Science & Education最新文献_第5页

Expanding Possibilities for the Use of Writing Genres in Early Elementary Science: Investigating First-Graders’ Multimodal Sequential Explanations 拓展早期小学科学写作体裁使用的可能性：调查一年级学生的多模态顺序解释

IF 3.4 1区教育学

Science & Education Pub Date : 2026-06-10 Epub Date: 2026-01-17 DOI: 10.1002/sce.70050

Rachel E. Wilson, Leslie U. Bradbury

{"title":"Expanding Possibilities for the Use of Writing Genres in Early Elementary Science: Investigating First-Graders’ Multimodal Sequential Explanations","authors":"Rachel E. Wilson, Leslie U. Bradbury","doi":"10.1002/sce.70050","DOIUrl":"https://doi.org/10.1002/sce.70050","url":null,"abstract":"This study investigates the outcomes of the implementation of a first grade unit incorporating multiple modes of representation and genre-based pedagogy to support writing instruction in the genre of sequential explanations. At the end of a 6-day unit investigating the structure and functions of carnivorous plants, 47 first graders completed a multimodal final assessment—a scaffold with drawing alongside text—that asked students to create a sequential explanation to show how Venus flytraps captured their prey. First graders' final assessments were analyzed using cross-comparative analysis methods to explore how their choices of representation of the phenomenon (drawing vs. writing) supported their communication of their content understanding, as well as their understanding of the genre of sequential explanation. Our analysis shows evidence of three main findings: (1) first graders were able to use the multimodal scaffold to demonstrate their conceptual understanding of VFT structure and function; (2) the first grade students produced genre-appropriate sequential explanations; and (3) first graders communicated complex and accurate information about how VFT plants capture their prey within a sequential explanation using both drawing and writing, but did not necessarily use the drawing as a direct scaffold for their writing. Findings highlight the need for additional research into the use of the teaching and learning cycle as a writing support with various genres in science, as well as the potential for multimodal scaffolds to support early elementary students to convey their understanding of science content knowledge.","PeriodicalId":771,"journal":{"name":"Science & Education","volume":"110 4","pages":"1079-1095"},"PeriodicalIF":3.4,"publicationDate":"2026-06-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1002/sce.70050","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148215146","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}

引用次数: 0

Students’ Experiences of Teachers’ Ways of Unpacking Visual Representations in the Context of Intermolecular Forces 学生对教师在分子间作用力背景下解封视觉表征方式的体验

IF 3.4 1区教育学

Science & Education Pub Date : 2026-06-10 Epub Date: 2026-02-26 DOI: 10.1002/sce.70062

Emelie Patron, Cedric Linder, Jonathan Clark, Susanne Wikman

{"title":"Students’ Experiences of Teachers’ Ways of Unpacking Visual Representations in the Context of Intermolecular Forces","authors":"Emelie Patron, Cedric Linder, Jonathan Clark, Susanne Wikman","doi":"10.1002/sce.70062","DOIUrl":"https://doi.org/10.1002/sce.70062","url":null,"abstract":"This is the third article in a series, emanating from a project that used social semiotics and phenomenography to explore the role visual representations play in the teaching and learning of chemistry. Building on our earlier work that identified five qualitatively different ways that teachers may use to unpack visual representations in their introductory classes at upper secondary school when dealing with intermolecular forces, this article deals with how students describe their experience of chemistry teachers’ unpacking of visual representations. The theoretical thematic analysis, grounded in phenomenography and social semiotics, foregrounds qualitative differences in students’ experiences of teachers’ representational work. The results show that the ways of unpacking that we previously characterized as student-centered were described by the students as being particularly valuable. Here, a key point from a student perspective is that the teacher reflects on how to verbally guide them through the unpacking process in ways that support them in their meaning-making. We use these results to propose that chemistry teacher practice and education can be modified to emphasize the importance of seeing the practice of unpacking from a semiotic perspective. Furthermore, based on our findings and previous research in the chemistry education field, we conclude by suggesting a strategy that can be used in teacher education and by in-service teachers as a basis for planning chemistry lessons and reflecting on them, particularly with respect to the visual representations employed.","PeriodicalId":771,"journal":{"name":"Science & Education","volume":"110 4","pages":"1133-1151"},"PeriodicalIF":3.4,"publicationDate":"2026-06-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1002/sce.70062","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148215167","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}

引用次数: 0

From Inquiry-Based Science Teaching to Science Career Aspirations: Unequal Motivational Pathways in Western China 从探究性科学教学到科学职业抱负：西部地区不平等的激励路径

IF 3.4 1区教育学

Science & Education Pub Date : 2026-06-10 Epub Date: 2026-01-26 DOI: 10.1002/sce.70053

Jiali Li, Wenjing Zhang, Qian Nie, Fan Yang

{"title":"From Inquiry-Based Science Teaching to Science Career Aspirations: Unequal Motivational Pathways in Western China","authors":"Jiali Li, Wenjing Zhang, Qian Nie, Fan Yang","doi":"10.1002/sce.70053","DOIUrl":"https://doi.org/10.1002/sce.70053","url":null,"abstract":"<div>\u0000 \u0000 Guided by situated expectancy-value theory (SEVT), this study examines how inquiry-based science teaching (IBST) shapes students’ science career aspirations (SCA) via motivational beliefs—science self-efficacy (SSE), intrinsic value (IV), and utility value (UV)—across gender and ethnic groups in western China. We analyzed matched teacher-student data (N = 4154 students, 222 teachers) using a 2-1-1 multilevel structural equation modeling (MSEM). For male students, IBST was linked to SCA indirectly via IV and SSE, consistent with a canonical SEVT activation pathway. For female students, IBST showed a significant direct effect on SCA but no indirect effects via IV, UV, or SSE, suggesting additional social–contextual mechanisms not captured here. By ethnicity, Han students exhibited no significant IBST → SCA paths, whereas Tibetan students showed both a direct IBST → SCA link and an IV-mediated pathway, indicating that IV functions as a resilience mechanism under structural constraints. Uyghur students exhibited both direct and IV/SSE-mediated effects, reflecting an integrated instruction–motivation–aspiration pathway. Overall, the findings extend SEVT by foregrounding pathway heterogeneity across sociocultural groups and underscore the value of equity-oriented, culturally responsive IBST that attends to how instructional practices interact with contextually situated belief systems to shape science career trajectories.\u0000 </div>","PeriodicalId":771,"journal":{"name":"Science & Education","volume":"110 4","pages":"1096-1109"},"PeriodicalIF":3.4,"publicationDate":"2026-06-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148215168","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}

引用次数: 0

Centering Care in Transformative Climate Change Education: A Theoretical Framework for Communal Learning Ecosystems 转型气候变化教育的中心关怀：社区学习生态系统的理论框架

IF 3.4 1区教育学

Science & Education Pub Date : 2026-06-10 Epub Date: 2026-01-28 DOI: 10.1002/sce.70054

Amal Ibourk, Deb L. Morrison

{"title":"Centering Care in Transformative Climate Change Education: A Theoretical Framework for Communal Learning Ecosystems","authors":"Amal Ibourk, Deb L. Morrison","doi":"10.1002/sce.70054","DOIUrl":"https://doi.org/10.1002/sce.70054","url":null,"abstract":"Research-practice partnerships addressing climate change education face challenges navigating political resistance, epistemic tensions, and systemic inequities within schools and communities. Recent scholarship has outlined transformative climate change education (TCCE) as requiring the simultaneous transformation of curricula, pedagogies, and assessment systems. Building on this work, we propose Communal Learning Ecosystems (CLEs) as a theoretical model addressing the partnership structures and relational infrastructure necessary to support and sustain TCCE. Grounded in an ethics of care and drawing from literature on research-practice partnerships, Indigenous relationality, and transformative learning, the CLE framework emphasizes co-design, adaptive strategies, relational trust-building, and land-based positionality. We theorize how caring, relationality, and positionality within partnerships can foster effective TCCE, particularly in politically resistant contexts. We argue this model serves as a framework for addressing structural challenges, sustaining collective action, and co-creating just and sustainable educational futures.","PeriodicalId":771,"journal":{"name":"Science & Education","volume":"110 4","pages":"1224-1245"},"PeriodicalIF":3.4,"publicationDate":"2026-06-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1002/sce.70054","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148215102","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}

引用次数: 0

New Histories of Science as a Starting Point for a New Science Education 新科学史：新科学教育的起点

IF 3.4 1区教育学

Science & Education Pub Date : 2026-04-11 DOI: 10.1007/s11191-026-00743-7

Cristiano Barbosa de Moura, Andreia Guerra, Peter Heering

引用次数: 0

Embracing a Terra Plena Ethos in Urban Science Education 在城市科学教育中拥抱Terra pleena精神

IF 3.4 1区教育学

Science & Education Pub Date : 2026-04-09 Epub Date: 2025-12-23 DOI: 10.1002/sce.70046

Marijke Hecht

{"title":"Embracing a Terra Plena Ethos in Urban Science Education","authors":"Marijke Hecht","doi":"10.1002/sce.70046","DOIUrl":"https://doi.org/10.1002/sce.70046","url":null,"abstract":"<div>\u0000 \u0000 Conceptual and material forms of the colonial logics of terra nullius—the fiction that both lands and minds are empty and should be filled—are embedded in many science education practices which draw on Eurocentric-based orientations towards land and knowledge. For science education to reach its potential in effecting substantive change for people and planet, I propose a theoretical framework for educators and educational researchers to practice an ethos of terra plena, meaning full earth, where both cultural and natural histories are (re)positioned as vital for learning in ways that challenge dominant notions of land as property. Terra plena rests in tension with terra nullius by forcing an explicit coupling of visions for healthier environmental futures with our deeply troubled pasts and presents. It positions communities as places of educational possibility where care-centered interactions between and among human and more-than-human communities become vehicles to repair the world. If terra nullius is both conceptual and material, then terra plena must be as well. The proposed theoretical commitments and pedagogical practices graft existing approaches, including critical place-based pedagogy, socioecological systems thinking, and Indigenous land-based pedagogies. I focus on urban science education as a prime opportunity to practice terra plena. With the majority of the world's human population now urban and many peoples living on lands we are not Indigenous to, terra plena offers a pathway for the embodied ethical repair work needed to meet our responsibilities to support the material transformation of cities into healthy, just, multispecies communities.\u0000 </div>","PeriodicalId":771,"journal":{"name":"Science & Education","volume":"110 3","pages":"974-986"},"PeriodicalIF":3.4,"publicationDate":"2026-04-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"147715247","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}

引用次数: 0

The Epistemic Generativity of Using a Model of a Big Idea 使用一个大创意模型的认知生成

IF 3.4 1区教育学

Science & Education Pub Date : 2026-04-09 Epub Date: 2025-12-04 DOI: 10.1002/sce.70037

Jonathan T. Shemwell, Daniel K. Capps

{"title":"The Epistemic Generativity of Using a Model of a Big Idea","authors":"Jonathan T. Shemwell, Daniel K. Capps","doi":"10.1002/sce.70037","DOIUrl":"https://doi.org/10.1002/sce.70037","url":null,"abstract":"Science instruction should involve learners in generating and warranting ideas, what we call epistemic generation. In modeling instruction, epistemic generation should be achieved by coordinating a model structure with the experienced world in reciprocal directions denoted as developing models and using models. In the former, a model structure is shaped from experience. In the latter, experience is shaped by a model structure. Focusing on this latter direction, the present study combats the perception that using models is not a generative practice but merely the dutiful application of others' ideas. Featuring an energy model as an example, the article explains, and illustrates with qualitative evidence, how the model supported epistemic generation by ninth-grade students using it to analyze and explain the biological process of aerobic cellular respiration. Because the model represented energy, a big idea governing the domain of cellular respiration, it also incorporated three characteristics attributable to big ideas that contributed to its generativity: abstraction; mechanistic meaning, and representational efficiency. Presenting cases of small-group work, the article traces how epistemic generativity was supported by the energy model's structure, general affordances of models, and these three characteristics.","PeriodicalId":771,"journal":{"name":"Science & Education","volume":"110 3","pages":"803-825"},"PeriodicalIF":3.4,"publicationDate":"2026-04-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1002/sce.70037","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"147714990","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}

引用次数: 0

Why Do They Do What They Do? A Model That Describes and Connects the Drivers of Learning Assistant Facilitation Practices 他们为什么要这样做？一个描述和连接学习辅助促进实践驱动因素的模型

IF 3.4 1区教育学

Science & Education Pub Date : 2026-04-09 Epub Date: 2025-12-30 DOI: 10.1002/sce.70048

Nicolette M. Maggiore, Jessica M. Karch, Vesal Dini, Ira Caspari-Gnann

{"title":"Why Do They Do What They Do? A Model That Describes and Connects the Drivers of Learning Assistant Facilitation Practices","authors":"Nicolette M. Maggiore, Jessica M. Karch, Vesal Dini, Ira Caspari-Gnann","doi":"10.1002/sce.70048","DOIUrl":"https://doi.org/10.1002/sce.70048","url":null,"abstract":"Learning assistants (LAs) help implement evidence-based teaching in undergraduate active-learning courses and support student learning through their facilitation. Here, we present a drivers-of-LA-action model with empirical evidence that connects across the macro level of LA-supported course design and the micro level of LA-student interactions to understand how course activity system design drives LA goals, actions, and student in-the-moment learning in interactions. Our study is guided by sociocultural theory, specifically: cultural historical activity theory, which helps us understand how different course components work together; and theory on authoritativeness and dialogicity, which helps us understand the centering of one canonical perspective versus multiple student perspectives. Our embedded multiple case study includes narratives of LA facilitation based on recordings of LA-student interactions from 37 different LAs in 10 chemistry and physics courses and semistructured stimulated recall interviews with professors as main data sources. Our findings show that course design that supports targeting the canon directly versus through scientific knowledge-building drives LA purposes to be either uni- or multi-directional, LA facilitation to be authoritative or dialogic, and student in-the-moment learning to be LA- or student-centered. We discuss the use of the drivers-of-LA-action model in practice for intentional course design that integrates LAs to meet student learning goals.","PeriodicalId":771,"journal":{"name":"Science & Education","volume":"110 3","pages":"947-973"},"PeriodicalIF":3.4,"publicationDate":"2026-04-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1002/sce.70048","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"147715301","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}

引用次数: 0

Science Teachers' Attitudes, Beliefs, and Enactment of Practices Through Professional Development for Gender and Sexual Diversity-Inclusive Science Teaching 科学教师的态度、信念和实践通过性别和性多样性的专业发展——包容性科学教学

IF 3.4 1区教育学

Science & Education Pub Date : 2026-04-09 Epub Date: 2025-12-09 DOI: 10.1002/sce.70039

Gary W. Wright, Sarah Poor, Victoria Barron, Austin Gaskin

{"title":"Science Teachers' Attitudes, Beliefs, and Enactment of Practices Through Professional Development for Gender and Sexual Diversity-Inclusive Science Teaching","authors":"Gary W. Wright, Sarah Poor, Victoria Barron, Austin Gaskin","doi":"10.1002/sce.70039","DOIUrl":"https://doi.org/10.1002/sce.70039","url":null,"abstract":"<div>\u0000 \u0000 Despite increasing calls for gender and sexual diversity (GSD)-inclusive science education, exploring how science teacher professional development (PD) can be designed to prepare in-service science teachers to engage with and enact GSD-inclusive science teaching (GSDST) remains an important area for research. This mixed methods study drew on survey, interview, and observational data to examine changes in 14 secondary in-service science teachers’ attitudes and beliefs, and their enactment of practices following participation in a 22-h GSD-aligned PD program. Our quantitative findings suggested that the teachers were mostly supportive of measures indicative of GSDST before the intervention, with some individual variation. There was an overall trend in favor of GSDST with medium to large effect sizes after the intervention, which reached statistical significance on measures of heteronormative attitudes and beliefs. Qualitative analysis identified distinct patterns of change among the participants: static supportive, positive shifters, and negative shifters. Observations further illustrated diverse enactments of GSDST across the participants, including critical enactments that disrupted normative structures and existing curricular frameworks in science, equity enactments focused on integrating GSD topics within existing curricular frameworks, and constrained enactment where external pressures such as administrative pushback or community resistance limited some teachers' GSDST. These findings underscore the need for discipline-specific PD and structural support to foster sustained and critical science teacher engagement.\u0000 </div>","PeriodicalId":771,"journal":{"name":"Science & Education","volume":"110 3","pages":"826-851"},"PeriodicalIF":3.4,"publicationDate":"2026-04-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"147715079","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}

引用次数: 0

Collective (Un)Learning: A Self-Examination of Science Teacher Educators' Evolving Translanguaging Pedagogy for Eliciting and Elevating Student Ideas 集体（非）学习：科学教师教育工作者关于激发和提升学生思想的译语教学法演变的反思

IF 3.4 1区教育学

Science & Education Pub Date : 2026-04-09 Epub Date: 2025-12-14 DOI: 10.1002/sce.70044

María González-Howard, Karina Méndez Pérez, Sage Andersen, Carla Robinson, Leticia Garza

{"title":"Collective (Un)Learning: A Self-Examination of Science Teacher Educators' Evolving Translanguaging Pedagogy for Eliciting and Elevating Student Ideas","authors":"María González-Howard, Karina Méndez Pérez, Sage Andersen, Carla Robinson, Leticia Garza","doi":"10.1002/sce.70044","DOIUrl":"https://doi.org/10.1002/sce.70044","url":null,"abstract":"This study centers the idea that it is not just what science teacher educators (STEs) teach, but how they teach it, that matters. To prepare future teachers who can enact more equitable and transformative reform-oriented science instruction with multilingual learners, research must explore what STEs are doing, and how, to develop preservice teachers' expansive views of language and understandings around the nuanced ways students might use their diverse language repertoires for sensemaking. Wanting to explore whether our instructional practices as STEs aligned to the translanguaging pedagogy we espouse within our bilingual elementary science methods course, we employed self-study methodology to critically examine our own instruction across a semester, specifically in terms of how we engaged in the core practice of “eliciting student ideas.” Findings revealed particularities around the evolution of our translanguaging pedagogy with respect to this core practice, the extensive and intentional effort that went into designing learning activities strongly suited to facilitate our elicitation of PSTs' ideas in language-expansive ways, and the vulnerable space that we had to hold, as individuals and as a collective, in order to (un)learn and carry out this work. These findings highlight the importance of STEs addressing their own continued professional growth, and of the power of collaboration in supporting this growth through self-examination and loving self-critique. Furthermore, findings suggest the importance of intentionally eliciting and elevating PSTs' ideas both implicitly and explicitly, and for needing to attend to the emotional and relational aspects of learning environments to support students' language use.","PeriodicalId":771,"journal":{"name":"Science & Education","volume":"110 3","pages":"852-878"},"PeriodicalIF":3.4,"publicationDate":"2026-04-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1002/sce.70044","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"147715151","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}

引用次数: 0