Science & Education最新文献_第3页

Queer in Science, Technology, Engineering, and Mathematics: Following the Intersections of Queerness, Transness and Science Identities 科学、技术、工程和数学中的酷儿：追随酷儿、跨性别和科学身份的交叉点

IF 3.4 1区教育学

Science & Education Pub Date : 2025-11-14 DOI: 10.1002/sce.70033

Nelly K. M. Marosi, Lucy Avraamidou, Mónica López López, Allison Jardim Gonsalves

{"title":"Queer in Science, Technology, Engineering, and Mathematics: Following the Intersections of Queerness, Transness and Science Identities","authors":"Nelly K. M. Marosi, Lucy Avraamidou, Mónica López López, Allison Jardim Gonsalves","doi":"10.1002/sce.70033","DOIUrl":"https://doi.org/10.1002/sce.70033","url":null,"abstract":"This multiple case study explores the intersections of queerness/transness and science education through a combined framework of queer theory, intersectionality, the construct of figured worlds and science identity. The study uses a life-history approach to characterize the trajectories of three purposefully selected queer individuals who are currently working in a European or US-based higher education institution. We collected data through multiple in-depth, semistructured and unstructured interviews, and artefacts, for the purpose of exploring shifts on the participants' science identities throughout their lives, as they moved towards or away from science. The findings illustrate how exclusionary cultural models in STEM—shaped by cisheteronormativity, whiteness, patriarchy, ableism, and neoliberal values—promote science as hypercompetitive, individualistic, and emotionally detached. These models marginalize queer identities, stigmatize mental health, and depoliticize science by erasing sociopolitical concerns and limiting who is recognized as a legitimate science person. As such, they contribute to ongoing efforts to queer science education by illuminating how systemic norms shape identity trajectories. We conclude by sharing implications for research, theory, and practice in pursuit of more inclusive and liberatory visions of science education.","PeriodicalId":771,"journal":{"name":"Science & Education","volume":"110 2","pages":"673-692"},"PeriodicalIF":3.4,"publicationDate":"2025-11-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1002/sce.70033","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"146155188","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}

引用次数: 0

Queer in Science, Technology, Engineering, and Mathematics: Following the Intersections of Queerness, Transness and Science Identities 科学、技术、工程和数学中的酷儿：追随酷儿、跨性别和科学身份的交叉点

IF 3.4 1区教育学

Science & Education Pub Date : 2025-11-14 DOI: 10.1002/sce.70033

Nelly K. M. Marosi, Lucy Avraamidou, Mónica López López, Allison Jardim Gonsalves

{"title":"Queer in Science, Technology, Engineering, and Mathematics: Following the Intersections of Queerness, Transness and Science Identities","authors":"Nelly K. M. Marosi, Lucy Avraamidou, Mónica López López, Allison Jardim Gonsalves","doi":"10.1002/sce.70033","DOIUrl":"https://doi.org/10.1002/sce.70033","url":null,"abstract":"This multiple case study explores the intersections of queerness/transness and science education through a combined framework of queer theory, intersectionality, the construct of figured worlds and science identity. The study uses a life-history approach to characterize the trajectories of three purposefully selected queer individuals who are currently working in a European or US-based higher education institution. We collected data through multiple in-depth, semistructured and unstructured interviews, and artefacts, for the purpose of exploring shifts on the participants' science identities throughout their lives, as they moved towards or away from science. The findings illustrate how exclusionary cultural models in STEM—shaped by cisheteronormativity, whiteness, patriarchy, ableism, and neoliberal values—promote science as hypercompetitive, individualistic, and emotionally detached. These models marginalize queer identities, stigmatize mental health, and depoliticize science by erasing sociopolitical concerns and limiting who is recognized as a legitimate science person. As such, they contribute to ongoing efforts to queer science education by illuminating how systemic norms shape identity trajectories. We conclude by sharing implications for research, theory, and practice in pursuit of more inclusive and liberatory visions of science education.","PeriodicalId":771,"journal":{"name":"Science & Education","volume":"110 2","pages":"673-692"},"PeriodicalIF":3.4,"publicationDate":"2025-11-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1002/sce.70033","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"146155189","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}

引用次数: 0

Science Teachers' Management of Conflicting Institutional Logics: Placing Emotions Front and Center 科学教师对制度逻辑冲突的管理：将情感置于前台和中心

IF 3.4 1区教育学

Science & Education Pub Date : 2025-11-04 DOI: 10.1002/sce.70032

Eran Zafrani, Dana Vedder-Weiss

{"title":"Science Teachers' Management of Conflicting Institutional Logics: Placing Emotions Front and Center","authors":"Eran Zafrani, Dana Vedder-Weiss","doi":"10.1002/sce.70032","DOIUrl":"https://doi.org/10.1002/sce.70032","url":null,"abstract":"In science education, the convergence of recent reform demands with existing policies requires teachers to navigate conflicting expectations, practices, and missions when performing their job. Institutional research has invested much effort into examining how operating in such a fragmented policy environment, in which conflicting institutional logics are present, impacts teachers. However, it has paid little attention to how being caught in such a conflict can be deeply emotional. The divide between institutions and emotions is further reinforced by studies on teachers' emotions, which have predominantly focused on individual emotional experiences, diverting attention away from how emotions can be institutionally conditioned. We conducted a multiple-case study to develop emotionally informed explanations of how science teachers manage conflicts between seemingly contradictory institutional logics, focusing on three teams of science teachers. We show (a) how each identified logic is charged with different emotions; (b) how ignoring these emotions can deepen polarization and reinforce conflicts, while careful attention to emotions can attenuate tensions between the logics; and (c) how emotions not only shape conflicts between institutional logics but are also sometimes shaped by logics. We discuss how the institutional and emotional scholarships can potentially address each other's blind spots and how positioning emotions as central to institutional processes can offer generative pathways for the implementation of science education reform.","PeriodicalId":771,"journal":{"name":"Science & Education","volume":"110 2","pages":"580-598"},"PeriodicalIF":3.4,"publicationDate":"2025-11-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1002/sce.70032","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"146155058","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}

引用次数: 0

Science Teachers' Management of Conflicting Institutional Logics: Placing Emotions Front and Center 科学教师对制度逻辑冲突的管理：将情感置于前台和中心

IF 3.4 1区教育学

Science & Education Pub Date : 2025-11-04 DOI: 10.1002/sce.70032

Eran Zafrani, Dana Vedder-Weiss

{"title":"Science Teachers' Management of Conflicting Institutional Logics: Placing Emotions Front and Center","authors":"Eran Zafrani, Dana Vedder-Weiss","doi":"10.1002/sce.70032","DOIUrl":"https://doi.org/10.1002/sce.70032","url":null,"abstract":"In science education, the convergence of recent reform demands with existing policies requires teachers to navigate conflicting expectations, practices, and missions when performing their job. Institutional research has invested much effort into examining how operating in such a fragmented policy environment, in which conflicting institutional logics are present, impacts teachers. However, it has paid little attention to how being caught in such a conflict can be deeply emotional. The divide between institutions and emotions is further reinforced by studies on teachers' emotions, which have predominantly focused on individual emotional experiences, diverting attention away from how emotions can be institutionally conditioned. We conducted a multiple-case study to develop emotionally informed explanations of how science teachers manage conflicts between seemingly contradictory institutional logics, focusing on three teams of science teachers. We show (a) how each identified logic is charged with different emotions; (b) how ignoring these emotions can deepen polarization and reinforce conflicts, while careful attention to emotions can attenuate tensions between the logics; and (c) how emotions not only shape conflicts between institutional logics but are also sometimes shaped by logics. We discuss how the institutional and emotional scholarships can potentially address each other's blind spots and how positioning emotions as central to institutional processes can offer generative pathways for the implementation of science education reform.","PeriodicalId":771,"journal":{"name":"Science & Education","volume":"110 2","pages":"580-598"},"PeriodicalIF":3.4,"publicationDate":"2025-11-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1002/sce.70032","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"146155059","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}

引用次数: 0

Beauty, Pleasure, and Vital Fluids in the Eighteenth Century Sexuality Education-A Hermeneutic Reading of the Linnaean Lecture About the Way to Become Together 十八世纪性教育中的美、快乐和生命的液体——林奈关于“结合之道”讲座的解释学解读

IF 3.4 1区教育学

Science & Education Pub Date : 2025-11-01 DOI: 10.1007/s11191-025-00698-1

Rebecka Fingalsson

{"title":"Beauty, Pleasure, and Vital Fluids in the Eighteenth Century Sexuality Education-A Hermeneutic Reading of the Linnaean Lecture About the Way to Become Together","authors":"Rebecka Fingalsson","doi":"10.1007/s11191-025-00698-1","DOIUrl":"10.1007/s11191-025-00698-1","url":null,"abstract":"<div>This paper presents a hermeneutic reading of a 1700s account of sexuality education, allegedly delivered by Carl Linnaeus, entitled Om sättet att tillhopa gå [About the way to become together]. With a particular interest in the concepts of race and gender, this study examines how the lecture envisions the body, sexuality, and reproduction. By oscillating between the lecture and other scholarly work on Linnaeus and the history of race and gender, the interpretation of the lecture is presented through three accounts which discuss the notion of holism, the body’s capacity for transformation, and the role of pleasure in reproduction. Together, the three accounts show how historical and fictional objects, such as the lecture, can provide a starting point for science education to connect with sexuality education in a way that not only reveals “the facts” as static descriptions of the natural world, but rather engages with how the body, sexuality, and reproduction have been conceptualised differently throughout history, as well as recognise how conceptual development has been crucial for progress in science, but also for human rights and dignity.</div>","PeriodicalId":771,"journal":{"name":"Science & Education","volume":"35 2","pages":"419 - 445"},"PeriodicalIF":3.4,"publicationDate":"2025-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://link.springer.com/content/pdf/10.1007/s11191-025-00698-1.pdf","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"147734983","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}

引用次数: 0

Embracing Asset Perspectives in Science Education Research: A Call for Change 在科学教育研究中拥抱资产观点：呼吁变革

IF 3.4 1区教育学

Science & Education Pub Date : 2025-10-28 DOI: 10.1002/sce.70031

Ron E. Gray, Scott McDonald, David Stroupe

引用次数: 0

Inquiry-Based Science Instruction for Students With Disabilities: A Systematic and Meta-Analytic Review 残疾学生探究式科学教学：系统与元分析回顾

IF 3.4 1区教育学

Science & Education Pub Date : 2025-10-25 DOI: 10.1002/sce.70029

Sarah Emily Wilson, William J. Therrien, Jenna Gersib, Megan Rojo, Victoria J. VanUitert, Gail Lovette, Maria A. Longhi, Sarah Benson, Sarah R. Powell, Christian T. Doabler

{"title":"Inquiry-Based Science Instruction for Students With Disabilities: A Systematic and Meta-Analytic Review","authors":"Sarah Emily Wilson, William J. Therrien, Jenna Gersib, Megan Rojo, Victoria J. VanUitert, Gail Lovette, Maria A. Longhi, Sarah Benson, Sarah R. Powell, Christian T. Doabler","doi":"10.1002/sce.70029","DOIUrl":"https://doi.org/10.1002/sce.70029","url":null,"abstract":"Developing scientific literacy is necessary for students with disabilities (SWD) as it supports the ability to create solutions to real-world problems and understand current events, and it strengthens critical thinking, problem-solving, and complex communication skills. The purpose of this systematic review and meta-analysis was to evaluate extant literature on inquiry-based science interventions for SWD in service of developing scientific practices. We identified 26 studies in 22 articles and 3 dissertations for inclusion in this review. Effect size (ES) estimates demonstrate significant positive effects in both group (ES = 0.79; CI [0.41, 1.17]) and single case design studies (ES = 2.76; CI [1.93, 3.60]). Overall findings suggest that inquiry-based science instruction is effective in teaching SWD science content as well as developing proficiency in scientific practices and inquiry skills.","PeriodicalId":771,"journal":{"name":"Science & Education","volume":"110 2","pages":"639-653"},"PeriodicalIF":3.4,"publicationDate":"2025-10-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1002/sce.70029","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"146154733","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}

引用次数: 0

Navigating Lesbian, Gay, Bisexual, Transgender, and Queer Teacher Identities in Science Classrooms: A Comparative Case Study 导航女同性恋，男同性恋，双性恋，变性人和酷儿教师身份在科学课堂：比较案例研究

IF 3.4 1区教育学

Science & Education Pub Date : 2025-10-25 DOI: 10.1002/sce.70030

Gary W. Wright, Austin Gaskin

{"title":"Navigating Lesbian, Gay, Bisexual, Transgender, and Queer Teacher Identities in Science Classrooms: A Comparative Case Study","authors":"Gary W. Wright, Austin Gaskin","doi":"10.1002/sce.70030","DOIUrl":"10.1002/sce.70030","url":null,"abstract":"<div>\u0000 \u0000 This qualitative comparative case study explores how two LGBTQ science teachers, one teaching in a rural community and the other in a suburban setting, navigated their LGBTQ identities and engaged with gender and sexual diversity(GSD)-inclusive science teaching (GSDST) after participating in a targeted GSD-aligned professional development program. Grounded in queer theory and LGBTQ teacher identity frameworks, the study examines how place-based sociopolitical, institutional, and cultural contexts shaped teachers' sense of visibility, legitimacy, and professional possibility regarding GSDST. Despite shared commitments to inclusion, neither teacher implemented a full GSDST lesson; instead, each adopted cautious, context-responsive strategies that reflected their distinct school and community environments. Findings illustrate how geographic context intersects with identity to shape the enactment of GSDST. This study contributes to LGBTQ teacher identity scholarship and underscores the importance of context-sensitive, system-level support for advancing GSD equity in science education.\u0000 </div>","PeriodicalId":771,"journal":{"name":"Science & Education","volume":"110 2","pages":"654-672"},"PeriodicalIF":3.4,"publicationDate":"2025-10-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"146154731","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}

引用次数: 0

Centering Affect and Emotion Toward Dignity and Justice in Science Education 科学教育中以情感与情感为中心的尊严与正义

IF 3.4 1区教育学

Science & Education Pub Date : 2025-10-25 DOI: 10.1002/sce.70028

Tanner Vea, Lama Z. Jaber

{"title":"Centering Affect and Emotion Toward Dignity and Justice in Science Education","authors":"Tanner Vea, Lama Z. Jaber","doi":"10.1002/sce.70028","DOIUrl":"https://doi.org/10.1002/sce.70028","url":null,"abstract":"How might science education researchers expand the study of affective and emotional phenomena in ways that afford a better understanding of human learning experiences, support conditions of justice, and affirm learners’ dignity? How far from the realization of these goals we now feel in the fall of 2025. And yet, we persist in pursuing them. In this introductory editorial to the special issue on Centering Affect and Emotion Toward Dignity and Justice in Science Education, we explain what animates this question, introduce the structure of the special issue, and provide an overview of the papers. To us, questions like, “what is the emotion in this situation?” lead to analytical dead ends. They seek to apply a flimsy nametag over a phenomenon that runs much deeper and holds much greater consequence. As affect emerges, how is it channeled and mediated, and by whom? When people apply emotion terms to the ways they feel, what forms of social understanding and possibilities for action follow? Seeking justice and dignity in science education will require us to stop treating emotion as something ready-made, with uncontested and straightforward meanings, and start treating it as a matter of social coordination and meaning-making processes, inflected by power, shaped by history, and creating contingent openings for imagining futures and acting on the world. Toward charting these possibilities, we introduce 29 manuscripts (14 original papers and 14 corresponding responses, plus a synthetic essay) that emphasize the social embeddedness of affect and emotion in science teaching and learning rather than interiorizing and individualizing accounts.","PeriodicalId":771,"journal":{"name":"Science & Education","volume":"110 1","pages":"5-12"},"PeriodicalIF":3.4,"publicationDate":"2025-10-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1002/sce.70028","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145772338","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}

引用次数: 0

Inquiry-Based Science Instruction for Students With Disabilities: A Systematic and Meta-Analytic Review 残疾学生探究式科学教学：系统与元分析回顾

IF 3.4 1区教育学

Science & Education Pub Date : 2025-10-25 DOI: 10.1002/sce.70029

Sarah Emily Wilson, William J. Therrien, Jenna Gersib, Megan Rojo, Victoria J. VanUitert, Gail Lovette, Maria A. Longhi, Sarah Benson, Sarah R. Powell, Christian T. Doabler

{"title":"Inquiry-Based Science Instruction for Students With Disabilities: A Systematic and Meta-Analytic Review","authors":"Sarah Emily Wilson, William J. Therrien, Jenna Gersib, Megan Rojo, Victoria J. VanUitert, Gail Lovette, Maria A. Longhi, Sarah Benson, Sarah R. Powell, Christian T. Doabler","doi":"10.1002/sce.70029","DOIUrl":"https://doi.org/10.1002/sce.70029","url":null,"abstract":"Developing scientific literacy is necessary for students with disabilities (SWD) as it supports the ability to create solutions to real-world problems and understand current events, and it strengthens critical thinking, problem-solving, and complex communication skills. The purpose of this systematic review and meta-analysis was to evaluate extant literature on inquiry-based science interventions for SWD in service of developing scientific practices. We identified 26 studies in 22 articles and 3 dissertations for inclusion in this review. Effect size (ES) estimates demonstrate significant positive effects in both group (ES = 0.79; CI [0.41, 1.17]) and single case design studies (ES = 2.76; CI [1.93, 3.60]). Overall findings suggest that inquiry-based science instruction is effective in teaching SWD science content as well as developing proficiency in scientific practices and inquiry skills.","PeriodicalId":771,"journal":{"name":"Science & Education","volume":"110 2","pages":"639-653"},"PeriodicalIF":3.4,"publicationDate":"2025-10-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1002/sce.70029","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"146154732","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}

引用次数: 0