Science & Education最新文献

{"title":"List of Reviewers—2025","authors":"Cristiano Barbosa de Moura","doi":"10.1007/s11191-026-00731-x","DOIUrl":"10.1007/s11191-026-00731-x","url":null,"abstract":"","PeriodicalId":771,"journal":{"name":"Science & Education","volume":"35 1","pages":"3 - 6"},"PeriodicalIF":3.4,"publicationDate":"2026-02-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"147342511","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 Note: February 2026","authors":"Cristiano Barbosa de Moura","doi":"10.1007/s11191-026-00730-y","DOIUrl":"10.1007/s11191-026-00730-y","url":null,"abstract":"","PeriodicalId":771,"journal":{"name":"Science & Education","volume":"35 1","pages":"1 - 2"},"PeriodicalIF":3.4,"publicationDate":"2026-02-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"147340223","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":"Representations of the Nature of Science in Generative AI (GPT-4o)","authors":"Kason Ka Ching Cheung,&nbsp;Wenhao Zhang","doi":"10.1007/s11191-025-00718-0","DOIUrl":"10.1007/s11191-025-00718-0","url":null,"abstract":"<p>While an increasing number of studies report that GenAI can be a powerful agent to facilitate students’ learning of science, these studies focused on cognitive and affective outcomes and did not characterize GenAI’s <i>epistemic</i> outcomes in science. Here, we argue that for students to be able to ethically and responsibly adopt GenAI in their science education, educational technologists need to fine-tune GenAI so that GenAI can communicate its own influence in the production of scientific knowledge. Alongside technical fine-tuning, an understanding of the strengths and weaknesses of GenAI in communicating epistemic outcomes can be coupled with teachers’ orchestration of epistemic discourses in classrooms. To address this, this study examines whether and how a recent version of GenAI model, GPT-4o, can represent the nature of science and the nature of GenAI-influenced science. Drawing on the Family Resemblance Approach (FRA), we interviewed GPT-4o about the categories in the FRA’s cognitive–epistemic system, including <i>aims and values</i>, <i>methods and methodological rules</i>, <i>knowledge</i>, and <i>practices</i>. GPT-4o demonstrated some aspects of the nature of science and the nature of GenAI-influenced science. Also, GPT-4o demonstrated both strengths and weaknesses to carry out <i>epistemic differentiation</i> between the nature of science and the nature of GenAI-influenced science. This has implications for the design of classroom instruction that capitalizes on the strengths of GenAI tools and fosters students’ epistemic learning outcomes in science. </p>","PeriodicalId":771,"journal":{"name":"Science & Education","volume":"35 5","pages":"1625 - 1646"},"PeriodicalIF":4.0,"publicationDate":"2026-02-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://link.springer.com/content/pdf/10.1007/s11191-025-00718-0.pdf","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"149098830","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"A Professional Development Program to Improve NOSI Views and Lesson Plan Design Skills of Science Teachers Utilizing Argumentation-Driven Inquiry","authors":"Ferah Özer-Aker,&nbsp;Eda Erdaş-Kartal,&nbsp;Günkut Mesci","doi":"10.1007/s11191-025-00719-z","DOIUrl":"10.1007/s11191-025-00719-z","url":null,"abstract":"<div><p>Nature of Scientific Inquiry (NOSI) is a cornerstone of effective science education, yet research consistently demonstrates that teachers possess inadequate understanding of its aspects. One promising approach to address these challenges is argumentation-driven inquiry, a method that combines argumentation with NOSI aspects and emphasizes the construction, evaluation of evidence-based arguments, and reasoning, which ultimately would result in having an adequate understanding of NOSI. In line with this, this study aims to address these issues by providing teachers with a 10-week-long hybrid argumentation-driven inquiry professional development (PD) program and to investigate the effect on science teachers’ understanding of NOSI and their lesson plan design skills to integrate these concepts. Additionally, the study explores teachers’ perceptions of the impact of the program on their professional growth and the challenges they encountered. The study employed an action research methodology, where teachers acted as active participants by receiving training, then carrying out NOSI-focused classroom implementations, reflecting, receiving and providing feedback at each stage in an iterative context. The participants were six (2 females, 4 males) in-service middle school science teachers working in different regions in Türkiye. The data sources included the Views about Scientific Inquiry Questionnaire, argumentation-driven inquiry lesson plans designed by teachers, reflection reports, and focus group interviews. The findings indicated that teachers’ understanding of NOSI aspects and lesson plan design skills notably improved following the interventions with variations in different aspects yet indicating enhanced quality of instructional practices. In line with the results, implications are critically discussed in terms of designing and delivering effective PD programs.</p></div>","PeriodicalId":771,"journal":{"name":"Science & Education","volume":"35 5","pages":"1395 - 1433"},"PeriodicalIF":4.0,"publicationDate":"2026-01-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://link.springer.com/content/pdf/10.1007/s11191-025-00719-z.pdf","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"149099233","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":"Is Science “Tentative”?","authors":"Douglas Allchin","doi":"10.1007/s11191-025-00711-7","DOIUrl":"10.1007/s11191-025-00711-7","url":null,"abstract":"<div><p>A major feature of the nature of science (NOS) has conventionally been that “science is tentative.” What exactly does this phrase mean, and is it clear and justified? How does this view relate to assessing the reliability of scientific claims in the media, relevant to personal decision-making and public policy? Despite widespread rhetoric, science is not systematically “self-correcting,” although errors can be and often are corrected. We need to clarify for students precisely how scientists err, and how they resolve their errors, as a basis for judging when or how to trust particular claims. That requires inquiry learning into NOS, based on cross-sections of Whole Science, not lists of general NOS principles, such as “tentativeness.”</p></div>","PeriodicalId":771,"journal":{"name":"Science & Education","volume":"35 5","pages":"1351 - 1368"},"PeriodicalIF":4.0,"publicationDate":"2026-01-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://link.springer.com/content/pdf/10.1007/s11191-025-00711-7.pdf","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"149098738","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":"White Supremacy, Scientific Racism, and Extractivism","authors":"Aida Arosoaie,&nbsp;Elizabeth Hennessy,&nbsp;Erika Marín-Spiotta,&nbsp;Evan Hepler-Smith","doi":"10.1007/s11191-025-00715-3","DOIUrl":"10.1007/s11191-025-00715-3","url":null,"abstract":"<div><p>Science, technology, engineering, mathematics, and medicine (STEMM) disciplines have long grappled with racism and racial overrepresentation, prompting recent critical approaches to the possibilities of enacting systemic change that go beyond Diversity, Equity, and Inclusion (DEI) initiatives focused on recruitment and retention. To this end, scholars have emphasized the importance of critical histories of science for bringing into sharp focus how the ongoing legacies of (settler) colonialism reproduce racialized hierarchies of knowledge and practice in STEMM. In line with these approaches, this paper offers the tripartite framework of scientific racism, white supremacy, and extractivism as a pedagogical tool for translating scholarship in critical histories of science and related fields to STEMM audiences in an effort to contribute to anti-racist education. First, we situate our intervention at the intersection of design-based research and conceptual methodology, outlining the pedagogical context in which we developed the framework and its objective to foreground a critical approach to history as relevant for the present. Second, we elaborate our framework by defining each of the three concepts and their interrelations. Third, we provide three case studies from different disciplines, namely on nineteenth-century race science, mid-twentieth-century chemistry, and late nineteenth and twentieth-century geosciences, that illustrate how we teach the framework and its applicability to different research areas. Ultimately, our framework emphasizes the foundational role of critical histories and interdisciplinary collaborations across STEMM and the humanities for furthering social justice and anti-racism in STEMM fields.</p></div>","PeriodicalId":771,"journal":{"name":"Science & Education","volume":"35 2","pages":"483 - 512"},"PeriodicalIF":3.4,"publicationDate":"2026-01-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://link.springer.com/content/pdf/10.1007/s11191-025-00715-3.pdf","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"147734987","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":"Korean In-service Science Teachers’ Perceptions of NOS: Focusing on a Reconceptualized FRA-to-NOS","authors":"Seoung-Hey Paik,&nbsp;Seonghye Kim,&nbsp;Youngmi Kim","doi":"10.1007/s11191-025-00688-3","DOIUrl":"10.1007/s11191-025-00688-3","url":null,"abstract":"","PeriodicalId":771,"journal":{"name":"Science & Education","volume":"35 5","pages":"1435 - 1481"},"PeriodicalIF":4.0,"publicationDate":"2025-12-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"149098859","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":"Nature of Science in Science Educational Videos","authors":"Hyoeun Kim,&nbsp;Jan Sermeus","doi":"10.1007/s11191-025-00694-5","DOIUrl":"10.1007/s11191-025-00694-5","url":null,"abstract":"<div><p>Students’ understanding of the nature of science (NOS) is typically naïve. As such, it is important to introduce students explicitly and often to NOS in the classroom, but also in science educational videos, as students use these videos increasingly to study. However, it is unclear to what extent NOS is present in these videos. As such, this study examines the NOS in science educational videos on YouTube. Videos were selected for three content topics (mitosis, vaccines, and nucleosynthesis) and from periods before, during, and after the COVID-19 pandemic. The videos were transcribed and deductively coded for NOS based on Lederman’s conceptualization of NOS. The results showed that NOS is typically not discussed in the videos, and when it is present, it is typically presented in a partially informed manner. Additionally, while COVID-19 did not significantly impact the overall inclusion of NOS, it did influence certain aspects. We suggest a more informed and explicit incorporation of NOS in educational videos to also introduce NOS to students (and other viewers) in informal and nonformal learning.</p></div>","PeriodicalId":771,"journal":{"name":"Science & Education","volume":"35 5","pages":"1507 - 1532"},"PeriodicalIF":4.0,"publicationDate":"2025-12-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"149098858","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":"Students Increased Their Conceptual Understanding of Biodiversity After a Modeling-Based Teaching and Learning Sequence","authors":"Gonzalo M. A. Bermudez,&nbsp;Moritz Krell","doi":"10.1007/s11191-025-00707-3","DOIUrl":"10.1007/s11191-025-00707-3","url":null,"abstract":"<div><p>Biodiversity, a complex and multifaceted concept, is often reduced to species richness in educational contexts and other critical components are neglected (functional types, evenness, interactions, and spatial and temporal distribution). This study investigated students’ and teachers’ modeling-based talk and the impact of a modeling-based teaching and learning sequence (MBTLS) on 17–18-year-old students’ conceptual understanding of biodiversity in a secondary school setting in Argentina. Through the qualitative content analysis of teachers’ and students’ modeling-related talk, this research describes how modeling activities with rubber tokens and threads on a field trip and in the classroom can expand students’ biodiversity understanding beyond species-centered perspectives. It also identifies key teaching strategies (generating, evaluating, and modifying models) and students’ modeling activities (exploration, development, and prediction) that facilitate the construction, evaluation, and refinement of biodiversity models. While species remained the predominant component referred to in modeling-related talk, functional and genetic diversity, among others, gained prominence throughout the MBTLS, showcasing the potential of an MBTLS to broaden biodiversity education. Additionally, the findings highlight the interplay among real, material, and abstract planes of biodiversity models, emphasizing their role in connecting scientific theories to real-world phenomena. Pre- and posttest analyses indicated significant improvements in students’ understanding of biodiversity components and attributes, particularly functional richness and evenness. However, because of teachers’ modifying models and the scarcity of students’ predictions, challenges remain in fostering cyclic modeling practices and including experimentation on the modeling of biodiversity in education. This research underscores the importance of updating curricula and teacher training to incorporate modern biodiversity concepts and modeling strategies, empowering students to make informed socioscientific decisions.</p></div>","PeriodicalId":771,"journal":{"name":"Science & Education","volume":"35 4","pages":"1195 - 1242"},"PeriodicalIF":4.0,"publicationDate":"2025-12-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148695652","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":"Analysis of Inquiry-Based Tasks in Elementary Science Textbooks in China","authors":"Junxia Long,&nbsp;Yee Hock Tan","doi":"10.1007/s11191-025-00704-6","DOIUrl":"10.1007/s11191-025-00704-6","url":null,"abstract":"<div><p>This study assessed the design quality of inquiry-based tasks in the most widely used elementary science textbooks for grades 1–6 in China. Content analysis was conducted using the Inquiry-Based Tasks Analysis Inventory (ITAI) scale. The findings indicated that most inquiry-based tasks effectively support students’ understanding of scientific concepts, as demonstrated by a 100% alignment with lesson objectives and an 89.9% alignment with core disciplinary concepts. However, the analysis also revealed an imbalanced distribution of science process skills (SPS), with a predominant emphasis on basic skills such as observation (52.8%) and communication (100%), whereas integrated skills like asking questions (1.1%), defining operationally (9.6%), and formulating models (5.1%) were underrepresented. In addition, the tasks insufficiently addressed key aspects of the nature of scientific inquiry (NOSI), such as “multiple methods” (15.7%), “procedures influence results” (8.4%), and “data and evidence” (12.9%). This study presents one of the first systematic analysis of inquiry-based tasks in widely used Chinese elementary science textbooks—an area that has received limited attention compared to research on secondary education. The findings suggest that textbook designers should employ a more comprehensive approach by integrating a broader range of SPS and providing explicit guidance on NOSI to support well-rounded inquiry-based learning. Future research should extend this analysis to other educational stages and incorporate teacher perspectives as well as students learning outcomes to gain a more comprehensive understanding of textbook impact.</p></div>","PeriodicalId":771,"journal":{"name":"Science & Education","volume":"35 5","pages":"1589 - 1624"},"PeriodicalIF":4.0,"publicationDate":"2025-12-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"149099102","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}