Science & Education最新文献

{"title":"Revisiting the Teacher-Curriculum Relationship: Planning and Enacting Storyline Science Curriculum to be Coherent From the Student Perspective","authors":"Kevin Cherbow,&nbsp;Katherine L. McNeill,&nbsp;Benjamin R. Lowell,&nbsp;Kris Grymonpre","doi":"10.1002/sce.70027","DOIUrl":"https://doi.org/10.1002/sce.70027","url":null,"abstract":"<div>\u0000 \u0000 <p>The release of the Framework for K-12 Science Education and the Next Generation Science Standards marked a shift in the purpose of K-12 science education from students learning about science ideas to students figuring out natural phenomena. This reform shift requires that science curricula be designed to be “coherent from the student perspective,” where students perceive their science work as addressing their questions and problems. Substantial attention has been placed on the development of K-12 science curricula that support coherence for students. However, the design of these materials alone does not ensure that enactments will be coherent for students. Teachers need the capacity to design instruction from curriculum materials to support their students' purposeful sensemaking. Currently, there is no established model of how teachers interact with curricular materials to design coherent science instruction with students. To address this issue, we expand on past models of the teacher-curriculum participatory relationship to incorporate curricular materials designed to be coherent for students. We call our model the <i>Teacher-Student-Storyline curriculum (T-S-S) relationship</i>. In this conceptual article, we first establish the theoretical foundation for our model, drawing from cognitive theories on artifact mediation, educational research on curriculum use, and efforts in science education reform to enhance student coherence in curriculum and instruction. We then outline the components and interactions in our model, exemplifying them through vignettes of one teacher's participation in the T-S-S relationship. Finally, we discuss the implications of the T-S-S relationship for curriculum design and professional development.</p>\u0000 </div>","PeriodicalId":771,"journal":{"name":"Science & Education","volume":"110 2","pages":"617-638"},"PeriodicalIF":3.4,"publicationDate":"2025-10-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"146154922","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":"Unpacking Emotional Configurations of Whiteness in Science Teacher Education: A Response to McCausland","authors":"Jaylene T. Patterson,&nbsp;Cheryl E. Matias","doi":"10.1002/sce.70025","DOIUrl":"https://doi.org/10.1002/sce.70025","url":null,"abstract":"<p>In this response to Jonathan McCausland's “Emotional Configurations of White Shame and White Ambivalence for White Interns in a Secondary Science Teaching Program,” as part of the special issue on Centering Affect and Emotion Toward Justice and Dignity in Science Education, we reflect on the complexities of Whiteness, emotion, and antiracist teaching in science education. Building on McCausland's analysis, we examine how configurations such as white fragility, superiority, apathy, and exceptionalism operate alongside shame and ambivalence to maintain racial comfort and protect Whiteness in classroom spaces. Drawing from our experiences as scholars of Whiteness and former K–12 educators, we reflect on the challenges of facilitating antiracist learning with White interns, particularly within Teacher Education Programs (TEPs) that remain embedded in structures of Whiteness. We briefly reflect on the tension between the justice-oriented aims of teacher preparation and the challenges of securing aligned field placements, particularly within a broader context of increasing political scrutiny of public education. In doing so, we point to the need for continued institutional reflection on how Whiteness operates across both coursework and clinical experiences in science education.</p>","PeriodicalId":771,"journal":{"name":"Science & Education","volume":"110 1","pages":"96-101"},"PeriodicalIF":3.4,"publicationDate":"2025-10-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1002/sce.70025","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145772380","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":"Revisiting the Teacher-Curriculum Relationship: Planning and Enacting Storyline Science Curriculum to be Coherent From the Student Perspective","authors":"Kevin Cherbow,&nbsp;Katherine L. McNeill,&nbsp;Benjamin R. Lowell,&nbsp;Kris Grymonpre","doi":"10.1002/sce.70027","DOIUrl":"https://doi.org/10.1002/sce.70027","url":null,"abstract":"<div>\u0000 \u0000 <p>The release of the Framework for K-12 Science Education and the Next Generation Science Standards marked a shift in the purpose of K-12 science education from students learning about science ideas to students figuring out natural phenomena. This reform shift requires that science curricula be designed to be “coherent from the student perspective,” where students perceive their science work as addressing their questions and problems. Substantial attention has been placed on the development of K-12 science curricula that support coherence for students. However, the design of these materials alone does not ensure that enactments will be coherent for students. Teachers need the capacity to design instruction from curriculum materials to support their students' purposeful sensemaking. Currently, there is no established model of how teachers interact with curricular materials to design coherent science instruction with students. To address this issue, we expand on past models of the teacher-curriculum participatory relationship to incorporate curricular materials designed to be coherent for students. We call our model the <i>Teacher-Student-Storyline curriculum (T-S-S) relationship</i>. In this conceptual article, we first establish the theoretical foundation for our model, drawing from cognitive theories on artifact mediation, educational research on curriculum use, and efforts in science education reform to enhance student coherence in curriculum and instruction. We then outline the components and interactions in our model, exemplifying them through vignettes of one teacher's participation in the T-S-S relationship. Finally, we discuss the implications of the T-S-S relationship for curriculum design and professional development.</p>\u0000 </div>","PeriodicalId":771,"journal":{"name":"Science & Education","volume":"110 2","pages":"617-638"},"PeriodicalIF":3.4,"publicationDate":"2025-10-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"146154923","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: October 2025","authors":"Cristiano B. Moura","doi":"10.1007/s11191-025-00693-6","DOIUrl":"10.1007/s11191-025-00693-6","url":null,"abstract":"","PeriodicalId":771,"journal":{"name":"Science & Education","volume":"34 5","pages":"2795 - 2795"},"PeriodicalIF":3.4,"publicationDate":"2025-10-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145352300","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":"Investigating the Relation Between Peer Critiquing and Model Revisions in Modeling-Based Learning","authors":"Hsin-Yi Chang","doi":"10.1002/sce.70026","DOIUrl":"10.1002/sce.70026","url":null,"abstract":"<p>Modeling-based learning engages students in model generation, evaluation, revision, and application. This study specifically investigated the relation between peer critiquing and model revisions so that suggestions can be made for the design of curricula and interventions to support students in model evaluation and revisions. This study engaged 158 high school students in 47 groups in evaluating and revising their models on the topic of carbon cycling. The students' comments received in peer critiques and subsequent changes to their models were coded and analyzed. Qualitative coding and rating were conducted to indicate students' epistemic criteria for critiquing, and changes in model quality after critiquing. Epistemic network analysis (ENA) was employed to investigate the students' epistemic framing demonstrated during peer critiquing, and to relate it to the students' model revision behaviors. A total of 14 different types of epistemic criteria used by students during peer critiquing were identified. Thirty-eight of the 47 groups (81%) revised their models, but only 10 (21%) improved their model quality in terms of the model's scientific merit. The relation between model critiquing and revision or improvement was identified, including: (1) peer critiques focusing on whether the model was complete, original, accurate, provided sufficient information, could support explanation, or needed to be more aesthetic, were more likely to lead to model revisions, and (2) peer critiques employing the completeness- or quantity-centered epistemic framing were better able to elicit significant model improvement compared to those employing the organization-centered epistemic framing. It is concluded that with scaffolding, high school students can conduct peer critiquing with various epistemic criteria and distinct epistemic framing. Instruction needs to pay attention to student language in light of its epistemic framing in peer critiquing, and can start by focusing on criteria and framing that appeal to students, such as the completeness- or quantity-centered epistemic framing, which can lead to productive model improvement. Future research needs to investigate the interplay among peer critiquing and teacher guidance and feedback to augment the effects of peer critiquing. The study also contributes to the literature by combining qualitative coding and quantitative analysis to identify students' epistemic framing significant to model evaluation and revision.</p>","PeriodicalId":771,"journal":{"name":"Science & Education","volume":"110 2","pages":"599-616"},"PeriodicalIF":3.4,"publicationDate":"2025-10-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1002/sce.70026","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"146154827","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":"Making Learning Personally Relevant: Sensemaking Assets Used in Families' Discussions While Using a Pollinator-Focused Mobile Augmented Reality App","authors":"Lucy R. McClain,&nbsp;Lillyanna Cowdery-Faimon,&nbsp;Heather Toomey Zimmerman,&nbsp;Susan M. Land","doi":"10.1002/sce.70023","DOIUrl":"https://doi.org/10.1002/sce.70023","url":null,"abstract":"<p>This study seeks to better understand the unique sensemaking assets that rural families weave into their outdoor learning experience while using a location-based mobile app focused on healthy habitats for solitary bees. The project included mobile augmented reality (AR) technologies, which are increasingly used as educational tools at informal learning institutions, including nature centers, to deepen visitors' learning experiences. Guided by the lenses of sociocultural learning theory and an asset-based perspective, we aim to advance the field's understanding of equitable family science learning, with a focus on rural families and their unique ways of knowing and sharing memories together during a guided mobile program centered around a local science issue in their community. Our qualitative approach analyzed the experiences of nine families (29 individuals; 14 adults, 15 youths) from two rural Appalachian counties by capturing their in-the-moment conversations and identifying personally relevant learning moments that contributed to the families' sensemaking around the topic of pollinator habitats. Our analysis of 6.5 h of audiovisual data resulted in 71 sensemaking conversations that exemplify two categories of assets—family experiences (places, people, and shared activities) and rural community connections (localized knowledge of place, ecosystems, and biotic species)—that contributed to the nine families' personally relevant learning experiences. We further identified how these assets facilitated the rural families' sensemaking processes, such as connecting prior observations of natural phenomena to concepts within the app. Recommendations for practitioners and researchers aiming to engage rural family groups with locally relevant science through mobile AR technologies are included.</p>","PeriodicalId":771,"journal":{"name":"Science & Education","volume":"110 2","pages":"525-542"},"PeriodicalIF":3.4,"publicationDate":"2025-10-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1002/sce.70023","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"146162312","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":"Making Learning Personally Relevant: Sensemaking Assets Used in Families' Discussions While Using a Pollinator-Focused Mobile Augmented Reality App","authors":"Lucy R. McClain,&nbsp;Lillyanna Cowdery-Faimon,&nbsp;Heather Toomey Zimmerman,&nbsp;Susan M. Land","doi":"10.1002/sce.70023","DOIUrl":"https://doi.org/10.1002/sce.70023","url":null,"abstract":"<p>This study seeks to better understand the unique sensemaking assets that rural families weave into their outdoor learning experience while using a location-based mobile app focused on healthy habitats for solitary bees. The project included mobile augmented reality (AR) technologies, which are increasingly used as educational tools at informal learning institutions, including nature centers, to deepen visitors' learning experiences. Guided by the lenses of sociocultural learning theory and an asset-based perspective, we aim to advance the field's understanding of equitable family science learning, with a focus on rural families and their unique ways of knowing and sharing memories together during a guided mobile program centered around a local science issue in their community. Our qualitative approach analyzed the experiences of nine families (29 individuals; 14 adults, 15 youths) from two rural Appalachian counties by capturing their in-the-moment conversations and identifying personally relevant learning moments that contributed to the families' sensemaking around the topic of pollinator habitats. Our analysis of 6.5 h of audiovisual data resulted in 71 sensemaking conversations that exemplify two categories of assets—family experiences (places, people, and shared activities) and rural community connections (localized knowledge of place, ecosystems, and biotic species)—that contributed to the nine families' personally relevant learning experiences. We further identified how these assets facilitated the rural families' sensemaking processes, such as connecting prior observations of natural phenomena to concepts within the app. Recommendations for practitioners and researchers aiming to engage rural family groups with locally relevant science through mobile AR technologies are included.</p>","PeriodicalId":771,"journal":{"name":"Science & Education","volume":"110 2","pages":"525-542"},"PeriodicalIF":3.4,"publicationDate":"2025-10-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1002/sce.70023","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"146162313","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":"Fostering Scientist Identity Development and Compatibility in an Undergraduate Research Experience Program","authors":"Ann Y. Kim,&nbsp;Rocío Mendoza,&nbsp;Chi-Ah Chun","doi":"10.1002/sce.70014","DOIUrl":"10.1002/sce.70014","url":null,"abstract":"<p>Undergraduate research experience programs can provide students with significant opportunities to engage in research and further develop scientist identities. Grounded in theoretical frames of identity compatibility, interactionist approach, and intersectionality we present findings from an undergraduate research experience program intentionally designed to promote the development of a student's scientist identity while welcoming other personal and social identities. Student participants engaged in a reflection activity up to three times over the course of their 2 years in the program. The analysis of their essays revealed students brought with them many personal and social identities to the program and they found ways to make their scientist identity co-exist with their other identities that felt right for them, despite starting the program with feelings of incompatibility. Unlike previous research, how our participants incorporated scientist identity with their other identities suggested qualitatively different selves that included scientist identities. Lastly, participants recognized the importance of the program, university, and greater research community contexts in their identity development. We discuss connections with other identity integration constructs and suggest implications for research and undergraduate research experience programs.</p>","PeriodicalId":771,"journal":{"name":"Science & Education","volume":"110 2","pages":"459-478"},"PeriodicalIF":3.4,"publicationDate":"2025-09-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC12547983/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145375691","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":"Challenging the Body-Mind Split Through a Decolonial Perspective: A Response to Robertson, Vélez, Huynh, and Hairston","authors":"Katemari Rosa","doi":"10.1002/sce.70021","DOIUrl":"https://doi.org/10.1002/sce.70021","url":null,"abstract":"<p>As part of the special issue Centering Affect and Emotion Toward Justice and Dignity in Science Education, this paper responds to Robertson and colleagues' article: “Exposing and Challenging ‘Grit’ in Physics Education.” It examines affect theory and its connections to science identity formation. However, the paper critiques the body-mind split inherent in affect theory, arguing it stems from colonial epistemologies. Through a decolonial analysis, the paper proposes an integrative framework informed by nondominant epistemologies. It argues that racism and colonization hinder learning possibilities and scientific advancement. The paper emphasizes shared responsibility for dismantling oppressive structures, including the “grit” discourse identified in the original paper. It aims to facilitate individual reflection and encourage collective action, fostering positive change within physics spaces.</p>","PeriodicalId":771,"journal":{"name":"Science & Education","volume":"110 1","pages":"117-122"},"PeriodicalIF":3.4,"publicationDate":"2025-09-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1002/sce.70021","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145772340","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":"Using Latent Profile Analysis to Unpack the Relationship Between Science Identity and STEM Career Intention Among High School Students","authors":"Zhimeng Jiang,&nbsp;Bing Wei","doi":"10.1002/sce.70024","DOIUrl":"https://doi.org/10.1002/sce.70024","url":null,"abstract":"<div>\u0000 \u0000 <p>Science identity has been proposed to closely relate to STEM career intentions. Yet, the relationship between these two constructs is still ambiguous due to inconsistent empirical findings. Exploring the heterogeneity of science identity among the population could provide clarity on this matter. By employing a latent profile analysis, this study aims to explore (a) science identity profiles among 827 high school students, (b) demographic characteristics of the profiles, and (c) the association of science identity profiles with STEM career intentions. Overall, three distinct profiles were identified: (a) <i>competent but disengaged</i> (43.77%), (b) <i>moderately engaged</i> (49.94%), and (c) <i>passionate yet uncertain</i> (6.29%). Notably, each profile exhibited distinct response patterns on the four science identity indicators, namely competency belief, performance belief, recognition, and interest. A significant portion of the high school students in this study demonstrated a below-average level of science identity. Demographic characteristics significantly influenced the likelihood of individuals falling into these profiles, with female students and those in higher grade level being more prominently represented in profiles characterized by a lower level of science identity. Furthermore, significant disparities in STEM career intentions were observed across the identified profiles. Both the <i>moderately engaged</i> and <i>passionate yet uncertain</i> profiles displayed a lower likelihood to pursue STEM career in the future. These results underscore the importance of acknowledging the heterogeneity of science identity among students and its varying associations with STEM career intention. It also informs educators and researchers to effectively prepare targeted support for students to engage in science learning, enjoy science activities, and pursue STEM careers.</p>\u0000 </div>","PeriodicalId":771,"journal":{"name":"Science & Education","volume":"110 2","pages":"543-556"},"PeriodicalIF":3.4,"publicationDate":"2025-09-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"146154875","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}