacher agency was needed to challenge organizational culture and schooling norms that historically did not value minoritized students' FoK or opportunities to construct scientific understandings. External policies, especially high-stakes tests, reified this culture, which was, in turn, internalized by teachers and students as actors within the organization. These interacted with teachers' dispositions (e.g., critical reflexivity and perspectives on the value of students' FoK) as well as capacities within their organization generated via lesson study to influence the degree to which teachers exerted agency to implement hybrid discourse. We close by discussing implications for future teacher learning experiences aligned to equitable science instruction.</p></div>","PeriodicalId":771,"journal":{"name":"Science & Education","volume":"109 4","pages":"1090-1113"},"PeriodicalIF":3.1,"publicationDate":"2025-01-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144256511","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 Review of Research on Engineering in K-12 Science Education","authors":"Allison Antink-Meyer,&nbsp;Ryan A. Brown,&nbsp;Margaret E. Parker,&nbsp;Jennifer Smith","doi":"10.1002/sce.21950","DOIUrl":"https://doi.org/10.1002/sce.21950","url":null,"abstract":"<div>\u0000 \u0000 <p>The purpose of this study is to explore trends in interrelated engineering education and science education research within six science education research journals across the first decade since the release of the Framework for K-12 Science Education and the Next Generation Science Standards. Journals were selected using a combination of impact factors and random sampling. The resulting qualitative systematic review exposes trends that arose and fell among science education journals and scholars as reflected in 141 articles published between 2011 and 2024 in the Journal of Research in Science Teaching, Science Education, the International Journal of Science Education, School Science and Mathematics, the Journal of Science Teacher Education and Cultural Studies of Science Education. Through the analysis of 289 published research questions and purposes, themes of research and stakeholder foci were developed to uncover trends in research across this timespan. The greatest proportion of research examined student learning of science content through engineering experiences and teacher practice concerning science and engineering adjacent learning. Gaps in the literature are also described including studies in greater need of focus, most notably those that examine the roles of communities, families, learner agency, and access to engineering and science. Findings illuminate a need for improved resonance between the calls of policy for advancing access to science, STEM, and engineering education and literacies and research that remains most focused on traditional settings and structures.</p>\u0000 </div>","PeriodicalId":771,"journal":{"name":"Science & Education","volume":"109 3","pages":"893-910"},"PeriodicalIF":3.1,"publicationDate":"2025-01-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143822166","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":"Looking Back, Moving Forward, and Strengthening HPSS Scholarship in Science Education","authors":"Cristiano B. Moura","doi":"10.1007/s11191-025-00617-4","DOIUrl":"10.1007/s11191-025-00617-4","url":null,"abstract":"","PeriodicalId":771,"journal":{"name":"Science & Education","volume":"34 1","pages":"1 - 9"},"PeriodicalIF":3.1,"publicationDate":"2025-01-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143521686","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":"The Landscape of Research on Contextualized Science Learning: A Bibliometric Network Review","authors":"Michael Giamellaro,&nbsp;Cory Buxton,&nbsp;Joseph Taylor,&nbsp;Jean-Philippe Ayotte-Beaudet,&nbsp;Kassandra L'Heureux,&nbsp;Marie-Claude Beaudry","doi":"10.1002/sce.21937","DOIUrl":"https://doi.org/10.1002/sce.21937","url":null,"abstract":"<p>The vast and rapidly growing amount of science education research makes it challenging for researchers to navigate and synthesize developments across the field, particularly concerning broad concepts evolving along divergent paths. To address this issue, a novel review methodology employing bibliometrics and network analysis was tested to identify and characterize clusters of research focused on the relationship between school-based science learning and contexts where that science is applied, experienced, observable, or otherwise relevant (e.g., socio-scientific inquiry, place-based learning, culturally-responsive pedagogy). Using a sample of 935 academic papers, the bibliometric network analysis revealed the landscape of contextualized science learning research, identifying 13 distinct clusters of scholarship. Bibliometric and qualitative data were used to describe the research trends within clusters and confirm they were conceptually meaningful and distinct. This methodology facilitated greater understanding of how research can become clustered into “invisible colleges” over time, offering a synthesis approach to grasp interrelated lines of research within an evolving landscape. The methodology has potential to identify other schools of thought or overarching themes in science education, enhancing researchers’ ability to perceive the field as a coherent landscape of interconnected ideas or to identify specific research trajectories within a broad concept.</p>","PeriodicalId":771,"journal":{"name":"Science & Education","volume":"109 3","pages":"851-875"},"PeriodicalIF":3.1,"publicationDate":"2025-01-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1002/sce.21937","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143822092","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Exploring 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":"Recontextualization in Multilingual Science Teacher Professional Learning","authors":"Kerry Soo Von Esch,&nbsp;Cristina Betancourt,&nbsp;Jessica Thompson,&nbsp;Manka Varghese,&nbsp;Hsin-Jung Li,&nbsp;Patricia Venegas-Weber","doi":"10.1002/sce.21940","DOIUrl":"https://doi.org/10.1002/sce.21940","url":null,"abstract":"<div>\u0000 \u0000 <p>Examining the contextual nature of teacher professional learning is important for teachers of multilingual learners. Drawing on interview, classroom observation, and informal communication data for two focal dual language elementary science teachers, this qualitative comparative case study examines the situated nature of multilingual science teacher learning and practice processes: (1) What are the intersecting contexts that shape teachers' science learning-practice in multilingual classrooms? (2) In what ways do these contextual dimensions intersect to create opportunities and tensions in teacher learning-practice? Data come from a multiyear, multisite project that examines teacher learning and student discourse in science, language, and literacy instruction in dual language and multilingual classrooms. Drawing on the concept of “teacher learning-practice,” findings show how teachers engaged the contextual challenges of the pandemic, online teaching, and existing programmatic, school, and district structures, <i>as a part of</i> their own teacher learning, through a process of <i>recontextualization</i>. Findings show how the teachers' contexts served as catalysts and moderators in recontextualization, and that generalized district-based professional development was not meeting the needs of the teachers nor their multilingual students. This study provides empirical evidence for context as a key constituent of teacher learning-practice, showing how teacher learning cannot exist outside of teachers' instructional practice nor the contexts with(in) which teachers teach. This study adds to the literature calling for teacher professional learning opportunities to be localized to their teaching and learning contexts versus a “one-size-fits-all” approach that is typically used when planning and implementing professional development by illuminating the experiences of elementary science teachers working with multilingual students. This paper is part of the special issue on <i>Teacher Learning and Practice within Organizational Contexts</i>.</p>\u0000 </div>","PeriodicalId":771,"journal":{"name":"Science & Education","volume":"109 4","pages":"1072-1089"},"PeriodicalIF":3.1,"publicationDate":"2025-01-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144256063","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":"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}