Science & Education最新文献

{"title":"Teachers' Ratings of Multilingual Learners' Science Skills: Seeing Skills Beyond Standardized Test Performance","authors":"F. Chris Curran,&nbsp;Lelydeyvis Boza,&nbsp;Katharine Taylor Harris-Walls,&nbsp;Mark B. Pacheco,&nbsp;Amber Deig,&nbsp;Tiffany S. Tan","doi":"10.1002/sce.70075","DOIUrl":"https://doi.org/10.1002/sce.70075","url":null,"abstract":"<div>\u0000 \u0000 <p>Though prior research has explored test score differences in science performance between multilingual learners (MLs) and non-MLs, most assessments of multilingual learners' (MLs) science learning consist not of standardized test scores but of routine formative and summative assessments provided by teachers who work with them day-to-day. However, teachers' assessments of ML students' science skills may be uniquely different from other students. This study leveraged nationally representative data from the Early Childhood Longitudinal Study Kindergarten Class of 2011 (ECLS-K:2011) to document teacher ratings of science skills for MLs compared to non-MLs as well as the relationship between teacher ratings and ML status after accounting for standardized science achievement. The findings demonstrate that elementary school teachers rate MLs somewhat lower in science skills than non-MLs in unadjusted models in the earliest grades of elementary school. After accounting for standardized test performance, however, teachers in the lowest grades rate ML students' science skills higher on average than non-MLs conditional on test scores. The analysis explores variation across ML subgroups and informs policy and practice.</p>\u0000 </div>","PeriodicalId":771,"journal":{"name":"Science & Education","volume":"110 5","pages":"1424-1446"},"PeriodicalIF":4.0,"publicationDate":"2026-08-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148696623","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":"Broadening Queering: Centering Queer and Trans Cultural Praxis in Science Education Research","authors":"K. Rende Mendoza,&nbsp;Khanh Q. Tran","doi":"10.1002/sce.70076","DOIUrl":"https://doi.org/10.1002/sce.70076","url":null,"abstract":"<p>In this commentary, we respond to the persistent deficit framing of queer and trans life in science education research and call for a reorientation of queer- and trans-inclusive scholarship towards more joyful commitments. We trace the “joy deficit” in scholarship on gender and sexual diversity in science education through Wright and Delgado's (2023) three paradigms —safety, equity, and critical—and examine both their contributions and their limits for research and pedagogy. While each has contributed to important progress, they continue to position queer and trans people through deficit framings and constrained subjectivities. In response, we draw attention to a growing body of anti-deficit work emerging within a relational paradigm, which recognizes queer and trans cultural praxis as onto-epistemological, methodological, and pedagogical forces that sustain and create joy and possibility within science education. We outline how these works reframe research by centering relationality and collective care as constitutive of science learning, and we invite scholars to take up these commitments in building more just and life-affirming science education futures.</p>","PeriodicalId":771,"journal":{"name":"Science & Education","volume":"110 5","pages":"1271-1277"},"PeriodicalIF":4.0,"publicationDate":"2026-08-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1002/sce.70076","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148696637","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 the Roles of Content Knowledge and Pedagogical Content Knowledge in Teacher Noticing: An Expert–Novice Comparative Study","authors":"Kennedy Kam Ho Chan,&nbsp;Jan van Driel","doi":"10.1002/sce.70073","DOIUrl":"https://doi.org/10.1002/sce.70073","url":null,"abstract":"<p>This exploratory study examined the theoretically assumed, but empirically underexplored, reciprocal relationships between teacher noticing and professional knowledge by comparing the noticing processes of expert and novice science teachers. It examined how their domain-specific knowledge (content knowledge [CK] and pedagogical content knowledge [PCK]) influenced these processes. A video-based interview was conducted with 15 preservice and 12 expert science teachers to elicit and approximate their noticing processes, including perception, interpretation, and proposed instructional responses to atypical student thinking. The quantitative analysis revealed that experts more often evaluated teacher pedagogy and classroom activities, interpreted student thinking and referenced science content in their comments. They also more readily proposed content-specific next instructional moves linked to students' content-specific thinking. The qualitative analysis showed that novices relied mainly on their CK to evaluate student thinking, while experts' CK and PCK supported their more nuanced analysis of student thinking. Moreover, while novices' limited PCK hindered their ability to evaluate teacher pedagogy and classroom activities, as well as to propose subsequent instructional moves, experts' deeper CK and PCK enabled more content-specific evaluations and proposals for instructional moves. Novices tended to emulate the teacher's approaches in the videos, while some experts engaged in knowledge-building, proposing new instructional strategies after noticing the limitations of the teacher's strategies for conveying specific scientific ideas. We conclude that experts, unlike novices, notice teaching interactions as a dynamic interplay among teachers, students, and science content, rather than simply focusing on teacher actions. We discuss the implications of these findings for science teacher education.</p>","PeriodicalId":771,"journal":{"name":"Science & Education","volume":"110 5","pages":"1447-1468"},"PeriodicalIF":4.0,"publicationDate":"2026-08-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1002/sce.70073","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148696276","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":"Do Single-Sex STEM Programs Have Merit? If So, for Whom, on What Measures?","authors":"Chen Chen,&nbsp;Tomihiro Ono,&nbsp;Gerhard Sonnert,&nbsp;Susan Sunbury,&nbsp;Philip Sadler","doi":"10.1002/sce.70067","DOIUrl":"https://doi.org/10.1002/sce.70067","url":null,"abstract":"<p>Single-sex STEM programs—defined here as voluntary, gender-segregated extracurricular or supplemental activities (e.g., summer camps, workshops, robotics clubs, internships, or citizen science initiatives)—have experienced heightened popularity and scrutiny amid efforts to increase diversity in STEM fields. Empirical evidence regarding their efficacy has been inconsistent. Using a nationally representative dataset of 15,725 US undergraduates, we employed rigorous Propensity Score Weighting (PSW) to estimate the effects of attending single-sex STEM programs during high school on STEM affinity outcomes (i.e., STEM interest, identity, and career intentions). Our findings demonstrated that attending single-sex STEM programs was associated with a closing of gender gaps. After PSW adjustment, the interaction between being female and attending a single-sex program was strongly positive for STEM interest (<i>β</i> = 0.465, <i>p</i> &lt; 0.001), STEM identity (<i>β</i> = 0.496, <i>p</i> &lt; 0.001), and, most notably, STEM career intentions (<i>β</i> = 1.778, <i>p</i> &lt; 0.001; odds ratio = 5.92). Sensitivity analysis showed these effects were highly robust to unmeasured confounding (<i>E</i>-values up to 6.03). Conversely, boys attending all-boys programs exhibited significantly lower STEM affinity in all three outcomes, compared with boys in coed programs or girls in single-sex programs. Overall, single-sex STEM programs provided substantial gains for girls while having mixed-to-negative implications for boys. We suggest expanding access to all-girls STEM programs and critically investigating the pedagogical features driving these differential effects.</p>","PeriodicalId":771,"journal":{"name":"Science & Education","volume":"110 5","pages":"1345-1364"},"PeriodicalIF":4.0,"publicationDate":"2026-08-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1002/sce.70067","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148696600","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":"Engaging the Complexities of Energy Transitions: Sociotechnical and Dualistic Insights From Crossdisciplinary Undergraduates","authors":"Desen S. Özkan,&nbsp;Todd Campbell,&nbsp;Pamela Detrois","doi":"10.1002/sce.70068","DOIUrl":"https://doi.org/10.1002/sce.70068","url":null,"abstract":"<p>Discourses of energy and energy transition have become increasingly prevalent in informal and formal learning spaces. Energy transitions differ across regions, contexts, and technologies. The contextual nature of energy is an opportunity for a sociotechnical approach to its study. Energy transition is not one big change effort but instead is made up of countless decision points negotiated by and through geography, technology, culture, as well as the entanglements of the human and the more-than-human. This study explores how undergraduate students in engineering and the liberal arts engage with these complexities as they discuss sustainable energy issues. Through a frame of sociotechnical systems, we examine the discourses of a crossdisciplinary group of students to highlight the diverse ways that individuals conceptualize sustainable energy systems and transitions. We pose two guiding questions: (1) What overarching frames orient students' discussion of local and global energy transitions? (2) What types of context-specific discourses are embodied in each overarching frame? The research took place in a co-taught undergraduate course on sustainable energies, led by faculty in political science and mechanical engineering. Using semi-structured interviews conducted after the course with ten students from varied majors and backgrounds, we analyzed how students engaged with energy transition topics. Two key themes emerged from our analysis. First, students recognized complex sociotechnical systems characterized by the engagements of energy, political, and technological systems, and second, many exhibited technical/social dualisms in their framing of energy systems. Within these two sociotechnical frames, students revealed diverse underlying logics or discourses. This study brings to light students' frames of reason related to technology and society and the context-specific discourses related to local and global energy transition concerns. Our findings offer valuable insights for both undergraduate and K-12 educators aiming to foster more holistic and aspirational approaches to sociotechnical science and energy education.</p>","PeriodicalId":771,"journal":{"name":"Science & Education","volume":"110 5","pages":"1388-1404"},"PeriodicalIF":4.0,"publicationDate":"2026-08-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1002/sce.70068","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148696393","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 Climate Change Education Practices in Kalimantan Through Exploratory Field Research With Local Voices","authors":"Carla Hermanussen,&nbsp;Saritha Kittie Uda","doi":"10.1002/sce.70072","DOIUrl":"https://doi.org/10.1002/sce.70072","url":null,"abstract":"<p>This article is based on a study that examines the practices and perspectives of selected educational actors in Kalimantan, Indonesia, on climate change education. The region is highly affected by climate crises and holds global relevance for mitigation due to its tropical forests and peatlands. Empirical insights derive from participant observation and semi-structured interviews conducted during a 4-week field phase. Using content analysis, the study explores how climate crises are understood, pedagogically addressed, and implemented in both formal and informal settings. The findings indicate relational understandings of the interdependence between humans and nature, as well as approaches that are location-specific and intergenerational. Indigenous knowledges emerge as a particularly important dimension, shaping educational practices and notions of responsibility. Notably, questions of global justice receive little explicit attention in the investigated contexts. By foregrounding the perspectives of local actors and rendering them visible for international discourse, the study seeks to contribute to more equitable climate change education. To pursue this aim of epistemic justice, particular attention was paid to collaboration between the white lead author and local actors, with this collaboration forming an integral part of the study's reflexive approach.</p>","PeriodicalId":771,"journal":{"name":"Science & Education","volume":"110 5","pages":"1497-1515"},"PeriodicalIF":4.0,"publicationDate":"2026-08-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1002/sce.70072","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148696571","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: August 2026","authors":"Cristiano Barbosa de Moura","doi":"10.1007/s11191-026-00774-0","DOIUrl":"10.1007/s11191-026-00774-0","url":null,"abstract":"","PeriodicalId":771,"journal":{"name":"Science & Education","volume":"35 4","pages":"935 - 936"},"PeriodicalIF":4.0,"publicationDate":"2026-07-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148695167","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: June 2026","authors":"Cristiano Barbosa de Moura","doi":"10.1007/s11191-026-00763-3","DOIUrl":"10.1007/s11191-026-00763-3","url":null,"abstract":"","PeriodicalId":771,"journal":{"name":"Science & Education","volume":"35 3","pages":"547 - 548"},"PeriodicalIF":4.0,"publicationDate":"2026-06-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148380928","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":"Welcome Home: Positive Affective Cultural Experiences and the Proleptic Promise of Belonging in Informal STEM With Black Boys","authors":"Kareem Edouard","doi":"10.1002/sce.70057","DOIUrl":"https://doi.org/10.1002/sce.70057","url":null,"abstract":"<div>\u0000 \u0000 <p>Black boys remain systematically marginalized in STEM education, not only through underrepresentation but through daily experiences of cultural disregard and emotional disconnection. This paper presents the positive affective cultural experiences (PACE) model, a framework that <i>emerged</i> from qualitative research rather than being imposed upon it. Grounded in bell hooks’ concept of homeplace, PACE reimagines STEM learning as a site of belonging where Black boys are affirmed and empowered through trust, care, and adaptability. Drawing from data collected during a 4-week program at a Black Male STEM Animation Lab, the study shows how students’ creative practices, storytelling, and peer mentorship flourished when emotional safety and cultural proximity were prioritized. PACE was derived from the students’ lived interactions, their rhythms of humor, empathy, and collaboration, which revealed affective adaptability as a structural necessity for meaningful engagement. By integrating relational care with technical instruction, PACE challenges monocultural STEM norms and offers a grounded, student-driven model for cultivating joy, resilience, and creative authorship among Black boys. This work calls on educators, designers, and researchers to treat belonging and representation not as extensions of equity, but as the foundation for reimagining STEM through the lived experience of those who have long been excluded from it.</p>\u0000 </div>","PeriodicalId":771,"journal":{"name":"Science & Education","volume":"110 4","pages":"1043-1062"},"PeriodicalIF":3.4,"publicationDate":"2026-06-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148215142","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":"Spilling T(ruths) as Queer Resistance: A Counterstorytelling of a Secondary Science Teacher","authors":"Khanh Q. Tran","doi":"10.1002/sce.70052","DOIUrl":"https://doi.org/10.1002/sce.70052","url":null,"abstract":"<div>\u0000 \u0000 <p>Science education continues to be shaped by cis-heteronormative and Eurocentric norms that constrain how knowledge, identity, and legitimacy are constructed in classrooms. In this narrative inquiry case study, I collaborated with a trans and gender-nonconforming high school biology teacher, Teacher Mateo, to examine how queer and Indigenous ways of knowing can disrupt these settled expectations. Grounded in queer theory and counterstorytelling, I conceptualize Spilling T as a method rooted in Black queer and trans cultural traditions, both a methodology and a praxis that centers relational, embodied, and community-based knowledge. Through co-constructed counterstories and iterative Spilling T sessions, two narrative threads were developed: (1) the revitalization of Indigenous identity as a foundation for relational and multiepistemological biology teaching, and (2) the cultivation of genderqueer identity to challenge binary logics and affirm queerness as inherent in nature. Findings illustrate how Teacher Mateo resists biological essentialism, humanizes LGBTQ+ identities, and distinguishes science epistemology from Indigenous and queer worldviews. This study positions Spilling T as a transformative counterstorytelling method for reimagining science education as a space of resistance, reclamation, and queer rightful presence.</p>\u0000 </div>","PeriodicalId":771,"journal":{"name":"Science & Education","volume":"110 4","pages":"1169-1186"},"PeriodicalIF":3.4,"publicationDate":"2026-06-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148215144","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}