Science & Education最新文献

{"title":"School Science: An Approach to Rethinking What Students Learn and How They Might be Better Engaged","authors":"Connie Cirkony,&nbsp;Glykeria Fragkiadaki,&nbsp;Richard Gunstone","doi":"10.1002/sce.21949","DOIUrl":"https://doi.org/10.1002/sce.21949","url":null,"abstract":"<div>\u0000 \u0000 <p>For decades, two critical challenges have plagued school science in the years it is compulsory for students in many educational contexts across the globe: how best to identify what science is meaningful for all students to learn during their formal school science education, and how to keep these students engaged in the learning of this science. Diverse science curriculum movements over these decades and throughout the English-speaking world have provided different conceptualizations about the science content and process students should learn, and suggested many pedagogical practices to engage students in that learning. However, the two intertwined challenges of specific concern for this article clearly remain: what science to include and how to foster student engagement with that science. In this paper, we first seek to provide insights relevant to these two challenges via reviews of extant research in three quite broad and important areas of scholarship: (a) the concepts of imagination and creativity, considered particularly through current cultural-historical approaches to early years science learning; (b) the long-standing support around the globe for a range of inquiry-based approaches; and (c) the German constructs of <i>Didaktik</i> and <i>Bildung</i> as existing paths from a non-Anglo context that assist the determination of choices of science for curriculum inclusion or rejection. We then consider how these three discussions can lead to considerations of school science curriculum that better address the two challenges. Though simple solutions for these complex and multifaceted challenges are unlikely and beyond the aim of this paper, interrelated aspects of our three discussions point to curriculum-focussed initiatives focussing on “big ideas” as a way to determine content. We conclude by briefly illustrating these considerations via the example of school science curriculum structured via the <i>big ideas</i> of science: that is, those that are argued to be fundamental to the learner over the course of their compulsory science education.</p>\u0000 </div>","PeriodicalId":771,"journal":{"name":"Science & Education","volume":"109 5","pages":"1149-1176"},"PeriodicalIF":3.4,"publicationDate":"2025-02-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145012338","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":"Middle School Students' Application of Science Learning From Physical Versus Virtual Labs to New Contexts","authors":"Dana Gnesdilow,&nbsp;Sadhana Puntambekar","doi":"10.1002/sce.21953","DOIUrl":"https://doi.org/10.1002/sce.21953","url":null,"abstract":"<p>Even though virtual labs help students learn science content, little is known about how well students can later apply this learning to other contexts or tasks when compared to students who performed physical labs. The goal of this study was to understand how students who perform physical versus virtual labs were able to later apply what they learn to a new context and a more intricate physical lab. We also explored whether reducing the complexity of the physical lab, by setting up the apparatus before students conducted experiments, supported students' learning of physics concepts and relationships when compared to students who performed a virtual lab. Using a quasi-experimental research design, we randomly assigned 26, seventh and eighth grade classes from seven teachers' classes into two conditions, the virtual or pre-set-up physical pulley lab conditions. Using data collected from 385 students and 188 groups, we found that students who were in the virtual lab condition learned significantly more about the mechanics of pulleys than students in the physical lab condition as assessed by a content knowledge pre to posttest. We also found that students in the virtual condition performed better on answering and explaining a real-world scenario application question and took no longer to set up a more complex pulley system in small groups than students in the physical condition. We discuss limitations, implications, and directions for future research.</p>","PeriodicalId":771,"journal":{"name":"Science & Education","volume":"109 5","pages":"1177-1194"},"PeriodicalIF":3.4,"publicationDate":"2025-01-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1002/sce.21953","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145013215","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":"How Accurate Are Students in Self-Assessing Their Conceptions of Evolution?","authors":"Tim Hartelt,&nbsp;Helge Martens","doi":"10.1002/sce.21945","DOIUrl":"https://doi.org/10.1002/sce.21945","url":null,"abstract":"<p>Evolution is challenging to understand for students. Frequently, students hold coexisting intuitive conceptions based on cognitive biases and scientific conceptions of evolution. For the self-regulation of intuitive and scientific conceptions, metacognitive awareness is fundamental. However, students are mostly unaware of their conceptions. A criteria-referenced self-assessment of one's intuitive and scientific conceptions is one way to develop this metacognitive awareness and enhance conceptual knowledge. We investigated in a study with <i>N</i> = 432 upper secondary students how accurate students are in self-assessing intuitive and scientific conceptions of evolution, which possible explanations for inaccurate self-assessments exist, and which variables are related to self-assessment accuracy (e.g., prior conceptual knowledge, metaconceptual awareness and regulation, and self-efficacy). We found that self-assessment accuracy was moderate, with students self-assessing more intuitive and scientific conceptions than present. Possible explanations for inaccurate self-assessments were incorrect understandings of concepts, excessive self-assessments (of an intuitive concept in a context where it is appropriate; of a scientific concept despite incompleteness), and mix-ups of concepts. Self-assessment accuracy was predicted mainly by prior conceptual knowledge in terms of scientific conceptions and, in some analyses, by prior conceptual knowledge in terms of intuitive conceptions and self-efficacy. The findings have important implications for using self-assessment to develop metaconceptual awareness, for adjusting self-assessments to students' preconditions (e.g., prior knowledge), and for designing teaching approaches in evolution and science education.</p>","PeriodicalId":771,"journal":{"name":"Science & Education","volume":"109 3","pages":"965-989"},"PeriodicalIF":3.1,"publicationDate":"2025-01-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1002/sce.21945","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143822330","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":"Elder Black Women Science Teachers (Re)member: An Examination of Science Identity Formation for Curious Young Black Girls","authors":"Alexis D. Riley","doi":"10.1002/sce.21936","DOIUrl":"https://doi.org/10.1002/sce.21936","url":null,"abstract":"<div>\u0000 \u0000 <p>To specifically add to the literature on Black girls cultivating their science genius, Black women science teachers ‘talk back’ by sharing and developing their own narratives about being a science-curious young Black girl and how they use that experience to actualize their vision for liberatory science teaching. This international, qualitative study centers the (re)flections and pedagogical practices of five “elder” Black women science teachers who have surpassed and live within some of the confines of “science as white property.” Utilizing an Endarkened Feminist Epistemology, participants engage in the art of (re)membering by writing poems to their former young Black girl self as a result of (re)flecting on creating the educational structures they wish they had experienced. The findings and discussion indicate that access to science professionals at home or a once-in-a-lifetime scholarship gave the participants the privilege to be curious. Despite these privileges these women had to persist through the culture of science that told them they didn't belong. Yet and still, they speak back with power and a determination to be seen and heard. This study provides implications for the curricular shifts and ideologies that honor Black girls in K-8 formal science spaces by merging liberatory teaching frameworks in science teaching and learning. Implications are also provided for professional development for Black women science teachers and other historically excluded groups, giving them space to (re)flect and to unearth their truth through reflecting on their history and collaborating with peers.</p>\u0000 </div>","PeriodicalId":771,"journal":{"name":"Science & Education","volume":"109 3","pages":"947-964"},"PeriodicalIF":3.1,"publicationDate":"2025-01-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143822332","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":"Using the Lenses of Organizational Culture and Climate for Research on Science Teacher Professional Learning","authors":"Jamie Tanas,&nbsp;Gavin W. Fulmer,&nbsp;William E. Hansen,&nbsp;C. Ashley Fulmer","doi":"10.1002/sce.21954","DOIUrl":"https://doi.org/10.1002/sce.21954","url":null,"abstract":"<p>Teachers are members of school district organizations that have their own organizational culture and climate. We differentiate a school or district as an organizational cultural context from the broader community cultural context or individual sociocultural background; it stands as an intermediate context with effects that may differ from the external cultural influences while having profound influences on teachers’ thoughts, feelings, and actions. In this conceptual paper, we review the theoretical foundations of organizational culture and organizational climate, and the corresponding ideas of assumptions, values, artifacts, and shared perceptions of policies, practices, and routines. We then summarize types of research questions and research methods that are well-suited to the organizational culture and climate framework. We apply these concepts to two example cases from the field of science education. We identify potential research opportunities for organizational culture and climate in science education that can extend and deepen our efforts to understand teachers’ experiences within school organizations. This paper is part of the special issue on Teacher Learning and Practice within Organizational Contexts.</p>","PeriodicalId":771,"journal":{"name":"Science & Education","volume":"109 4","pages":"1114-1128"},"PeriodicalIF":3.1,"publicationDate":"2025-01-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1002/sce.21954","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144255860","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":"Professional Learning in a Web-Based Community of Practice Of, By, and For Chinese Primary Science Teachers: A Narrative Inquiry","authors":"Xiaowan Jin,&nbsp;Xiaowei Tang,&nbsp;Bojun Yu,&nbsp;Zuomin Li,&nbsp;Jianqiu Chen,&nbsp;Zuanbiao Zhu,&nbsp;Bin Zhu,&nbsp;Meijuan Chen,&nbsp;Bangping Ding","doi":"10.1002/sce.21946","DOIUrl":"https://doi.org/10.1002/sce.21946","url":null,"abstract":"<div>\u0000 \u0000 <p>This study examines Chinese primary science teachers' professional learning experience in a web-based community of practice established and run by practitioners, with support from teacher researchers. Over time, it has grown into a preferred knowledge-sharing base for primary science teachers of the region and gradually gained national recognition. Through narrative inquiry, we reconstruct a story that shows how the community emerged and developed into a way of empowering Chinese primary science teachers in their own professional development. Adopting the community of practice framework (Wenger 1998) and with attention guided by the metaphorical space of temporality, sociality, and place, our analysis brings out how the external contexts, the organizational features, and the teachers' learning practices intertwined and contribute to the long-lasting success of this community. Some of the key organizational features we identify go beyond the ones stressed by the existing literature. More importantly, we show the critical role external contexts can play in the working mechanism of a web-based community. On that basis, we suggested the need to enrich the methodological choices and broaden the scope of this line of research.</p>\u0000 </div>","PeriodicalId":771,"journal":{"name":"Science & Education","volume":"109 3","pages":"928-946"},"PeriodicalIF":3.1,"publicationDate":"2025-01-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143822261","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":"Elements of Social Capital and Counterspace Processes Contribute to Undergraduate STEM Student Development of a Sense of Belonging","authors":"MacKenzie J. Gray,&nbsp;Jasmine N. Yacobian,&nbsp;Erin E. Shortlidge","doi":"10.1002/sce.21947","DOIUrl":"https://doi.org/10.1002/sce.21947","url":null,"abstract":"<p>Having a sense of belonging can promote persistence in the STEM fields, but less is known about what it means to develop that sense of belonging. To investigate this phenomenon, we conducted semi-structured interviews with a cohort of STEM students (<i>n</i> = 10) nearing graduation at an urban university regarding their sense of belonging and qualitatively coded the interviews using thematic analysis. Results revealed that all interviewed students clearly articulated feelings of belonging, making them an ideal population from which to learn more. We applied two frameworks to guide our understanding of what factors promoted the development of a sense of belonging for these students: the Network Theory of Social Capital and the Counterspaces Framework. The students described their experiences in relation to elements of social capital and counterspace processes as they reflected on the development of feelings of belonging. One element of social capital, “reinforcement,” or assurance and recognition of one's worthiness as a member of a group, was the most prevalent element of social capital influencing the participants' development of a sense of belonging. “Direct relational transactions,” or the exchange of resources within a community, was the most prevalent counterspace process discussed by the participants. Our findings expand the utility and add to the theoretical underpinnings of the two frameworks, indicating that gaining social capital and experiencing counterspaces can contribute to undergraduate STEM student development of a sense of belonging.</p>","PeriodicalId":771,"journal":{"name":"Science & Education","volume":"109 3","pages":"911-927"},"PeriodicalIF":3.1,"publicationDate":"2025-01-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1002/sce.21947","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143822260","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":"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}