Science & Education最新文献

{"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}

{"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}