Science & Education最新文献

{"title":"The Combination of Video and Virtual Experiments in Online Scientific Inquiry: Effects of Learning Sequence and Representational Integration Scaffold","authors":"Hui Chen,&nbsp;Jiumin Yang,&nbsp;Hongji Deng,&nbsp;Yi Zhang","doi":"10.1002/sce.70060","DOIUrl":"https://doi.org/10.1002/sce.70060","url":null,"abstract":"<div>\u0000 \u0000 <p>Video experiments and virtual experiments have proven effective in supporting online scientific inquiry. This study investigated optimal strategies for combining these two approaches, focusing on two critical multi-representational learning factors based on the design, functions, tasks (DeFTs) framework: the learning sequence and the representational integration scaffold (RIS). A two-level factorial quasi-experiment was conducted to examine the main effects and interaction effects of these two factors on scientific inquiry. The participants included 149 seventh-grade students randomly assigned to four conditions: video-virtual without a scaffold (<i>n</i> = 38), virtual-video without a scaffold (<i>n</i> = 38), video-virtual with a scaffold (<i>n</i> = 35), and virtual-video with a scaffold (<i>n</i> = 38). The results revealed a significant main effect of learning sequence: Compared with the “virtual-video” sequence, the “video-virtual” sequence led to superior accuracy of experimentation, conceptual understanding, and knowledge transfer, along with lower perceived difficulty. Furthermore, a significant interaction was found between the learning sequence and RIS: With respect to the RIS, the “video-virtual” group outperformed the “virtual-video” group across the accuracy of experimentation, conceptual understanding, and knowledge transfer; without the RIS, no sequence differences emerged. Lag sequential analysis further revealed distinct experimental behavioral patterns between the two scaffolded conditions. These findings provide actionable insights for designing and implementing effective online scientific inquiry learning with video and virtual experiments.</p>\u0000 </div>","PeriodicalId":771,"journal":{"name":"Science & Education","volume":"110 4","pages":"1110-1132"},"PeriodicalIF":3.4,"publicationDate":"2026-06-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148215138","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":"Science Educators and Researchers Must Uphold the Human Rights of Trans, Nonbinary, and Intersex Persons","authors":"Quentin C. Sedlacek,&nbsp;A. M. Aramati Casper,&nbsp;Katherine Doerr,&nbsp;Sophia Jeong,&nbsp;Nelly K. M. Marosi,&nbsp;K. Rende Mendoza,&nbsp;Marco Reggiani,&nbsp;Shersingh Joseph Tumber-Dávila,&nbsp;Jennifer D. Adams,&nbsp;Andrew P. Anderson,&nbsp;Lucy Avraamidou,&nbsp;Charlie K. Blake,&nbsp;Tina Cheuk,&nbsp;Sara J. Dozier,&nbsp;Sarah L. Eddy,&nbsp;Alexander Eden,&nbsp;Rebecka Fingalsson,&nbsp;Michelle Friend,&nbsp;Agustín Fuentes,&nbsp;Heather Haeger,&nbsp;Kathryn L. Kirchgasler,&nbsp;Rishi Krishnamoorthy,&nbsp;Catherine Lemmi,&nbsp;Jeffrey Maloy,&nbsp;Dax Ovid,&nbsp;Kathryn Ribay,&nbsp;Ronan O. Rock,&nbsp;Tatiane Russo-Tait,&nbsp;Sara Tolbert,&nbsp;Brie Tripp,&nbsp;Maria Varelas","doi":"10.1002/sce.70069","DOIUrl":"https://doi.org/10.1002/sce.70069","url":null,"abstract":"<p>Trans, nonbinary, and intersex persons are—and have always been—an integral part of humankind. However, these communities are under attack. We live in a time of growing state repression and the normalization of political violence against trans, nonbinary, and intersex persons throughout much of the world, and we have a responsibility to understand these conditions and consider their implications for science education. In this commentary, we briefly outline the growing state repression of trans, nonbinary, and intersex persons, illustrating this repression with examples primarily drawn from the U.S. context, while acknowledging similar forms of repression happening in many countries. We discuss the ways that scientific discourses and ideologies are being co-opted to rationalize these attacks, explain the responsibility this creates for science educators, and examine the important work that has already been done to understand and dismantle oppression and to celebrate the lives and accomplishments of these communities within and beyond science education. Finally, we offer recommendations for specific actions that science educators and researchers can take to uphold the human rights of trans, nonbinary, and intersex persons and communities.</p>","PeriodicalId":771,"journal":{"name":"Science & Education","volume":"110 4","pages":"1001-1017"},"PeriodicalIF":3.4,"publicationDate":"2026-06-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1002/sce.70069","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148215231","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":"“There Are Places Full of Beauty”: Desettling High School Students' Scientific Writing","authors":"Alejandra Frausto Aceves","doi":"10.1002/sce.70049","DOIUrl":"https://doi.org/10.1002/sce.70049","url":null,"abstract":"<p>This study contributes to desettling and expanding expectations about the forms of scientific language that belong in students' scientific writing. The primary empirical focus is the analysis of 52 high school student abstracts articulating community-based investigations, submitted as part of their participation in a student conference in a big US city. Methodologically, constructivist grounded theory and discourse analysis are utilized to investigate how students communicated intentions and priorities in their science writing as evidenced through the weaving of their linguistic and extralinguistic choices. The study found that students articulated civic-oriented versions of science practices in places consequential to their real-world. Their grammar and genre choices departed from conventional depersonalized and atemporal writing in school science. Evidenced are the ways in which students take up the genre of abstracts alongside community-based priorities to weave three modes of civic science education. Further, students writing and the forms of <i>we</i> they utilized also reflected collective, caring, and ethical commitments that not only identified harms but also beauty as worthy of scientific investigations. The meanings students construct show how scientific language and writing, including grammar(s) and genre(s), are entangled with ideology, ethics, pedagogy, and decision-making. This study calls for teachers, designers, and researchers to prioritize collective learning, ethical sense-making, and considerations of justice—rather than normed sections, genres, or grammars in students' scientific writing. This study suggests attending to grammar and genre in scientific writing helps support [trans]disciplinary learning and sustainable, ethical forms of human development more broadly.</p>","PeriodicalId":771,"journal":{"name":"Science & Education","volume":"110 4","pages":"1018-1042"},"PeriodicalIF":3.4,"publicationDate":"2026-06-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1002/sce.70049","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148215118","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":"Epistemic Objects and Tools on the School Grounds: Addressing Plant Blindness and Knowledge Construction","authors":"Maurice M. W. Cheng,&nbsp;Bronwen Cowie","doi":"10.1002/sce.70063","DOIUrl":"https://doi.org/10.1002/sce.70063","url":null,"abstract":"<p>Plants mediate the supply of energy and matter for all animals, including human beings yet we are faced with “plant blindness” whereby we pay limited attention to and accord little value to plants. Plant blindness is evident in school curricula whereby students have limited opportunities to learn about plants. This paper proposes and illustrates how students' understanding and awareness of plants might be enhanced by building connections with the native kōwhai trees in their school grounds as epistemic objects and epistemic tools. Kōwhai are endemic to Aotearoa New Zealand and play a significant role in Māori cultural knowledge and the local environment. In our study, we examined how a primary school teacher created opportunities for a class of 22 Year 5–6 students (age 8–10 years) to enhance their plant awareness. Through audio-recording, field notes, photographs and student work, and interviews with the teacher, we report our findings as vignettes that reconstruct key aspects of the 1-week teaching and learning sequence. Tasked with creating infographics about the kōwhai for school visitors, students engaged in various observation activities by iteratively visiting the kōwhai trees in situ and specimens from them in the classroom. We argue that the features and location of the trees on the school grounds, along with the learning community the teacher created, transformed the kōwhai trees and the infographic design into objects of inquiry (epistemic objects) and tools for knowledge construction (epistemic tools) which supported an increase in student plant awareness.</p>","PeriodicalId":771,"journal":{"name":"Science & Education","volume":"110 4","pages":"1152-1168"},"PeriodicalIF":3.4,"publicationDate":"2026-06-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1002/sce.70063","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148215113","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":"Sliding Doors: Frame Uptake and Rejection by Learners in a Museum-Based Climate Learning Experience","authors":"Lynne Zummo,&nbsp;Benjamin Janney,&nbsp;Kaitlyn Kinshella,&nbsp;Jordan Giron,&nbsp;Marc Whiting,&nbsp;Ajla Auker,&nbsp;Hailey Sherman,&nbsp;Monika Lohani","doi":"10.1002/sce.70051","DOIUrl":"https://doi.org/10.1002/sce.70051","url":null,"abstract":"<p>Science education efforts that support public understanding of modern climate change are critically needed. However, implementing climate-related learning experiences can be challenging, as public audiences tend to experience a wide range of understandings of and emotions around the issue. In light of these challenges, many scholars have posed science museums as key places for climate learning, as they are often viewed as trusted public institutions. In this study, we investigated visitor learning in a US science museum at a newly installed climate exhibit<i>—A Climate of Hope</i>. Drawing on framing theory and sociocultural theory, we used mixed methods to examine learners' discourse in relation to frames in the exhibit, broadly asking: In what ways do learners take up and/or reject “side door” frames? Through analysis, we conceptualized the notion of <i>side door moments</i>, in which learners take up and use new, potentially productive framings, and, reflexively, <i>closed door moments</i>, when learners reject such frames. Findings show that uptake/rejection occurred socially and was shaped by both the unique cultures of participant groups and macro-level powered relations beyond groups. Additionally, we found that a <i>local</i> frame was taken up by learners across a variety of climate views, suggesting that a frame-based approach in climate education could lay the groundwork for experiences that do not exacerbate sociopolitical divides and tensions.</p>","PeriodicalId":771,"journal":{"name":"Science & Education","volume":"110 4","pages":"1198-1223"},"PeriodicalIF":3.4,"publicationDate":"2026-06-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1002/sce.70051","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148215143","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":"A Realist Approach to Science Education: Based on Michael Polanyi's Scientific Realism","authors":"Phil Seok Oh,&nbsp;Heesoo Ha","doi":"10.1002/sce.70061","DOIUrl":"https://doi.org/10.1002/sce.70061","url":null,"abstract":"<div>\u0000 \u0000 <p>Science education is undergoing a period of transition that includes, among many others, the themes of the practice turn, post-truth, and post-human. Given these, in this paper, we propose adopting Michael Polanyi's scientific realism as a stance for K-12 science education. Although realism is an important topic in the philosophy of science, its influence on other related disciplines is limited. Especially, the field of science education has somehow eschewed the reality issue. However, Polanyi's scientific realism, which incorporates both ontological and epistemological dimensions of realism, offers valuable implications for enriching science education. In this theoretical paper, we first present three themes and reasons for considering scientific realism, particularly Polanyi's scientific realism, as a stance for K-12 science education: it provides insights for current science education reform, for educational responses to post-truth challenges, and for post-human science education. We then explore Polanyi's original concept of reality and the properties of reality based on the notion of the indeterminate future manifestations (IFM) effect. We also examine the necessary conditions for pursuing reality—personal commitment and intellectual passions––and the ways of making contact with reality—tacit knowing, indwelling, and embodiment. Finally, we suggest implications of Polanyi's scientific realism for K-12 science education in relation to the three themes and reasons presented earlier and propose directions for future research in science education.</p>\u0000 </div>","PeriodicalId":771,"journal":{"name":"Science & Education","volume":"110 4","pages":"1063-1078"},"PeriodicalIF":3.4,"publicationDate":"2026-06-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148215150","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":"Charged Bodies in Science Education: A Posthumanist Theorizing of the Affective Dimensions of Science Learning and Disciplinary Spaces","authors":"Katherine Ann Ayers","doi":"10.1002/sce.70059","DOIUrl":"https://doi.org/10.1002/sce.70059","url":null,"abstract":"<div>\u0000 \u0000 <p>This paper advances a posthumanist theorization of learners in science education as <i>charged bodies</i>—entities whose capacities to act, belong, and become emerge through affective, material, and discursive entanglements. Rather than treating identity as a stable cognitive alignment with science, this framing foregrounds affect as a constitutive force that modulates trajectories of belonging before thought. Drawing on a diffractive methodology, I read Damasio's neurobiological account of affect through Ahmed's theorization of emotion's social orientations and Massumi's conceptualization of affective fields. This intra-action unsettles individualist accounts of emotion, highlighting affect as a distributed, field-like phenomenon that charges bodies unevenly within science learning spaces. The manuscript unfolds as a set of diffractive movements that map how charged bodies are configured in science education. It develops a conceptual grounding of affect as relational modulation, reimagines classrooms and laboratories as affective ecologies haunted by historical residues, reframes recognition as a force of induction and deflection, and considers pedagogical encounters as openings for reconfiguring what counts as science. Empirical vignettes—such as tears in a laboratory, hesitation before reform, and creative inscriptions in the classroom—are read not as incidental disruptions but as affective intensities that reveal the spectral infrastructures through which belonging and exclusion are organized. By theorizing science education through the concept of charged bodies, this work foregrounds affect as central to science identity and disciplinary becoming. It argues that what science is, and who it becomes with, are inseparable from the affective fields that contour livable and unlivable possibilities in educational spaces.</p>\u0000 </div>","PeriodicalId":771,"journal":{"name":"Science & Education","volume":"110 4","pages":"1187-1197"},"PeriodicalIF":3.4,"publicationDate":"2026-06-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148215152","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":"Exploring Teacher Candidates' Sensemaking of Sustainable Energy Education: A Multicase Study in Germany, India, and the United States","authors":"Arya Karumanthra,&nbsp;Gayle Buck,&nbsp;Sandra Sprenger,&nbsp;Neli Heidari,&nbsp;Patricia K. Kubow","doi":"10.1002/sce.70055","DOIUrl":"https://doi.org/10.1002/sce.70055","url":null,"abstract":"<div>\u0000 \u0000 <p>Transitioning to sustainable energy sources (SE) is considered the fundamental strategy to mitigate the ongoing climate crisis. To achieve this transition, intergovernmental organizations like the International Renewable Energy Agency have prioritized “educating the educators” which aims to empower teachers with tools and knowledge to engage students in the energy transition. Although the body of research on SE has examined Teacher Candidates' (TCs) knowledge, attitudes, and awareness, there is a lack of literature addressing how TCs make sense of SE and the need for SE education (SEE). This study explores how TCs in India, Germany, and the United States—three major greenhouse gas-emitting countries—make sense of the need for SEE using a multicase study approach. The data sources for the study include semistructured interviews with 24 TCs, along with three questionnaire items to measure their knowledge and awareness of renewable energy. The policy documents and curriculum standards of each context also provided more insights into how the context defined the need for SEE. The findings suggest that TCs' pedagogical intentions and decisions emerged from a complex sensemaking process influenced by their personal experiences, sustainability values, the socio-political context, the pedagogical preparations they received, and their perceived expectations and constraints for future teaching. The findings also suggested a gap between the national policy ambitions and the realities of teacher preparation programs in the three cases. The insights gained from the study can help teacher preparation programs recognize the need to engage with TCs' sense-making processes to influence their pedagogical intentions.</p>\u0000 </div>","PeriodicalId":771,"journal":{"name":"Science & Education","volume":"110 4","pages":"1246-1267"},"PeriodicalIF":3.4,"publicationDate":"2026-06-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148215083","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":"On Epistemic Injustices: A Call to Overcome the Dominance of English in International Science Education Research","authors":"Antonio García-Carmona","doi":"10.1002/sce.70056","DOIUrl":"https://doi.org/10.1002/sce.70056","url":null,"abstract":"&lt;p&gt;English is often described as the current universal language—or &lt;i&gt;lingua franca&lt;/i&gt;—of science, much as Latin was during the Early Modern period (late 15th–18th centuries); however, this claim is open to question. Two fundamental differences can be identified. First, Latin was adopted as the scholarly language because the accumulated erudite knowledge of the time had been expressed in that language. For this reason, the renowned Italian physicist Galileo Galilei&lt;sup&gt;1&lt;/sup&gt; (1564–1642) published his first major work on astronomy in Latin, &lt;i&gt;Sidereus Nuncius&lt;/i&gt; (1610). Similarly, the eminent British scientist Isaac Newton (1643–1727) published his seminal work in Latin, &lt;i&gt;Philosophiæ Naturalis Principia Mathematica&lt;/i&gt; (1687). English, by contrast, became dominant for very different reasons linked to the power dynamics of dominant nations following the Second World War.&lt;/p&gt;&lt;p&gt;Prior to the dominance of English, particularly during the nineteenth and early twentieth centuries, other languages were also used for scientific communication and enjoyed comparable acceptance within the scientific community. For example, Louis Pasteur (1822–1895) published his work in French. Alessandro Volta (1745–1827) published in Italian and French, and Enrico Fermi (1901–1954) likewise published in Italian before emigrating to the United States. Similarly, three major milestones in physics were published in German: Max Planck′s (1858–1947) postulate for quantum theory (1900), Albert Einstein′s (1879–1955) two theories of relativity (1905, 1915), and Erwin Schrödinger′s (1887–1961) fundamental equation of quantum mechanics (1935). Likewise, Santiago Ramón y Cajal (1852–1934), Nobel Prize laureate in Medicine in 1906, published his groundbreaking discoveries on neurons in Spanish.&lt;/p&gt;&lt;p&gt;The second difference is that, when Latin served as the universal language of science, it was neither a vernacular language nor one spoken in everyday life by the general population. By the Middle Ages, Latin had evolved into the various Romance languages, including Spanish, Portuguese, French, Italian, and Romanian. Precisely because Latin was already a dead and immutable language, it was considered suitable for the universal communication of scholarly knowledge. In this historical period, Latin can therefore be understood as an authentic &lt;i&gt;lingua franca&lt;/i&gt;, which, by definition, is not a native language of any of its users (Carli and Calaresu &lt;span&gt;2017&lt;/span&gt;).&lt;/p&gt;&lt;p&gt;Thus, until the eighteenth century, anyone wishing to approach science, understand it, and communicate about it had to learn Latin. English, by contrast, should not be considered a &lt;i&gt;lingua franca&lt;/i&gt; of science, as it is currently the native language of a significant number of scientists, granting them an evident advantage over those for whom it is not. In fact, a recent study has found that the use of English as the common language of science represents a major impediment to maximizing the contribution of non-","PeriodicalId":771,"journal":{"name":"Science & Education","volume":"110 4","pages":"991-995"},"PeriodicalIF":3.4,"publicationDate":"2026-06-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1002/sce.70056","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148215082","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":"A Call for the Collective Development of Practices and Tools to Support Culturally and Critically Ambitious Teacher Education","authors":"Heather Jo Johnson,&nbsp;Matthew Kloser,&nbsp;Kirsten Mawyer,&nbsp;Scott McDonald,&nbsp;David Stroupe","doi":"10.1002/sce.70064","DOIUrl":"https://doi.org/10.1002/sce.70064","url":null,"abstract":"&lt;p&gt;Contemporary justice-focused science teacher education—education that empowers students with the knowledge and skills to challenge and address social inequities (Lee and Grapin &lt;span&gt;2025&lt;/span&gt;)—faces two immense challenges. First, opportunities for new teachers to consider how pedagogy and social justice are inherently linked have been constrained both by existing school culture and, increasingly, through state and federal legislation put in place to limit equity, diversity, and social justice education within schools (Woo et al. &lt;span&gt;2024&lt;/span&gt;). Second, there is a long-standing problem of teacher education programs working in relative isolation, which produces idiosyncratic and siloed knowledge, practices, and structures for supporting teacher learning (Grossman &lt;span&gt;2018&lt;/span&gt;). These challenges result in a failure to create a shared understanding of key constructs and practices and create a teacher education knowledge desert with small, separate oases of innovation leading to less effective means for improving teacher education.&lt;/p&gt;&lt;p&gt;While attempts to solve analogous problems in fields such as medical education have been credited with more common training and an overall higher quality formation experience, this work has been problematized for destructive aspects of mass standardization, particularly for physicians of Color (Beck &lt;span&gt;2004&lt;/span&gt;; Laws &lt;span&gt;2021&lt;/span&gt;). To address these challenges and grow as a field, we propose that the field of (science) teacher education engage in cross-institutional research and practical collaborations that embrace the significant differences between programs. We suggest a new paradigm involving multiple institutional collaborations with attention to recognizing the dignity and necessity of place-based decision-making, drawing on the culture and history of specific teacher education communities and institutional contexts while also working across sites to create a shared language and vision of professional work designed to be useful across programs and while remaining responsive to local needs.&lt;/p&gt;&lt;p&gt;This paper uses science teacher education as a case to highlight the possibilities within the broader teacher education paradigm. We first describe our theoretical foundations for teacher learning and an overview of an equity-focused framework for science education that has the potential to serve as the anchor for developing our common language, tools, and practices. Second, we outline the challenges that currently prevent a shared vision focused on equity and justice across institutions. Third, we present a vision of the possible by outlining ways in which disciplinary methods courses can be a first locus for developing teachers' critical consciousness, simultaneously with learning disciplinary instructional practices. Furthermore, we outline ways in which teacher educators across diverse institutions and programmatic structures can collaborate to create common experiences and language augmented","PeriodicalId":771,"journal":{"name":"Science & Education","volume":"110 4","pages":"996-1000"},"PeriodicalIF":3.4,"publicationDate":"2026-06-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1002/sce.70064","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148215112","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}