Science & Education最新文献

{"title":"The Meeting of Old Friends: Exploring the Art-Science Dynamic in the Context of Astronomy and Astronomy Education","authors":"Saeed Salimpour,&nbsp;Russell Tytler,&nbsp;Michael T. Fitzgerald","doi":"10.1007/s11191-024-00604-1","DOIUrl":"10.1007/s11191-024-00604-1","url":null,"abstract":"<div><p>For millennia, the awe and wonder of the night sky has captivated and inspired humans to explore some of the most fundamental mysteries of the Cosmos through different perspectives and disciplines. Astronomy as a field of inquiry exemplifies a synergy of disciplines, a synergy that is more often tacit. Over the years, education and educational reforms have evolved into creating demarcated subjects. While this is understandable from a technical perspective, it delimits and misrepresents the breadth of research contributing to the field and its wider implications. This applies to ways that astronomy relates to the STEM disciplines, but more widely to art and science interactions. One of the unfortunate implications of this is that students are not able to fully appreciate the fact that exploration, solving problems and development of astronomical knowledge require the synergetic interaction between knowledge and skills from a range of disciplines. In order to highlight the potential for interdisciplinary synergies, this paper explores one of the most ancient of disciplinary synergies, that of art and science, in the context of astronomy. Through the analysis of various astronomical art-science projects, the aim is to theoretically characterise this synergy through the lens of social semiotics and its associated constructs. The proposed theoretical characterisation is used to provide examples of how this synergy can be productively realised in the context of the classroom.</p></div>","PeriodicalId":771,"journal":{"name":"Science & Education","volume":"34 4","pages":"2707 - 2737"},"PeriodicalIF":3.4,"publicationDate":"2024-12-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144892405","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Editorial: Growing Our Science Education Community","authors":"David Stroupe,&nbsp;Scott McDonald,&nbsp;Ron Gray","doi":"10.1002/sce.21935","DOIUrl":"https://doi.org/10.1002/sce.21935","url":null,"abstract":"&lt;p&gt;As we begin our tenure as editors of &lt;i&gt;Science Education&lt;/i&gt;, we are both humbled and excited by the opportunity to help guide the future of a journal that has long been a central part of our academic lives. For each of us—David Stroupe, Scott McDonald, and Ron Gray—this journal has been our academic “home.” The scholarship published here has shaped how we think about science education and, more importantly, how we contribute to the ongoing discourse that moves the field forward. We echo Alicia Garza (2020), who posed this question: “How do we make new mistakes and learn new lessons, rather than continue to repeat the same mistakes and be disillusioned to learn that they merely produce the same results?” (p. xiv). Our response to Garza's question is to elevate &lt;i&gt;Science Education's&lt;/i&gt; embrace of epistemological diversity to meet these global challenges.&lt;/p&gt;&lt;p&gt;Our vision for &lt;i&gt;Science Education&lt;/i&gt; is anchored in the journal's history of publishing rigorous and innovative research that challenges and expands the boundaries of science education. We envision the journal as a hub for meaningful conversations that span the diverse subfields of science education. We encourage authors to clearly articulate the scholarly conversations they are engaging with, fostering dialogues that advance the field.&lt;/p&gt;&lt;p&gt;As co-editors, we offer opportunities to build on the journal's established strengths and evolve alongside an ever-changing educational landscape. Today, science education faces complex challenges—addressing inequities, integrating emerging technologies, and responding to global issues such as climate change. These challenges call for scholarship that is not only well-founded in research but also ambitious in its vision for shaping the future.&lt;/p&gt;&lt;p&gt;To reflect this evolving landscape, we have revised and extended the section structure of the journal. These new sections aim to broaden the scope of &lt;i&gt;Science Education&lt;/i&gt; and provide more spaces for diverse voices, innovative approaches, and interdisciplinary insights.&lt;/p&gt;&lt;p&gt;Each section is guided by a team of international scholars who bring significant expertise in their respective areas. Their collective leadership will shape the direction and impact of each section. In the coming months, section editors will provide editorials to provide insights, commentary, and requests for research and submissions.&lt;/p&gt;&lt;p&gt;These revised sections reflect our commitment to expanding the reach and relevance of &lt;i&gt;Science Education&lt;/i&gt;, making it a vibrant hub for innovative and impactful scholarship.&lt;/p&gt;&lt;p&gt;We also welcome scholarship focused on science education policy, as well as contributions in the form of comments and criticisms. The Comments and Criticism section offers a platform for expressing differing viewpoints and correcting misunderstandings about topics covered in published papers. Additionally, we will publish book reviews contributed by invited authors.&lt;/p&gt;&lt;p&gt;As we embark on this journey, we rem","PeriodicalId":771,"journal":{"name":"Science & Education","volume":"109 2","pages":"337-338"},"PeriodicalIF":3.1,"publicationDate":"2024-12-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1002/sce.21935","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143446836","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":"(Re)connecting Music and Ecology","authors":"Laura Tojeiro-Pérez,&nbsp;Carol Gillanders","doi":"10.1007/s11191-024-00601-4","DOIUrl":"10.1007/s11191-024-00601-4","url":null,"abstract":"<div><p>Although in the past, Music and Ecology have been deeply intertwined; nowadays, they do not usually cross pathways. In the process, great opportunities for their integration in educational settings have been lost, and, thus, their potential for promoting natural, cultural, and social values. This research represents a meeting place between sciences and music, analyzing the historical connections between both subjects, contemplating the relationships of music with nature, and understanding music as part of the environment. Combining both quantitative and qualitative data from music teachers’ surveys and interviews, a mixed-method analysis is presented addressing the main study dimensions: teacher’s knowledge and training in the environmental field, and perception of music teachers about an interdisciplinary approach to the environmental issue. The empirical results of the triangulation, combined with the interdisciplinary theoretical framework, enable to establish didactic analogies between ecology and music, encouraging the re-connection of both disciplines and getting back a scientific approach to music and a musical approach to ecology.</p></div>","PeriodicalId":771,"journal":{"name":"Science & Education","volume":"34 4","pages":"2677 - 2706"},"PeriodicalIF":3.4,"publicationDate":"2024-12-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144892449","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":"Cross-Institutional Mentoring: A Catalyst for Advancing Diversity, Equity, and Inclusion in STEMM Interventions","authors":"Channel C. McLewis,&nbsp;Sylvia Hurtado,&nbsp;Edwin Perez,&nbsp;Denise Ortiz,&nbsp;N. Angie Jaimez Noel","doi":"10.1002/sce.21930","DOIUrl":"https://doi.org/10.1002/sce.21930","url":null,"abstract":"<p>Bold interventions are needed to change racial disparities and unacceptably low STEMM completion rates at historically white institutions that have the resources to train a new generation of scientists with diverse backgrounds. Three university case studies were conducted on the Meyerhoff Adaptation Partnership, which sought to develop student-centered programs to improve student outcomes and change STEMM institutional cultures. We employ an institutionally-focused approach to examine how the collaboration facilitated the development and mutual learning of equity-minded schemas to challenge dominant racial logic that stifles diversity, equity, and inclusion in STEMM. The study expounds on how dialogic cross-institutional mentoring works, including how participants learned from each other at multiple levels across institutions to advance fundamental values and practices that hold promise for inclusive approaches in STEMM. The study shows how mentoring relationships support change agents in implementing, sustaining, and institutionalizing STEMM interventions that seek to advance diversity, equity, and inclusion on their campuses. Discussed is the value of the cross-institutional mentoring model to share and co-create innovative strategies, expand professional development for institutional agents, affirm change agents, and overcome program challenges.</p>","PeriodicalId":771,"journal":{"name":"Science & Education","volume":"109 3","pages":"745-768"},"PeriodicalIF":3.1,"publicationDate":"2024-12-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1002/sce.21930","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143822123","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":"“I Feel Like a Real Chemist Right Now”: Epistemic Affect as a Fundamental Driver of Inquiry in the Chemistry Laboratory","authors":"Hendra Y. Agustian,&nbsp;Bente Gammelgaard,&nbsp;Muhammad Aswin Rangkuti,&nbsp;Jonas Niemann","doi":"10.1002/sce.21933","DOIUrl":"https://doi.org/10.1002/sce.21933","url":null,"abstract":"<div>\u0000 \u0000 <p>Affect and emotions matter to science learning. They also matter because they are integral to science identity formation and sense of belonging. This study aims to foreground the epistemic and affective character of laboratory work in higher science education by conceptualizing it as epistemic practice, in which students activate their body and mind in discursive processes of proposing, communicating, and evaluating knowledge. On this conceptualization is an emerging construct, “epistemic affect,” which refers to how one feels when engaging with epistemic practices. Several methods were used to provide triangulated evidence for student learning processes and lived experiences in the chemistry laboratory. Students were observed and interviewed using custom protocols based on previously validated works. The empirical materials consist of audio recordings and transcripts of focus group interviews, audio and video recordings of students doing an experiment in analytical chemistry, verbatim transcripts of utterances and non-verbal cues, as well as instructional artifacts (laboratory manuals, textbooks, and reports). Key findings from the study reveal a range of epistemic emotions experienced by students, including curiosity, frustration, and joy, which are intertwined with their engagement in experimental work and exploration of scientific principles. The study also identifies affective constructs such as confidence, pride, and humility, which contribute to students’ identity development within the context of laboratory-related epistemic practices. These affective experiences are situated in the embodied nature of laboratory work, where failures and mistakes are common, but also serve as opportunities for learning. The research underscores the importance of recognizing and addressing the affective dimensions of learning in the chemistry laboratory. It suggests that fostering positive epistemic emotions and resolving negative ones can enhance students’ learning experiences and engagement with science. The study calls for a more holistic approach to chemistry education that acknowledges the role of emotion in laboratory-related epistemic practices.</p>\u0000 </div>","PeriodicalId":771,"journal":{"name":"Science & Education","volume":"109 3","pages":"722-744"},"PeriodicalIF":3.1,"publicationDate":"2024-12-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143822158","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":"Recognizing and Fostering Moments of Liberatory Design Possibility in Youth Engineering Design Experiences","authors":"Jacqueline Handley","doi":"10.1002/sce.21925","DOIUrl":"https://doi.org/10.1002/sce.21925","url":null,"abstract":"<p>An increased interest in expanding engineering education with youth brings with it a multitude of approaches toward developing engineering programming. In this article, I explore how developing programming for the purpose of fostering liberatory design offers a means of supporting young people in both personally consequential and technically relevant design work. Qualitatively following community-based engineering design work with seven Youth of Color over 3 years of observation and interview, I document how flexible front-end design work aided in moments of liberatory design possibility. Subsequently, these moments supported these young peoples' connection engineering and their engagement in canonically recognizable design work. My work reinforces and expands recent work that calls for youth-centered, justice-oriented engineering work beyond tech-specific experiences. Further, youths' experiences raise questions about the development of future engineering experiences for all young people, not just those seeking to pursue engineering.</p>","PeriodicalId":771,"journal":{"name":"Science & Education","volume":"109 2","pages":"673-688"},"PeriodicalIF":3.1,"publicationDate":"2024-12-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1002/sce.21925","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143446943","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":"Nepali Cultural Worldview as Eclectic Space in Transformative Action Research for Post-Critical Scientific Literacy","authors":"Pratima Thapaliya,&nbsp;Bal Chandra Luitel","doi":"10.1007/s11191-024-00597-x","DOIUrl":"10.1007/s11191-024-00597-x","url":null,"abstract":"<div><p>In this methodological paper of my PhD journey, I attempt to showcase the Nepali Cultural Worldview (NCW) grounded transformative praxis for reconceptualizing the conventional approach of scientific literacy that forgets our axio-onto-epistemic roots. Theory, values, and practice are the foundation of transformative praxis (Freire, 1996). Therefore, to counteract the Westo-centric outlook of the science education practice, the primary concern of this paper is: How could Nepali Cultural Worldview support reconceptualizing scientific literacy through transformative action research? I viewed my research question through the lenses of NCW to enrich the NCW grounded on axio-onto-epistemic roots. I made critical discourse based on TAR’s theoretical, philosophical, and practical dimensions. I also offer to engage in TAR projects for post-critical scientific literacy. It could renew our post/positivist “self” to NCW-grounded transformative “self.” In this regard, TAR possibly empowers us to do our Kartabya Karma to strengthen and reinforce our professional Dharma and nurture the researcher and research participants as change agents.</p></div>","PeriodicalId":771,"journal":{"name":"Science & Education","volume":"34 4","pages":"2655 - 2676"},"PeriodicalIF":3.4,"publicationDate":"2024-11-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144892407","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 Sequence of Sensemaking in a High School Chemistry Classroom: Tracking Student Thinking and Positioning","authors":"Brett Criswell,&nbsp;Kadir Demir,&nbsp;Michelle Zoss","doi":"10.1002/sce.21927","DOIUrl":"https://doi.org/10.1002/sce.21927","url":null,"abstract":"<div>\u0000 \u0000 <p>This qualitative case study delved into students’ understanding and positioning while they participated in solving an authentic, conceptually-based problem in a high-school chemistry class. Verbal and nonverbal cues, particularly gestures, offered broader awareness of students’ engagement in sensemaking during the learning experience. The chemistry classroom emerged as a dynamic space where intricate scientific thinking unfolded during this experience, and our embodied, multimodal analysis focused on unraveling this complexity. Our analysis determined the ways that various features of the contextual configuration—the intersection of different semiotic fields in the social setting—affected student thinking and participation. For example, the lack of specific reference to semiotic resources and the lack of attention to a key gesture influenced the way ideas evolved in the solution generation phase. The analysis also revealed the teacher's impact on the contextual configuration at critical junctures, including her influence on the use of semiotic resources and on student positioning. Finally, the embodied and multimodal analysis provided insights into the affordances and constraints of the activity structure and modes of communication on student's involvement in scientific practices. These insights highlighted the importance of educators recognizing diverse forms of student expression, including gestures, as essential for nurturing scientific sensemaking and supporting students in utilizing different modalities productively. Our approach can assist researchers in holistically investigating pedagogical strategies that can facilitate reform-based science teaching. It can also assist teachers in fostering effective communication—both verbal and non-verbal, while simultaneously guiding positioning within and between student groups, establishing an environment conducive to equitable sensemaking.</p>\u0000 </div>","PeriodicalId":771,"journal":{"name":"Science & Education","volume":"109 2","pages":"650-672"},"PeriodicalIF":3.1,"publicationDate":"2024-11-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143447154","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":"From COVID-19 to Quartile 1: Editor’s Reflections and Farewell","authors":"Sibel Erduran","doi":"10.1007/s11191-024-00591-3","DOIUrl":"10.1007/s11191-024-00591-3","url":null,"abstract":"","PeriodicalId":771,"journal":{"name":"Science & Education","volume":"33 6","pages":"1347 - 1351"},"PeriodicalIF":3.1,"publicationDate":"2024-11-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142714295","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":"Teacher Guidance and On-the-Fly Scaffolding in Primary School Students' Inquiry Learning","authors":"Heide Sasse,&nbsp;Anke M. Weber,&nbsp;Timo Reuter,&nbsp;Miriam Leuchter","doi":"10.1002/sce.21921","DOIUrl":"https://doi.org/10.1002/sce.21921","url":null,"abstract":"<p>In primary science education, inquiry-based science instruction stands out as an optimal learning environment for fostering domain-specific content and procedural knowledge. Recognizing the effectiveness of different forms of teacher guidance, there is an ongoing debate about the planning of high (<i>structured inquiry</i>) and low (<i>guided inquiry</i>) guidance and their optimal sequencing. This debate revolves around balancing the level of autonomy and the amount of conceptual information given to students. Furthermore, the complete understanding of the impact of responsive teaching, which encompasses a broad range of practices, including on-the-fly scaffolding such as <i>Promoting Participation</i>, <i>Focusing</i>, and <i>Problematizing</i>, remains elusive. To address this gap, this study examines the relationship between planned teacher guidance and specific instances of responsive teaching, particularly on-the-fly scaffolding in the inquiry-based science classroom. A pre-posttest design was employed, involving 164 primary school students (<i>M</i> = 9.9 years, SD = 0.66, 57% female) and one female experimenter. Domain-specific content knowledge contained science concepts of thermal insulation, whereas procedural knowledge comprised the application of the control-of-variables strategy. The sequential order of planned teacher guidance, <i>structured inquiry</i>, and <i>guided inquiry</i>, was systematically varied, and the experimenter was allowed to provide spontaneous on-the-fly scaffolding. The study assesses the influence of planned teacher guidance and specific instances of responsive teaching, particularly on-the-fly scaffolding on students' conceptual and procedural knowledge. Results indicate no differential learning effects based on the order of planned guidance. However, when planned <i>guided inquiry</i> was provided second, the teacher gave less on-the-fly scaffolding. Additionally, <i>Problematizing</i> had a positive effect, while <i>Focusing</i> had a negative effect on students' procedural knowledge learning.</p>","PeriodicalId":771,"journal":{"name":"Science & Education","volume":"109 2","pages":"579-604"},"PeriodicalIF":3.1,"publicationDate":"2024-11-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1002/sce.21921","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143446656","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}