Science & Education最新文献

{"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}

{"title":"Learning and Distributed Expertise in Community-Based Science","authors":"Christopher C. Jadallah,&nbsp;Heidi L. Ballard","doi":"10.1002/sce.21923","DOIUrl":"https://doi.org/10.1002/sce.21923","url":null,"abstract":"<p>In the face of growing social-ecological challenges, multiple forms of expertise must be brought to bear in environmental problem-solving. As such, community-based science has been touted as a potential way to “democratize” scientific knowledge production, allowing for multiple sources of expertise to be harnessed and for learning across stakeholders to occur in new ways. The extent to which this occurs, however, is mediated by a variety of factors. Focusing on the context of a dam removal and river restoration initiative in the Western United States, we leverage <i>community science literacy</i> as a conceptual lens to critically interrogate if and how multiple forms of expertise are taken up through community-based science toward the goal of watershed revitalization. Based on an analysis of empirical evidence collected from interviews, ethnographic observations, and project artifacts, we found that local residents in the watershed demonstrated robust forms of situated local knowledge that they often leveraged toward the work of science. This occurred through processes of coordination work, which were mediated by opportunities for individuals to shift between roles, the contributions of brokers and boundary spanners, and issues of power, status, and rank. While individuals demonstrated and shared their nuanced local knowledge, dominant science still structured if, when, and how this was taken up in the project. Ultimately, we suggest that leveling hierarchies in community-based science—and affording broader publics greater epistemic agency in shaping the work of science—is key to fostering social-ecological transformation through science learning in informal settings.</p>","PeriodicalId":771,"journal":{"name":"Science & Education","volume":"109 2","pages":"561-578"},"PeriodicalIF":3.1,"publicationDate":"2024-11-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1002/sce.21923","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143446889","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":"Course-Based Teacher Professional Communities (With District and Union Support) at the Center of Three-Dimensional Science Teaching","authors":"Christie Morrison Thomas,&nbsp;Charles W. Anderson","doi":"10.1002/sce.21920","DOIUrl":"https://doi.org/10.1002/sce.21920","url":null,"abstract":"<p>This study focuses on how two school districts managed and changed the <i>instructional core—</i>student learning goals, instructional resources and strategies, and assessments—in their required high school biology course as they responded to new state science standards based on the <i>Next Generation Science Standards</i> (NGSS). Biology teachers in both districts had access to NGSS-aligned resources for their classrooms. Interviews with teachers, district science coordinators, and union leaders revealed how district responses were affected by two institutional logics: <i>academic logics</i> included the criteria that teachers used to choose resources and strategies for their classrooms and <i>professional logics</i> included the roles and responsibilities of district professionals. Participants from District A endorsed a common-sense experiential academic logic, which recognized teachers' obligations to meet general criteria for content coverage while using their personal experiences and values to make detailed instructional decisions. They also endorsed a professional logic of privacy and noninterference, which recognized teachers' individual autonomy in making decisions about their classroom instructional cores. In contrast, participants from District B described how district professionals empowered a course-based professional community to make decisions about the instructional core that all biology teachers followed in their own classrooms. We examine how this strategy enabled actions consistent with an instructional improvement logic that supported an NGSS-aligned instructional core in all biology classrooms. We consider the implications of this contrast for teacher learning in organizational settings—the focus of this special issue.</p>","PeriodicalId":771,"journal":{"name":"Science & Education","volume":"109 4","pages":"1048-1071"},"PeriodicalIF":3.1,"publicationDate":"2024-11-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1002/sce.21920","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144256289","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":"“It's Just a Hot Mess”: Supporting Teacher Praxis to Challenge Barriers for Multilingual Learners","authors":"Emily V. Reigh,&nbsp;Emily Adah Miller,&nbsp;Ayça K. Fackler,&nbsp;Maria Chiara Simani","doi":"10.1002/sce.21917","DOIUrl":"https://doi.org/10.1002/sce.21917","url":null,"abstract":"<p>This paper examines a professional learning (PL) program for upper elementary teachers focused on developing instructional practices to support multilingual learners (MLLs) in science. The PL sought to support teachers' praxis, which we describe as their sense of agency to critically analyze and take action against barriers to MLLs’ opportunities to learn. We analyzed pre-PL interviews with teachers to identify the ways that they framed MLLs from asset- and deficit-based perspectives and the barriers that they identified that undermine MLLs' science learning. Then, we analyzed the extent to which the teachers' participation in the PL shifted their framing of MLLs and fostered their sense of agency to challenge the barriers faced by MLLs. We found that teachers shifted toward more asset-based views of students' existing language resources and deepened their sense of agency to employ scaffolds that engage these resources in their own instructional practice. However, teachers continued to surface barriers in their organizational contexts, including the emphasis placed on standardized language assessments and the misalignment between English language instruction and science learning. Our analysis shows that the PL did not adequately support teachers in navigating these particular institutional barriers. Based on our analysis, we argue that teachers and science education researchers should expand their focus beyond teachers’ instructional practices and work together to remove barriers for MLLs in the larger organizational systems of schooling.</p>","PeriodicalId":771,"journal":{"name":"Science & Education","volume":"109 4","pages":"1022-1047"},"PeriodicalIF":3.1,"publicationDate":"2024-11-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1002/sce.21917","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144256318","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":"Embracing Representational Plurality to Bypass Misconceptions in Science Education","authors":"Fabien Paillusson,&nbsp;Matthew Booth","doi":"10.1007/s11191-024-00590-4","DOIUrl":"10.1007/s11191-024-00590-4","url":null,"abstract":"<div><p>For the past five decades, the majority of science education has adhered to a pedagogical philosophy which contends that issues in the acquisition and expression of target scientific narratives by learners stem from the existence of “incorrect beliefs” called misconceptions. According to this philosophy, misconceptions must be identified, possibly as early as in childhood, and eradicated with specific interventions to allow the proper scientific knowledge to be acquired. Despite much effort cataloging misconceptions and their associated interventions in different disciplines and sub-branches of these disciplines, misconceptions get still regularly diagnosed in a wide academic population ranging from school pupils to teachers in training, and even experts. In addition to this potential lack of efficacy, the present article puts forward three lines of argument making the case against the adoption of a science pedagogy based on a belief-change strategy in learners. The suggested lines of argument rely on ethical, epistemic, and professional considerations. It is then argued that adopting a pedagogical philosophy based on representational pluralism, in opposition to holding a single “true” scientific story, can both address the three points of concern aforementioned, but also allow learners to bypass misconceptions when making judgements based on their scientific knowledge. Possible applications in physics education are presented.</p></div>","PeriodicalId":771,"journal":{"name":"Science & Education","volume":"34 4","pages":"1955 - 1969"},"PeriodicalIF":3.4,"publicationDate":"2024-11-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://link.springer.com/content/pdf/10.1007/s11191-024-00590-4.pdf","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144892432","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 Science Teacher’s Perspectives on the Disciplinary Core Idea Map of Genetic Variation","authors":"Helen Semilarski,&nbsp;Helin Semilarski","doi":"10.1007/s11191-024-00560-w","DOIUrl":"10.1007/s11191-024-00560-w","url":null,"abstract":"<div><p>Understanding genetic variation is important in science education and in today’s world, for example, to respond to the changing environment and face species extinction. However, students often need help to grasp its importance and complexities due to fragmented knowledge and a need for more awareness of how different concepts are interconnected. Genetic variation is a foundational disciplinary core idea (DCI) in biology, impacting phenotypic diversity, evolutionary processes, human anatomy, and health. Effective teaching of genetic variation is important, especially in human genetics, given its tangible implications for human well-being. This study aims to provide a comprehensive overview of genetic variation and its development across different grade levels (from grades 1 to 12), creating a map to demonstrate the interconnectedness of related concepts. Additionally, the study seeks to evaluate feedback from science teachers on the created map. The findings emphasize the importance of integrating such maps into science curricula and teaching processes to support students’ sense-making. The interviewed teachers noted that the created DCI map could support students’ sense-making, is recognized as valuable study material, and promotes connections between twenty-first-century skills, knowledge, and career awareness. For the recommendations, the teachers outlined that the created DCI map should use more interdisciplinarity (to show more connections with other subjects’ content) and a digital approach.</p></div>","PeriodicalId":771,"journal":{"name":"Science & Education","volume":"34 4","pages":"2479 - 2497"},"PeriodicalIF":3.4,"publicationDate":"2024-11-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://link.springer.com/content/pdf/10.1007/s11191-024-00560-w.pdf","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144892431","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":"Sense-Making Through Hybrid Talk: High-Achieving Secondary Students' Language Use during Practical Work","authors":"Stein Dankert Kolstø,&nbsp;Matthias G. Stadler","doi":"10.1002/sce.21922","DOIUrl":"https://doi.org/10.1002/sce.21922","url":null,"abstract":"<p>This study contributes to discussions on facilitating students' sense-making in science by analyzing the utterances of high-achieving students in dialogues during practical work and identifying characteristics of their language use and learning processes. The context of the study is a general science course at an upper secondary school in Norway. During four lessons, students from two classes conducted three exercises in electrochemistry. Data consist of video recordings from group work and whole-class dialogues, students' written explanations, and their grades in science. Using the Bakhtinian concept of hybrid constructions (i.e., utterances including both vernacular and scientific elements), we analyze dialogues about scientific concepts and possible explanations for observations made during practical work. The analysis focuses on mixed-ability groups that include one or two high-achieving students. These students' successful learning processes enable the identification of language use that is part of sense-making dialogues. We found that all students participating in dialogues used a mixture of vernacular talk, hybrid constructions, and scientific language during their learning processes. The content of scientific explanations proposed by high-achieving students initially tended to be correct but superficial. The content then became more complex and hybrid and displayed errors and inaccuracies when students discussed detailed explanatory mechanisms, and finally, it became complex and largely correct. The results indicate that the high-achieving students' use of hybrid constructions during practical work was beneficial for their learning. We discuss challenges related to creating situations in science teaching that encourage all students to engage in hybrid talk during sense-making dialogues.</p>","PeriodicalId":771,"journal":{"name":"Science & Education","volume":"109 2","pages":"605-626"},"PeriodicalIF":3.1,"publicationDate":"2024-11-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1002/sce.21922","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143446986","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}