Science & Education最新文献

{"title":"The Landscape of Research on Contextualized Science Learning: A Bibliometric Network Review","authors":"Michael Giamellaro,&nbsp;Cory Buxton,&nbsp;Joseph Taylor,&nbsp;Jean-Philippe Ayotte-Beaudet,&nbsp;Kassandra L'Heureux,&nbsp;Marie-Claude Beaudry","doi":"10.1002/sce.21937","DOIUrl":"https://doi.org/10.1002/sce.21937","url":null,"abstract":"<p>The vast and rapidly growing amount of science education research makes it challenging for researchers to navigate and synthesize developments across the field, particularly concerning broad concepts evolving along divergent paths. To address this issue, a novel review methodology employing bibliometrics and network analysis was tested to identify and characterize clusters of research focused on the relationship between school-based science learning and contexts where that science is applied, experienced, observable, or otherwise relevant (e.g., socio-scientific inquiry, place-based learning, culturally-responsive pedagogy). Using a sample of 935 academic papers, the bibliometric network analysis revealed the landscape of contextualized science learning research, identifying 13 distinct clusters of scholarship. Bibliometric and qualitative data were used to describe the research trends within clusters and confirm they were conceptually meaningful and distinct. This methodology facilitated greater understanding of how research can become clustered into “invisible colleges” over time, offering a synthesis approach to grasp interrelated lines of research within an evolving landscape. The methodology has potential to identify other schools of thought or overarching themes in science education, enhancing researchers’ ability to perceive the field as a coherent landscape of interconnected ideas or to identify specific research trajectories within a broad concept.</p>","PeriodicalId":771,"journal":{"name":"Science & Education","volume":"109 3","pages":"851-875"},"PeriodicalIF":3.1,"publicationDate":"2025-01-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1002/sce.21937","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143822092","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":"Political Science as a Science","authors":"Diturije Ismaili,&nbsp;Ridvan Peshkopia,&nbsp;Marsela Sako","doi":"10.1007/s11191-025-00614-7","DOIUrl":"10.1007/s11191-025-00614-7","url":null,"abstract":"<div><p>In a pioneering effort, we tried to measure and explain Political Science (PS) students’ perceptions of their discipline as science. We analyzed as dependent variables the single option answers to the question “Why does the word ‘science’ exist in the name of our discipline?” Those responses represent a range of perceptions from the most affirmative perception of PS as science to the most denying one. We tried to explain those perceptions with three batches of explanatory variables: academic courses taken during the studies, familiarity with research methods, and research experiences during academic studies. We built a series of hypotheses and tested them with a sample of 630 PS students that we collected during the 2021–2022 academic year in three Western Balkans countries: Albania, Kosovo, and North Macedonia. The findings mostly supported our claim that student training in research methods and their research experiences would predict a higher appreciation of their discipline as science. Our findings could help PS educators to apply research methods courses and student involvement in research projects as ways to foster PS students’ appreciation of the scientific nature of PS.</p></div>","PeriodicalId":771,"journal":{"name":"Science & Education","volume":"34 4","pages":"2739 - 2758"},"PeriodicalIF":3.4,"publicationDate":"2025-01-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144892408","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 Undergraduate Students' Conceptions of Environmental Education Through Phenomenographic Analysis","authors":"Hui Luan,&nbsp;Yi-Lun Syu,&nbsp;Min-Hsien Lee,&nbsp;Chin-Chung Tsai","doi":"10.1002/sce.21948","DOIUrl":"https://doi.org/10.1002/sce.21948","url":null,"abstract":"<div>\u0000 \u0000 <p>The core function of science education is to equip students with scientific literacy, enabling them to understand complex environmental challenges and actively engage in proenvironmental behaviors. Therefore, understanding students' conceptions of environmental education is crucial for advancing environmental education. In this study, we explored undergraduate students' conceptions of environmental education and its relationship to approaches to learning from a phenomenographic perspective. We conducted interviews with 36 undergraduates and identified 5 qualitatively different categories of conceptions of environmental education, namely, “receiving information,” “disseminating and communicating,” “understanding,” “awareness and reflective thinking,” and “solving problems and taking action.” These categories are hierarchically ordered from lowest to highest, reflecting increasing complexity. Specifically, the first two were categorized as passive conceptions, while the last three were classified as active conceptions. Our findings showed that passive and active conceptions were evenly distributed among the students. In addition, a <i>χ</i>² analysis revealed an observable correlation between students' conceptions and their adopted learning strategies. Particularly, students with more passive conceptions tended to employ surface learning strategies, whereas those with more active conceptions were inclined toward deep learning strategies. The implications of these findings for promoting students' proenvironmental behavior are discussed.</p>\u0000 </div>","PeriodicalId":771,"journal":{"name":"Science & Education","volume":"109 3","pages":"876-892"},"PeriodicalIF":3.1,"publicationDate":"2025-01-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143822093","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":"Case Study Pedagogy in Disaster Education","authors":"Prerna Srigyan,&nbsp;Kim Fortun","doi":"10.1007/s11191-024-00598-w","DOIUrl":"10.1007/s11191-024-00598-w","url":null,"abstract":"<div><p>Research in cultural anthropology and the interdisciplinary field of science and technology studies (STS) has demonstrated that environmental disasters are not only techno-scientifically and socio-politically complex but also epistemically complex -- involving perspectival diversity; multiple, often conflicting forms of evidence; data gaps and disinformation; and role transitions and confusions. Disasters, this research has demonstrated, are highly fraught knowledge problems that nevertheless call for pragmatic response. In this article, we describe an approach to disaster education that stems from this premise, mobilizing an Environmental Injustice Case Study Framework that draws out multiple dimensions of disaster, foregrounding the need for interdisciplinarity while immersing students in the challenges and paradoxes of disaster knowledge production. We offer both an instructional approach and a theoretical perspective on what case study pedagogy in disaster education accomplishes, and can contribute to science education writ large. Our argument is that critical approaches to case study pedagogy can scaffold many kinds of learning in both disaster and science education, helping students integrate diverse kinds of data, analysis, interpretation, and judgment, while building metacognition and epistemic reflexivity.</p></div>","PeriodicalId":771,"journal":{"name":"Science & Education","volume":"34 3","pages":"1067 - 1086"},"PeriodicalIF":3.4,"publicationDate":"2025-01-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://link.springer.com/content/pdf/10.1007/s11191-024-00598-w.pdf","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145165935","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":"Education for Disaster Justice","authors":"Joelle Champalet,&nbsp;Hyunah Keum,&nbsp;Scott Gabriel Knowles,&nbsp;Seulgi Lee,&nbsp;Hyeonbin Park","doi":"10.1007/s11191-024-00603-2","DOIUrl":"10.1007/s11191-024-00603-2","url":null,"abstract":"<div><p>Disasters reveal injustice in society; disasters create new injustices. These two intertwined ideas were the inspiration for an action research project, the first Disaster Haggyo, held across multiple locations in South Korea in the summer of 2022. The Disaster Haggyo—“haggyo” translates to “school” in Korean—was also an experiment in pedagogical methods. Science education, though not explicitly the aim of the Disaster Haggyo, infused every aspect of our approach. The Haggyo curriculum approaches innately technological disasters as entanglements of science, technology, and living organisms, inviting students to engage with unfolding disasters through tactics like citizen science, regulatory activism, and victim advocacy. The Disaster Haggyo was also created as a method for conducting research on the structural features of disaster injustice, in the mode of “action research,” to enable mutual aid and a dissolution of boundaries among researchers and those seeking disaster justice in two specific sites: Ansan and Jeju Island, South Korea. Specifically, our goal was to document and evaluate the ways in which (1) disaster memorialization and (2) disaster education practices empower survivors and bereaved families, and also the ways that such activities might also burden them, or even cause ongoing harm. Ansan, home of the Danwon High School, is the key site for Sewol Ferry Disaster bereaved family memorialization and activism. Jeju Island is both the site of the 1947–1954 Jeju Uprising and Massacre as well as a site of increasing environmental fragility in the climate change era. This paper argues that an articulation of disaster justice emerged as a key goal embedded in both memorialization and education activities across the various Disaster Haggyo research sites. Our interlocutors in these sites, in quite creative and surprising ways, insisted on justice as a language through which to interpret their lives and the lives (and deaths) of those for whom they cared most deeply.</p></div>","PeriodicalId":771,"journal":{"name":"Science & Education","volume":"34 3","pages":"1019 - 1048"},"PeriodicalIF":3.4,"publicationDate":"2025-01-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://link.springer.com/content/pdf/10.1007/s11191-024-00603-2.pdf","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145164439","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 Vision of Preservice and In-Service Biology Teachers: Tacit Knowledge About Teaching and Learning in Relation to Student Conceptions in Evolution Lessons","authors":"Jens Steinwachs,&nbsp;Helge Martens","doi":"10.1002/sce.21932","DOIUrl":"https://doi.org/10.1002/sce.21932","url":null,"abstract":"<p>Addressing student conceptions is crucial in science education. Therefore, teachers should be able to notice and interpret situations, in which student conceptions are part of the complex classroom interactions. This study analyzes the skills known as professional vision using an interpretivist research paradigm and a sociocultural perspective. The central concern of this article is to describe the tacit knowledge about teaching and learning that frames and guides the professional vision of preservice and in-service biology teachers. To collect data, a video clip was used as a stimulus for 31 group discussions and 9 individual interviews with a total of 115 preservice and in-service biology teachers. The video clip showed classroom interactions between the teacher and students, specifically addressing student conceptions in evolution classes. From 40 available cases, a subsample of 15 contrasting ones was used for in-depth interpretation and typification. The comparative analyses reveal that these cases share a common feature: professional vision is carried out in an evaluative mode, with participants assessing the teacher's actions and the students' learning outcomes. In their evaluations, the four reconstructed types expressed type-specific tacit knowledge about teaching and learning. For example, they differ in their conceptualizations of teaching, which form the basis of the evaluation: (1) direct transmission of scientific norms, (2) establishing and facilitating access to scientific norms, (3) interaction that considers individual learners' point of view, and (4) contingent mediation between student conceptions and scientific norms. In the discussion, the results are related to learning theories and strategies for teaching the theory of evolution to develop suggestions for teacher education and professional development.</p>","PeriodicalId":771,"journal":{"name":"Science & Education","volume":"109 3","pages":"816-850"},"PeriodicalIF":3.1,"publicationDate":"2025-01-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1002/sce.21932","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143822267","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":"Recontextualization in Multilingual Science Teacher Professional Learning","authors":"Kerry Soo Von Esch,&nbsp;Cristina Betancourt,&nbsp;Jessica Thompson,&nbsp;Manka Varghese,&nbsp;Hsin-Jung Li,&nbsp;Patricia Venegas-Weber","doi":"10.1002/sce.21940","DOIUrl":"https://doi.org/10.1002/sce.21940","url":null,"abstract":"<div>\u0000 \u0000 <p>Examining the contextual nature of teacher professional learning is important for teachers of multilingual learners. Drawing on interview, classroom observation, and informal communication data for two focal dual language elementary science teachers, this qualitative comparative case study examines the situated nature of multilingual science teacher learning and practice processes: (1) What are the intersecting contexts that shape teachers' science learning-practice in multilingual classrooms? (2) In what ways do these contextual dimensions intersect to create opportunities and tensions in teacher learning-practice? Data come from a multiyear, multisite project that examines teacher learning and student discourse in science, language, and literacy instruction in dual language and multilingual classrooms. Drawing on the concept of “teacher learning-practice,” findings show how teachers engaged the contextual challenges of the pandemic, online teaching, and existing programmatic, school, and district structures, <i>as a part of</i> their own teacher learning, through a process of <i>recontextualization</i>. Findings show how the teachers' contexts served as catalysts and moderators in recontextualization, and that generalized district-based professional development was not meeting the needs of the teachers nor their multilingual students. This study provides empirical evidence for context as a key constituent of teacher learning-practice, showing how teacher learning cannot exist outside of teachers' instructional practice nor the contexts with(in) which teachers teach. This study adds to the literature calling for teacher professional learning opportunities to be localized to their teaching and learning contexts versus a “one-size-fits-all” approach that is typically used when planning and implementing professional development by illuminating the experiences of elementary science teachers working with multilingual students. This paper is part of the special issue on <i>Teacher Learning and Practice within Organizational Contexts</i>.</p>\u0000 </div>","PeriodicalId":771,"journal":{"name":"Science & Education","volume":"109 4","pages":"1072-1089"},"PeriodicalIF":3.1,"publicationDate":"2025-01-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144256063","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":"Empowering Elementary Preservice Science Teachers: Harnessing Diverse Language Resources in the Practice of Modeling","authors":"Ayça K. Fackler,&nbsp;Ruth M. Harman","doi":"10.1002/sce.21934","DOIUrl":"https://doi.org/10.1002/sce.21934","url":null,"abstract":"<p>Recent research has focused on innovative instructional shifts that aim to expand what constitutes science and engineering practices, exploring also how they can build on students' diverse language resources in science learning. However, few studies explore the intersections of elementary teacher preparation and the implementation of science and engineering practices through expansive and asset-based approaches to language use. Through a qualitative case study conducted within a science methods course at a research university in the southeastern part of the United States, elementary preservice science teachers were positioned as agentive learners, engaging in modeling practices while leveraging their diverse language resources. Using multimodal interaction analysis (MIA), our study examined the meaning-making processes of elementary preservice science teachers in the practice of modeling. Findings revealed three themes related to how the preservice science teachers engaged with diverse semiotic resources: (1) their use of physical manipulatives and other multimodal resources to develop meanings during the initial stages of model development, where they experimented with different ways to represent their understanding; (2) their ongoing reliance on multimodal and linguistic resources for refining and solidifying meanings as the model became more complex and comprehensive throughout the modeling process; and (3) their use of these meanings to interpret and engage with science texts. Implications include the importance of providing elementary preservice science teachers with professional learning opportunities that align with the envisioned science learning experiences of their future students, thus fostering equitable science teaching and learning with models and modeling.</p>","PeriodicalId":771,"journal":{"name":"Science & Education","volume":"109 3","pages":"796-815"},"PeriodicalIF":3.1,"publicationDate":"2025-01-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1002/sce.21934","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143822106","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":"Impact of Teachers With Research Experiences: Student Gains in STEM Career Awareness, Perception of Value of STEM Learning, and Persistence in STEM Course Tasks","authors":"John Keller,&nbsp;Sanlyn Buxner,&nbsp;Dermot Donnelly-Hermosillo,&nbsp;Elsa Bailey,&nbsp;Martyna Citkowicz,&nbsp;Larry Horvath,&nbsp;Dan Moreno,&nbsp;Melissa Yisak,&nbsp;Bo Zhu,&nbsp;Eleanor Fulbeck,&nbsp;Deidre Sessoms,&nbsp;Stamatis Vokos,&nbsp;Charlotte Chen,&nbsp;Max Pardo","doi":"10.1002/sce.21926","DOIUrl":"https://doi.org/10.1002/sce.21926","url":null,"abstract":"<p>Research Experiences for Teachers (RET) programs are a burgeoning approach to engage teachers in STEM (science, technology, engineering, mathematics) research that they can translate into their K-12 classrooms. Despite an increase in studies of RETs, there is a need for comparison of RET and non-RET teachers' student outcomes. This mixed methods, quasi-experimental comparison study, using a revised third-generation activity theory framework, investigates how an RET program for preservice and early career STEM teachers impacted participating teachers and their students up to 8 years after RET participation. Specifically, we conducted a matched comparison of student achievement data from students of nine RET teachers versus many non-RET comparison teachers within the same districts (<i>n</i> = 830–1132 students). We also investigated student and teacher perceptions of classroom practices through surveys (<i>n</i> = 576 students) and interviews (15 teacher interviews). Omnibus tests revealed no statistically significant differences by treatment in math or science achievement. However, students of the RET teachers reported stronger perceptions of STEM career awareness, greater value for learning STEM subjects, and a greater propensity to persist in STEM course tasks (three of the five constructs measured). This was consistent with teacher interview responses in which RET teachers spoke about STEM career awareness in a broader context for understanding the value of STEM in society, and also discussed struggles in research and attempts to bring this mindset to their students, which may have resulted in greater student engagement in their courses. Implications for teacher education and for supporting science and engineering practices in STEM classrooms are discussed along with recommendations for further research on the impacts of RET programs guided by a revised third-generation activity theory framework informed by this work.</p>","PeriodicalId":771,"journal":{"name":"Science & Education","volume":"109 3","pages":"769-795"},"PeriodicalIF":3.1,"publicationDate":"2025-01-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1002/sce.21926","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143822107","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 Impact of a Task-specific Warning to Overcome Intuitive Interference: Humble Lesson on How to Teach in the Context of Representational Plurality","authors":"Reuven Babai,&nbsp;Geneviève Allaire-Duquette","doi":"10.1007/s11191-024-00610-3","DOIUrl":"10.1007/s11191-024-00610-3","url":null,"abstract":"<div><p>Irrelevant but salient (automatically processed) variables of a given science or mathematics task are known to cause intuitive interference with formal reasoning, leading to incorrect responses. To help students overcome intuitive interference, one approach focuses on a warning intervention which aims at activating executive control mechanisms, hence increasing the ability to overcome the tendency to respond in line with the irrelevant salient variable. In this paper, we examine the impact of a task specific warning in the comparison of perimeters task on success rate and response time in three samples: primary school pupils, university students from science and mathematics education programs and university students and recent alumni in fields other than science and mathematics education. Results suggest that a task-specific warning helps primary school pupils and university students in science and mathematics education programs overcome the intuitive interference. However, the warning did not impact the success rate of university students and recent alumni in fields other than science and mathematics education. Overall, given the potential incompatibility of the plurality of representations in science and mathematics tasks, our data suggests that an explicit warning can help learners to opt for the appropriate representation. However, a key factor in a successful warning intervention seems to be promoting a greater willingness to examine ones’ ideas or an openness to representational change.</p></div>","PeriodicalId":771,"journal":{"name":"Science & Education","volume":"34 4","pages":"2031 - 2049"},"PeriodicalIF":3.4,"publicationDate":"2024-12-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144892406","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}