Science & Education最新文献

{"title":"Taking Metaphors Seriously: The Case of the Design Metaphor and the Problem of Teleology in Biology Education","authors":"Leonardo González Galli","doi":"10.1007/s11191-025-00713-5","DOIUrl":"10.1007/s11191-025-00713-5","url":null,"abstract":"<div><p>This article presents the theoretical foundations of a new perspective on the problem of teleology in biology education, with a particular focus on the teaching of evolution by natural selection. The proposed approach emphasizes the central role of metaphors and analogies in both science and science instruction. It builds on the epistemological assumption that the design metaphor constitutes a core component of the theory of natural selection. This assumption implies that explanatory practices based on this theory necessarily rely on the design metaphor and, as a result, carry ineliminable teleological connotations—including a naturalized notion of design. Drawing on these epistemological premises, as well as on findings from cognitive and developmental psychology regarding the nature of students’ teleological intuitions, the paper proposes a pedagogical approach centered on fostering students’ metacognitive regulation of such intuitions. The potential advantages of this perspective are considered in relation to alternative approaches discussed in the literature. Finally, the article offers general guidelines for implementing this framework in biology classrooms.</p></div>","PeriodicalId":771,"journal":{"name":"Science & Education","volume":"35 4","pages":"1243 - 1278"},"PeriodicalIF":4.0,"publicationDate":"2025-12-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148695371","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":"Theoretical Suggestions for the Nature of Integrated STEM Education: Notes on a “Poietic” STEM","authors":"Davut Sarıtaş,&nbsp;Jairo Ortiz-Revilla,&nbsp;Hasan Özcan,&nbsp;Agustín Adúriz-Bravo","doi":"10.1007/s11191-025-00709-1","DOIUrl":"10.1007/s11191-025-00709-1","url":null,"abstract":"<div><p>One of the factors determining the social value of science is its central participation in the development of processes and products necessary for humanity, but examples from human history demonstrate that this possibility of pure science and theoretical knowledge to be reflected on human lives results from productively combining the different sciences, together with technology, mathematics and engineering, as well as ethics and aesthetics. At the same time, the problems encountered in citizens’ lives become more and more complex to be solved from any single disciplinary viewpoint, an issue that has not yet been fully addressed in education. Against the usual disciplinary separation, in recent years more holistic approaches have come to the forefront in both science and science education. In this sense, integrated STEM education is now presented as a powerful initiative to disciplinary integration with educational value, but the search for concrete solutions to some of the theoretical and practical problems posed by it is still ongoing. In this position paper, we propose a philosophical framework that sheds some light on two crucial issues in STEM: disciplinary integration and a humanist vision. With input from authors from classical and contemporary philosophy, an approach labelled as “poietic STEM” is presented, which postulates a design-based “engineering centre” for STEM based on the ancient Greek notion of poiesis. The theoretical foundations for this philosophical approach advocated for integrated STEM education are provided and, under the light of these, some aspects of the nature of STEM are analysed. Our pragmatic definition of poiesis allows us to take into account different educational dimensions.</p></div>","PeriodicalId":771,"journal":{"name":"Science & Education","volume":"35 5","pages":"1285 - 1318"},"PeriodicalIF":4.0,"publicationDate":"2025-12-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"149098533","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 Study of Learning Progression During Open Inquiry in Year 9: Learning to Do and Learning About Scientific Inquiry","authors":"Sebastian Björnhammer,&nbsp;Jakob Gyllenpalm,&nbsp;Iann Lundegård","doi":"10.1007/s11191-025-00705-5","DOIUrl":"10.1007/s11191-025-00705-5","url":null,"abstract":"<div><p>Learning to do scientific inquiry (SI) and about the nature of scientific inquiry (NOSI) are crucial elements of scientific literacy, essential for students’ ongoing involvement in STEM education and their role as informed citizens in today’s society, and to a further extent, crucial for development and knowledge production within society. However, challenges such as teacher inexperience, competing educational goals, and resource limitations restrict students’ opportunities to fully engage with these learning objectives. With previous research stressing the need to look at classroom practices in detail, this study follows the whole process of the work of three ninth-grade students while participating in an open inquiry project investigating sound and light. We observed the students’ progress, aiming to elucidate engagement in doing SI and learning about NOSI. Data collection included audio recordings, field notes, and interviews, analyzed using a pragmatic perspective on learning. The analysis identified students’ engagement in the following: (1) formulating a researchable question, (2) designing a method to answer the question, (3) exploring the phenomenon and collecting data, (4) writing a report, (5) re-examining the method, and (6) trying to understand the purpose of scientific inquiry. These emerged iteratively throughout the unit, highlighting students’ active involvement in the inquiry process. The findings manifested students’ continuous learning progression towards SI and, to some extent, NOSI, underscoring the importance of teacher support in bridging the explicit connections between these goals. Drawing on prior research, the discussion contributes to a deeper understanding of students’ learning trajectories in open inquiry settings and improved teaching methods.</p></div>","PeriodicalId":771,"journal":{"name":"Science & Education","volume":"35 5","pages":"1533 - 1558"},"PeriodicalIF":4.0,"publicationDate":"2025-11-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://link.springer.com/content/pdf/10.1007/s11191-025-00705-5.pdf","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"149099267","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":"Editorial Note: December 2025","authors":"Cristiano B. Moura","doi":"10.1007/s11191-025-00714-4","DOIUrl":"10.1007/s11191-025-00714-4","url":null,"abstract":"","PeriodicalId":771,"journal":{"name":"Science & Education","volume":"34 6","pages":"3797 - 3798"},"PeriodicalIF":3.4,"publicationDate":"2025-11-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145698824","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":"Analyzing the Nature of Science: Highlights from Kosovo’s Chemistry Curriculum for Lower Secondary School","authors":"Arlinda Bytyqi-Damoni,&nbsp;Saranda Kosumi,&nbsp;Albulena Metaj-Macula","doi":"10.1007/s11191-025-00696-3","DOIUrl":"10.1007/s11191-025-00696-3","url":null,"abstract":"<div><p>The interaction between chemistry and the nature of science (NOS) is essential for comprehending how scientific knowledge is developed, refined, and applied. Furthermore, integrating NOS into the science curriculum enriches both chemistry and science education while promoting scientific literacy and responsible citizenship. Considering the importance of NOS and its inclusion in the science curriculum, this study aims to provide a critical image of the representation of NOS in Kosovo’s chemistry curriculum for lower secondary schools (grades 7, 8, and 9). The chemistry curriculum was deductively analyzed using the family resemblance approach (FRA) to identify NOS categories and explain how they are represented. The critical findings of this study indicate that categories from the <i>cognitive-epistemic system</i> dominate the representation in Kosovo’s Chemistry Curriculum for lower secondary education, with scientific practices being the most prevalent category. The <i>socio-institutional system</i> is less represented, mainly with the <i>social values</i> category. In contrast, <i>social certification and dissemination</i>,<i> social organizations and interactions</i>,<i> financial systems</i>,and<i> political power structures</i> are absent. The representation of other categories is far from ideal, and results indicate that a comprehensive and nuanced understanding of the nature of scientific knowledge and its societal dimensions may not be adequately fostered by the curriculum. The results of this study provide valuable insights into how NOS is represented in the chemistry curriculum, offering empirical support for targeted enhancements in key areas of science education in Kosovo.</p></div>","PeriodicalId":771,"journal":{"name":"Science & Education","volume":"35 5","pages":"1369 - 1393"},"PeriodicalIF":4.0,"publicationDate":"2025-11-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"149099048","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 Rate the Credibility of Climate Change Information","authors":"Kendra Zilz,&nbsp;Dietmar Höttecke","doi":"10.1007/s11191-025-00692-7","DOIUrl":"10.1007/s11191-025-00692-7","url":null,"abstract":"<div><p>Students are increasingly using social media to find out about scientific topics and, as recipients of information, must independently assess the credibility of information. From a theoretical perspective, this evaluation might be based on either or both of two different strategies: plausibility strategies, which assess the truthfulness of scientific information, or trust strategies, which assess the trustworthiness of spokespersons. A high-quality assessment of plausibility requires scientific expertise. An assessment of the trustworthiness of a spokesperson, on the other hand, necessitates knowledge of the social and communicative aspects of the Nature of Science (NOS). In a cross-sectional study using an authentic performance test, <i>N</i> = 91 tenth-grade students with no prior training were presented with case vignettes containing information about the consequences of human-caused climate change. The vignettes were constructed in a way that they potentially allow for the application of either or both strategies. The students were prompted to rank the case vignettes according to their credibility and to justify their rankings. During this process, students had unrestricted access to the internet. It was found that the participants preferred making plausibility judgments compared to trust judgments. However, the results also indicate that the application of trust strategies led relatively more often to adequate assessments of credibility compared to plausibility strategies. At the same time, students’ justifications reveal underlying preconceptions regarding NOS. Based on these findings, learning opportunities should be developed that reinforce trust judgments about spokespersons while building on the students’ pre-instructional ideas about the social aspects of NOS.</p></div>","PeriodicalId":771,"journal":{"name":"Science & Education","volume":"35 5","pages":"1319 - 1349"},"PeriodicalIF":4.0,"publicationDate":"2025-11-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://link.springer.com/content/pdf/10.1007/s11191-025-00692-7.pdf","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"149098948","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":"Queer in Science, Technology, Engineering, and Mathematics: Following the Intersections of Queerness, Transness and Science Identities","authors":"Nelly K. M. Marosi,&nbsp;Lucy Avraamidou,&nbsp;Mónica López López,&nbsp;Allison Jardim Gonsalves","doi":"10.1002/sce.70033","DOIUrl":"https://doi.org/10.1002/sce.70033","url":null,"abstract":"<p>This multiple case study explores the intersections of queerness/transness and science education through a combined framework of queer theory, intersectionality, the construct of figured worlds and science identity. The study uses a life-history approach to characterize the trajectories of three purposefully selected queer individuals who are currently working in a European or US-based higher education institution. We collected data through multiple in-depth, semistructured and unstructured interviews, and artefacts, for the purpose of exploring shifts on the participants' science identities throughout their lives, as they moved towards or away from science. The findings illustrate how exclusionary cultural models in STEM—shaped by cisheteronormativity, whiteness, patriarchy, ableism, and neoliberal values—promote science as hypercompetitive, individualistic, and emotionally detached. These models marginalize queer identities, stigmatize mental health, and depoliticize science by erasing sociopolitical concerns and limiting who is recognized as a legitimate science person. As such, they contribute to ongoing efforts to queer science education by illuminating how systemic norms shape identity trajectories. We conclude by sharing implications for research, theory, and practice in pursuit of more inclusive and liberatory visions of science education.</p>","PeriodicalId":771,"journal":{"name":"Science & Education","volume":"110 2","pages":"673-692"},"PeriodicalIF":3.4,"publicationDate":"2025-11-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1002/sce.70033","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"146155188","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":"Queer in Science, Technology, Engineering, and Mathematics: Following the Intersections of Queerness, Transness and Science Identities","authors":"Nelly K. M. Marosi,&nbsp;Lucy Avraamidou,&nbsp;Mónica López López,&nbsp;Allison Jardim Gonsalves","doi":"10.1002/sce.70033","DOIUrl":"https://doi.org/10.1002/sce.70033","url":null,"abstract":"<p>This multiple case study explores the intersections of queerness/transness and science education through a combined framework of queer theory, intersectionality, the construct of figured worlds and science identity. The study uses a life-history approach to characterize the trajectories of three purposefully selected queer individuals who are currently working in a European or US-based higher education institution. We collected data through multiple in-depth, semistructured and unstructured interviews, and artefacts, for the purpose of exploring shifts on the participants' science identities throughout their lives, as they moved towards or away from science. The findings illustrate how exclusionary cultural models in STEM—shaped by cisheteronormativity, whiteness, patriarchy, ableism, and neoliberal values—promote science as hypercompetitive, individualistic, and emotionally detached. These models marginalize queer identities, stigmatize mental health, and depoliticize science by erasing sociopolitical concerns and limiting who is recognized as a legitimate science person. As such, they contribute to ongoing efforts to queer science education by illuminating how systemic norms shape identity trajectories. We conclude by sharing implications for research, theory, and practice in pursuit of more inclusive and liberatory visions of science education.</p>","PeriodicalId":771,"journal":{"name":"Science & Education","volume":"110 2","pages":"673-692"},"PeriodicalIF":3.4,"publicationDate":"2025-11-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1002/sce.70033","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"146155189","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":"Combining Creative Problem Solving with Science Fiction Films to Promote Creative Thinking in Science Education","authors":"Xuping Xiong,&nbsp;Shanzhang Ren","doi":"10.1007/s11191-025-00700-w","DOIUrl":"10.1007/s11191-025-00700-w","url":null,"abstract":"<div><p>Science fiction serves as a valuable interdisciplinary and integrative resource in education, particularly for fostering creativity. This study introduces a novel curriculum that combines creative problem solving with science fiction films (SFFs-CPS) aimed at enhancing creative thinking in high school science education. We developed and implemented this curriculum, subsequently gathering and analyzing creative narrative texts from student groups using a modified version of the PISA 2022 framework for assessing creative thinking. The results showed that the content and number of ideas students had when creating their work were influenced by the content of the lesson, and the level of creative thinking was influenced by the scientific knowledge associated with the work and the imaginative properties of the topic itself. Additionally, we collected student feedback on the course, which provided insights that were used to refine the curriculum further. We discuss these insights and their implications for teaching practices, aiming to offer valuable strategies for educators in similar contexts.</p></div>","PeriodicalId":771,"journal":{"name":"Science & Education","volume":"35 3","pages":"897 - 930"},"PeriodicalIF":4.0,"publicationDate":"2025-11-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148380330","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":"EI Search: How to Search for Knowledge in the Age of Generative AI","authors":"Berry Billingsley,&nbsp;Sam Clarke,&nbsp;Ted Selker","doi":"10.1007/s11191-025-00687-4","DOIUrl":"10.1007/s11191-025-00687-4","url":null,"abstract":"<div><p>Many widely available search engines prioritise quick access to information, without acknowledging that knowledge is situated across different disciplines. EI Search is the first search engine to empower users’ curiosity about the nature of knowledge and boost epistemic insight into how disciplines work. Unlike conventional search tools that treat knowledge as a monolith, EI Search prompts users to explore complex questions through up to ten disciplines, each offering distinct perspectives. EI Search builds on previous work with the Epistemic Insight Discipline Wheel (DW), an educational graphic that visualises disciplines as interconnected yet distinct fields. Displaying the Discipline Wheel in schools and universities has been shown to empower staff and students to wonder how different disciplines approach a complex topic. However, the DW’s static format limits its capacity to teach epistemic insight and help students to engage with the architecture of knowledge itself. Motivated by the opportunity presented by Generative Artificial Intelligence (GenAI), we reconceptualised the DW into an interactive tool—EI Search—whereby entering a question and selecting disciplines by clicking on them means that users receive pen portraits by GenAI about the approach that each discipline takes. In Phase 1, we developed multifaceted prompts for GenAI to model scholarly knowledge and discipline-specific norms. Phase 2 involved co-creative refinement with educators, technologists, and students, leading to a prototype tailored for educational contexts. In Phase 3, we adapted the tool for secondary schools, gathering data on student interactions. Our findings demonstrate that EI Search effectively ignites epistemic curiosity, fosters agentic learning, and builds disciplinary and interdisciplinary epistemic insight. The research takes place at a pivotal point in the evolution of search engines. We make recommendations about how and why the next generation of search tools should respond to the arrival of GenAI. We also make recommendations for education based on what this research reveals about the power of EI Search to boost knowledge literacy and open users’ minds to the value of taking different perspectives.</p></div>","PeriodicalId":771,"journal":{"name":"Science & Education","volume":"35 3","pages":"777 - 821"},"PeriodicalIF":4.0,"publicationDate":"2025-11-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://link.springer.com/content/pdf/10.1007/s11191-025-00687-4.pdf","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148380329","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}