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Masculinized discourses of STEM interest, performance, and competence that shape university STEM students' recognition of a “STEM person” J. Res. Sci. Teach. (IF 3.918) Pub Date : 2024-03-13 Heidi Cian, Remy Dou
How individuals come to perceive themselves in STEM is predicated on their understanding of what it means to be a member of the STEM community. This association is consequential when considering the perpetuation of white male ownership of STEM knowledge and power that forces learners identifying with groups systemically marginalized by racial and gender discrimination to adopt particular norms, values
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The influence of relational, political, discursive, and structural dimensions of power on increasing equitable access to undergraduate research experiences J. Res. Sci. Teach. (IF 3.918) Pub Date : 2024-03-11 Rebecca S. Friesen, Adriana D. Cimetta
Attracting and retaining students in Science, Technology, Engineering, and Mathematics majors, particularly those who are underrepresented, is a national concern. While undergraduate research experiences have been shown to increase retention and engagement, inequities in access exacerbate disparities. Understanding what hinders or facilitates the implementation of undergraduate research experiences
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It's not just a science thing: Educating future STEM professionals through mis/disinformation responsive instruction J. Res. Sci. Teach. (IF 3.918) Pub Date : 2024-03-01 Benjamin C. Herman, Sarah Poor, Michael P. Clough, Asha Rao, Aaron Kidd, Daniel De Jesús, Davis Varghese
Informed scientific thinking is a vital component of engaging all socioscientific issues (SSI) such as climate change and the COVID-19 pandemic. However, socioscientific engagement may be influenced by sociocultural factors and mis/disinformation efforts to the widespread detriment of human and environmental well-being. The purpose of this mixed-methods study was to determine how 506 post-secondary
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Artificial intelligence and the Journal of Research in Science Teaching J. Res. Sci. Teach. (IF 3.918) Pub Date : 2024-02-23 Troy D. Sadler, Felicia Moore Mensah, Jonathan Tam
Artificial Intelligence (AI) is a transformative technology that promises to impact many aspects of society including research, education, and publishing. We, the editors of the Journal of Research in Science Teaching (JRST), think that the journal has a responsibility to contribute to the ongoing dialogues about the use of AI in research and publishing with particular attention to the field of science
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What affects the continued learning about energy? Evidence from a 4‐year longitudinal study J. Res. Sci. Teach. (IF 3.918) Pub Date : 2024-02-23 Marcus Kubsch
Energy is a central concept across the sciences and an important goal of science education is to support all students so that they develop a full understanding of the energy concept. However, given the abstract and complex nature of the energy concept, only a few students develop an understanding so that they can use energy ideas to make sense of phenomena. Research into energy learning progressions
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Elementary preservice teachers' pedagogical decisions about socioscientific issues instruction J. Res. Sci. Teach. (IF 3.918) Pub Date : 2024-02-16 Melanie Kinskey, Dana Zeidler
Socioscientific issues (SSI) have been found to improve scientific literacy skills among K—12 students. Existing literature shows, however, that elementary preservice teachers are reluctant to implement SSI due to a lack of confidence with subject matter knowledge and knowledge of instruction concerning SSI. Previous research has focused on helping elementary preservice teachers overcome these concerns
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From graphs as task to graphs as tool J. Res. Sci. Teach. (IF 3.918) Pub Date : 2024-02-08 A. Lynn Stephens
It is widely recognized that we need to prepare students to think with data. This study investigates student interactions with digital data graphs and seeks to identify what might prompt them to shift toward using their graphs as thinking tools in the authentic activity of doing science. Drawing from video screencast data of three small groups engaged in sensor-based and computer simulation-based experiments
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Preservice elementary teachers' perceptions of their science laboratory instructors in a phenomena-based laboratory and how it impacts their conceptual development J. Res. Sci. Teach. (IF 3.918) Pub Date : 2024-02-01 Alvir S. Sangha, Dermot F. Donnelly-Hermosillo, Frederick P. Nelson
Phenomena-based approaches have become popular for elementary school teachers to engage children's innate curiosity in the natural world. However, integrating such phenomena-based approaches in existing science courses within teacher education programs present potential challenges for both preservice elementary teachers (PSETs) and for laboratory instructors, both of whom may have had limited opportunities
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A (TRANS)formative approach to gender-inclusive science education J. Res. Sci. Teach. (IF 3.918) Pub Date : 2024-02-01 K. Rende Mendoza, Carla C. Johnson
The teaching of science in K-12 schools has long been criticized as a process that propagates oppression for students who do not conform to entrenched norms of gender, sex, and sexuality. Academic standards, curriculum, and textbooks are rife with rhetoric that reinforces any deviation from cisheterosexuality as aberrant, unusual, or abnormal. However, these often-over-simplified conceptions discount
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Science for our children: Othermothering leadership within an elementary science network J. Res. Sci. Teach. (IF 3.918) Pub Date : 2024-01-29 Stefanie L. Marshall, Jessica Forrester, Jenny Tilsen
Transformational equity-centered science education requires the fields of science education and school leadership to critically consider the limited preparation elementary principals are offered to lead for science education. Thus far, little effort has been made to foster a transdisciplinary curricula beyond traditional organizational theories related to school culture and climate; learning sciences;
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Causal-mechanical explanations in biology: Applying automated assessment for personalized learning in the science classroom J. Res. Sci. Teach. (IF 3.918) Pub Date : 2024-01-24 Moriah Ariely, Tanya Nazaretsky, Giora Alexandron
One of the core practices of science is constructing scientific explanations. However, numerous studies have shown that constructing scientific explanations poses significant challenges to students. Proper assessment of scientific explanations is costly and time-consuming, and teachers often do not have a clear definition of the educational goals for formulating scientific explanations. Consequently
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#Resilience is not enough for Black women in STEM: Counterstories of two young Black women becoming a STEM person J. Res. Sci. Teach. (IF 3.918) Pub Date : 2024-01-16 Roxanne Hughes, Amal Ibourk, Lauren Wagner, Kelli Jones, Samantha Crawford
Both K-12 schools and STEM disciplines are embedded in White supremacy and exclusion, making it that much harder for Black women to maintain an interest and sense of belonging in STEM. Through a Critical Race Feminism methodology, we tell the counterstories of our two co-authors, two Black women, over the course of their lives. Through these counterstories (stories that run counter to normative stories
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Can either using cognitive science principles or improving teacher content knowledge boost student achievement in middle school science? J. Res. Sci. Teach. (IF 3.918) Pub Date : 2024-01-03 Steven L. Kramer, Janie Scull, Andrew Porter, Christine M. Massey, F. Joseph Merlino, John Y. Baker
This study used a cluster randomized controlled trial to investigate the effectiveness of two approaches to increasing middle school students' science learning when using an inquiry-based science curriculum. Eighty-nine schools, with 253 teachers and 20,591 students, were randomly assigned into one of three conditions: (a) a treatment condition in which the textbook curriculum was modified based on
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Good intentions are not enough: A case study uncovering perpetuation of internalized and interpersonal oppression in middle school STEM classrooms J. Res. Sci. Teach. (IF 3.918) Pub Date : 2023-12-29 Khanh Q. Tran, S. Selcen Guzey
Science teachers and educators seek to promote equity and inclusion within their classrooms. Yet, many do not examine how their roles could reproduce oppression that continues to exclude certain groups of students. Centering on how oppression interacts with science teaching and learning, this naturalistic study observed Ms. William and her implementation of two STEM units that integrate science and
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Fostering expansive and connective sensemaking with preservice secondary science teachers J. Res. Sci. Teach. (IF 3.918) Pub Date : 2023-12-18 Jessica Watkins, Natalie A. De Lucca, Serena R. Pao
Preservice secondary science teachers often experience science learning in narrow and marginalizing ways in their science preparation. These experiences cause harm, particularly for preservice teachers of color. They also limit the disciplinary resources they can develop for later teaching science in ways that value and sustain their students' ways of knowing and being in the world. Our research explores
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High school students' evolving alternative conception related to the volume of gas: A Lakatosian perspective J. Res. Sci. Teach. (IF 3.918) Pub Date : 2023-12-12 Chulkyu Park, Seonyeong Mun, Hun-Gi Hong
The purpose of this case study, informed by a Lakatosian perspective, is to identify how an alternative conception that originates in present learning but is related directly to subsequent learning contexts can be constructed. Before the study, one of the authors found by accident that a student who had learned about Avogadro's principle and chemical reaction in South Korea constructed an alternative
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“So, we kind of started from scratch, no pun intended”: What can students learn from designing games? J. Res. Sci. Teach. (IF 3.918) Pub Date : 2023-12-05 G. Puttick, M. Cassidy, E. Tucker-Raymond, G. M. Troiano, C. Harteveld
Much research attention has been focused on learning through game playing. However, very little has been focused on student learning through game making, especially in science. Moreover, none of the studies on learning through making games has presented an account of how students engage in the process of game design in real time. The present study seeks to address that gap. We report an exploratory
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Exploring the predictiveness of curiosity and interest in science learning in and after class J. Res. Sci. Teach. (IF 3.918) Pub Date : 2023-11-29 Jihoon Kang, Jina Kim
Science learning takes place not only in the context of science class but also after class. Students' internal forms of motivation, such as curiosity and interest, affect the entire science learning process in both in-class and after-class contexts. In addition, both stable existing learner characteristics, such as science curiosity and interest in a specific natural phenomenon (phenomenon interest)
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Development of VAScoR: A rubric to qualify and score responses to the views of nature of science (VNOS) questionnaire J. Res. Sci. Teach. (IF 3.918) Pub Date : 2023-11-20 Fouad Abd-El-Khalick, Ryan Summers, Jeanne L. Brunner, Jeremy Belarmino, John Myers
We report on the development of a rubric to reliably qualify and score responses to the Views of Nature of Science Questionnaire (VNOS): The VNOS Analysis and Scoring Rubric (VAScoR). The VAScoR is designed to (a) provide systematic guidance for the qualitative analysis, and score assignment to nuanced categories, of VNOS responses, (b) explicitly scaffold qualitative inferencing and standardize score
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Toward a justice-centered ambitious teaching framework: Shaping ambitious science teaching to be culturally sustaining and productive in a rural context J. Res. Sci. Teach. (IF 3.918) Pub Date : 2023-11-16 April Luehmann, Yang Zhang, Heather Boyle, Eve Tulbert, Gena Merliss, Kyle Sullivan
We find ourselves at a time when the need for transformation in science education is aligning with opportunity. Significant science education resources, namely the Next Generation Science Standards (NGSS) and the Ambitious Science Teaching (AST) framework, need an intentional aim of centering social justice for minoritized communities and youth as well as practices to enact it. While NGSS and AST provide
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Crossing boundaries between research and practitioner communities: The role of research use and cross-community journal authorship J. Res. Sci. Teach. (IF 3.918) Pub Date : 2023-11-11 Joseph A. Taylor, G. Michael Bowen, Marcus Kubsch, Ryan Summers, Asli Sezen-Barrie, Patricia Patrick, Cathy Lachapelle, AbdiRizak Warfa, S. Selcen Guzey
This study pursued two major objectives. The first was to use bibliometric techniques to examine bidirectionality in the relationship between teachers and researchers, as indicated by collaborative authorship among these communities. The second was to explore more deeply knowledge mobilization to classrooms by documenting the extent to which research is cited in science education practitioner journals
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Investigating science teacher educator identity through the politics of domestication and critical positional praxis J. Res. Sci. Teach. (IF 3.918) Pub Date : 2023-11-10 Alberto J. Rodriguez, Sara Tolbert, Sheron L. Mark
The focus on identity in the field of teaching and learning continues to grow, especially when it concerns equitable outcomes for students. While most attention is placed on students' identities and increasingly those of teachers, lesser addressed are the identities of the teacher educators and researchers broaching the issue of identity. Additionally, identity research is not often linked to relationships
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“Things your history teacher won't teach you: Science edition”: Black women science teachers as anti-racist teachers J. Res. Sci. Teach. (IF 3.918) Pub Date : 2023-11-06 Alexis D. Riley, Felicia Moore Mensah
Marginalized communities cannot and do not have decontextualized experiences with how socioscientific issues, such as exposure to COVID-19 as frontline essential workers, high Black infant mortality rates, air pollution leading to respiratory problems, and other issues, affect their communities. As PreK-12 science teachers and teacher educators strive to dismantle oppressive practices in their classrooms
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Teaching and learning floating and sinking: A meta-analysis J. Res. Sci. Teach. (IF 3.918) Pub Date : 2023-10-11 Martin Schwichow, Anastasios Zoupidis
Floating and sinking (FS) is a key topic in science education, both at primary and secondary levels. The interpretation of FS phenomena, however, is challenging due to the difficulty of the scientific concepts and explanatory models involved (e.g., density, buoyancy), along with students' everyday experiences, which conflict with scientific explanations. Consequently, many studies over the last few
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Does role play manipulate students? Persuasive effects of role play on students' attitude and behavior regarding a socioscientific issue J. Res. Sci. Teach. (IF 3.918) Pub Date : 2023-10-10 Moritz Steube, Matthias Wilde, Melanie Basten
Socioscientific issues (SSIs) can provide a context to address societal decision-making processes in school. In recent years, studies have demonstrated that one effective way to deal with these topics is through role play. However, role plays may induce an unreflected attitude change based on the roles the participants take on, which raises ethical concerns about indoctrination. To explain this change
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Which ideas, when, and why? An experienced teacher's in-the-moment pedagogical reasoning about facilitating student sense-making discussions J. Res. Sci. Teach. (IF 3.918) Pub Date : 2023-10-10 Christina (Stina) Krist, Soo-Yean Shim
Teaching to support students' sense-making is challenging. It requires continuous, context-dependent decision-making about which student ideas to pursue, when, how, and why. This paper presents a single case study of an experienced teacher, Nadine, as an illustrative case in order to provide a rich description of this teacher's decisional episodes. Specifically, we characterize Nadine's pedagogical
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“Why am I here?”: A phenomenological exploration of first-generation college student experiences in STEM majors within a predominantly white institution J. Res. Sci. Teach. (IF 3.918) Pub Date : 2023-10-05 Lisa M. Marco-Bujosa, Lauren Baker, Krista M. Malott
First-generation college students (FGCSs) are a growing population in undergraduate education. Research on FGCS primarily focuses on the challenges and barriers they encounter in college. While important, this literature offers a limited view of FGCS as learners. Moreover, minimal literature has examined these students' lived experiences within sciences, technology, engineering, and mathematics (STEM)
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Computational Thinking for Science: Positioning coding as a tool for doing science J. Res. Sci. Teach. (IF 3.918) Pub Date : 2023-10-04 Ari Krakowski, Eric Greenwald, Natalie Roman, Christina Morales, Suzanna Loper
The role of computation in science is ever-expanding and is enabling scientists to investigate complex phenomena in more powerful ways and tackle previously intractable problems. The growing role of computation has prompted calls to integrate computational thinking (CT) into science instruction in order to more authentically mirror contemporary science practice and to support inclusive engagement in
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Developing and validating an Next Generation Science Standards-aligned construct map for chemical bonding from the energy and force perspective J. Res. Sci. Teach. (IF 3.918) Pub Date : 2023-09-28 Leonora Kaldaras, Hope O. Akaeze, Joseph Krajcik
Chemical bonding is central to explaining many phenomena. Research in chemical education and the Framework for K–12 Science Education (the Framework) argue for new approaches to learning chemical bonding grounded in (1) using ideas of the balance of electric forces and energy minimization to explain bond formation, (2) using learning progressions (LPs) grounded in these ideas to support learning, and
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The impact of Geospatial Inquiry lessons on student interest in science and technology careers J. Res. Sci. Teach. (IF 3.918) Pub Date : 2023-09-23 Lori Rubino-Hare, Brooke A. Whitworth, Francis Boateng, Nena Bloom
Advances in online geospatial technologies (GST) have expanded access to K-12 classrooms which has implications for the support teachers require to effectively integrate GSTs to promote learning. Previous studies have shown the impact of GST-integrated lessons on student engagement, spatial thinking skills, and/or content knowledge; however, most of these studies have been small in scope and scale
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Exploring the role of high school engineering courses in promoting science attitudes for students with learning disabilities J. Res. Sci. Teach. (IF 3.918) Pub Date : 2023-09-20 Jay Plasman, Michael Gottfried, Filiz Oskay
Demand for engineering-interested and proficient high school graduates continues to grow across the nation. However, there remains a severe gap in college participation and employment in engineering fields for students with learning disabilities (SWLDs). One potential way to encourage SWLDs to consider engineering as a profession and promote the development of key science attitudes may be through engineering
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Exploring new depths: Applying machine learning for the analysis of student argumentation in chemistry J. Res. Sci. Teach. (IF 3.918) Pub Date : 2023-09-20 Paul P. Martin, David Kranz, Peter Wulff, Nicole Graulich
Constructing arguments is essential in science subjects like chemistry. For example, students in organic chemistry should learn to argue about the plausibility of competing chemical reactions by including various sources of evidence and justifying the derived information with reasoning. While doing so, students face significant challenges in coherently structuring their arguments and integrating chemical
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Are there any “science people” in undergraduate health science courses? Assessing science identity among pre-nursing and pre-allied health students in a community college setting J. Res. Sci. Teach. (IF 3.918) Pub Date : 2023-09-19 Heather Perkins, Emily A. Royse, Sara Cooper, Jennifer D. Kurushima, Jeffrey N. Schinske
Science identity, or one's sense of recognition and competence as a scientist, is an invaluable tool for predicting student persistence and success, but is understudied among undergraduates completing preparatory work for later studies in medicine, nursing, and allied health (“pre-health career students”). In the United States, pre-health career students make up approximately half of all biology students
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Developing and using a scalable assessment to measure preservice elementary teachers' content knowledge for teaching about matter J. Res. Sci. Teach. (IF 3.918) Pub Date : 2023-09-12 Katherine E. Castellano, Jamie N. Mikeska
There is strong agreement in science teacher education of the importance of teachers' content knowledge for teaching (CKT), which includes their subject matter knowledge and their pedagogical content knowledge. However, there are limited instruments that can be easily administered and scored on a large scale to assess and study elementary science teachers' CKT. Such measures would support strategic
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The relationships between elementary students' knowledge-in-use performance and their science achievement J. Res. Sci. Teach. (IF 3.918) Pub Date : 2023-09-09 Tingting Li, I-Chien Chen, Emily Adah Miller, Cory Susanne Miller, Barbara Schneider, Joseph Krajcik
This longitudinal study examines the relationship between students' knowledge-in-use performance and their performance on third-party designed summative tests within a coherent and equitable learning environment. Focusing on third-grade students across three consecutive project-based learning (PBL) units aligned with the Next Generation Science Standards (NGSS), the study includes 1067 participants
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“We are sorry to inform you…”—The effects of early elimination on science competition participants’ career aspirations J. Res. Sci. Teach. (IF 3.918) Pub Date : 2023-09-06 Carola Garrecht, Anneke Steegh, Dustin Schiering
In the past, students' participation in science competitions has been positively associated with their aspirations to pursue a career in science. Previous studies, however, were predominantly focused around successful competitors, overlooking the largest group of participants: those who are faced with early elimination. We therefore aimed to investigate the effects of elimination on the development
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How do thinking styles and STEM attitudes have effects on computational thinking? A structural equation modeling analysis J. Res. Sci. Teach. (IF 3.918) Pub Date : 2023-08-31 Haozhe Jiang, A. Y. M. Atiquil Islam, Xiaoqing Gu, Jia Guan
Computational thinking (CT) is vital for success in numerous domains. However, the nature, definition, and scope of CT are ill-defined, and research on how best to develop CT is very limited. This study focused on how thinking styles and STEM attitudes have effects on computational thinking. Using a proportionate stratified random sampling procedure, 1195 students from two universities were surveyed
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Assessing concept mapping competence using item expansion-based diagnostic classification analysis J. Res. Sci. Teach. (IF 3.918) Pub Date : 2023-08-29 Shulan Xia, Peida Zhan, Kennedy Kam Ho Chan, Lijun Wang
Concept mapping is widely used as a tool for assessing students' understanding of science. To fully realize the diagnostic potential of concept mapping, a scoring method that not only provides an objective and accurate assessment of students' drawn concept maps but also provides a detailed understanding of students' proficiency and deficiencies in knowledge is necessary. However, few of the existing
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Isolation, resilience, and faith: Experiences of Black Christian students in biology graduate programs J. Res. Sci. Teach. (IF 3.918) Pub Date : 2023-08-28 Angela N. Google, Chloe D. Bowen, Sara E. Brownell, M. Elizabeth Barnes
To increase participation of students of color in science graduate programs, research has focused on illuminating student experiences to inform ways to improve them. In biology, Black students are vastly underrepresented, and while religion has been shown to be a particularly important form of cultural wealth for Black students, Christianity is stigmatized in biology. Very few studies have explored
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A hypothetico-deductive theory of science and learning J. Res. Sci. Teach. (IF 3.918) Pub Date : 2023-08-22 Steven T. Kalinowski, Avital Pelakh
This article presents a simple, cognitive theory of science and learning. The first section of the paper develops the theory's two main propositions: (i) A wide range of scientific activities rely heavily on one type of reasoning, hypothetical thinking, and (ii) This type of reasoning is also useful to students for learning science content. The second section of the paper presents a taxonomy of multiple-choice
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The glue that makes it “hang together”: A framework for identifying how metadiscourse facilitates uncertainty navigation during knowledge building discussions J. Res. Sci. Teach. (IF 3.918) Pub Date : 2023-08-18 Mon-Lin Monica Ko, Melissa J. Luna
Classroom discussions have become a centerpiece of reform efforts in science education because talk mediates the joint co-constructing of knowledge in science classrooms. Although decades of research underscore the importance of talk in supporting science learning, the science education community continues to grapple with how to support teachers and students in navigating the uncertainty that is associated
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Exposing the hazards of teaching 19th century genetic science J. Res. Sci. Teach. (IF 3.918) Pub Date : 2023-08-11 Jason McCartney
Science should provide students an accurate and contemporary education on genetic influence, particularly how it impacts trait variability and developmental norms. Stories involving familial, racial, and sexual differences routinely appear in the popular media and sales of over-the-counter genetic tests are mounting. Unfortunately, research suggests genetic curricula in secondary education and university
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Black Lives Matter and other signs of solidarity: Perspectives from Black STEM graduate students J. Res. Sci. Teach. (IF 3.918) Pub Date : 2023-08-10 Steven Stone-Sabali, Kristen J. Mills, Allen B. Mallory, E. Alexander
Creating inclusive and supportive environments in science, technology, engineering, and mathematics (STEM) educational settings are important tools for countering racially hostile academic spaces and attracting and retaining talented Black and African American students. STEM faculty and other university members may display Black Lives Matter and similar signs of solidarity to express their support
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Designing a framework for teachers' integration of computational thinking into elementary science J. Res. Sci. Teach. (IF 3.918) Pub Date : 2023-07-29 Lautaro Cabrera, Diane Jass Ketelhut, Kelly Mills, Heather Killen, Merijke Coenraad, Virginia L. Byrne, Jandelyn Dawn Plane
As professional science becomes increasingly computational, researchers and educators are advocating for the integration of computational thinking (CT) into science education. Researchers and policymakers have argued that CT learning opportunities should begin in elementary school and span across the K-12 grades. While researchers and policymakers have specified how students should engage in CT for
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Epistemological beliefs and values as predictors of preservice science teachers' environmental moral reasoning J. Res. Sci. Teach. (IF 3.918) Pub Date : 2023-07-29 Büşra Tuncay-Yüksel, Özgül Yılmaz-Tüzün, Dana L. Zeidler
The purpose of this study was to test predictability of environmental moral reasoning patterns of preservice science teachers (PSTs) by their epistemological beliefs and values. Four environmental moral dilemma scenarios that reflect different environmental moral dilemma situations taking place in four outdoor recreation contexts (i.e., hiking, picnicking, fishing, camping) were used to trigger and
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Understanding how student-constructed stop-motion animations promote mechanistic reasoning: A theoretical framework and empirical evidence J. Res. Sci. Teach. (IF 3.918) Pub Date : 2023-07-18 Rayendra Wahyu Bachtiar, Ralph F. G. Meulenbroeks, Wouter R. van Joolingen
Previous studies have documented the promising results from student-constructed representations, including stop-motion animation (SMA), in supporting mechanistic reasoning (MR), which is considered an essential thinking skill in science education. Our current study presents theoretically and empirically how student-constructed SMA contributes to promoting MR. As a theoretical perspective, we propose
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Connected by emotion: Teacher agency in an online science education course during COVID-19 J. Res. Sci. Teach. (IF 3.918) Pub Date : 2023-07-14 Guopeng Fu, Anthony Clarke
Taking on an agentic perspective, this study employed a digital ethnographic approach to examine a science teacher's emotional experiences in an online graduate science education course during the COVID-19 pandemic. Veronika, the teacher, revealed her feelings of grievance and loss to the graduate course cohort at the advent of large-scale school closures. Her emotions, shared through the online course
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Scientific literacy: Its real origin story and functional role in American education J. Res. Sci. Teach. (IF 3.918) Pub Date : 2023-07-14 John L. Rudolph
It has been widely accepted in the science education research community that scientific literacy as a concept and phrase was introduced by Paul deHart Hurd in 1958. Recent research into the origins of the phrase, however, has shown this to be incorrect. Its first published use can be traced back, in fact, to 1945, and the phrase was frequently invoked in popular and research publications throughout
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Effectiveness of conceptual change strategies in science education: A meta-analysis J. Res. Sci. Teach. (IF 3.918) Pub Date : 2023-07-08 Cagatay Pacaci, Ulas Ustun, Omer Faruk Ozdemir
There is extensive literature focusing on students' misconceptions in various subject domains. Several conceptual change approaches have been trying to understand how conceptual change occurs to help learners handle these misconceptions. This meta-analysis aims to integrate studies investigating the effectiveness of three types of conceptual change strategy: cognitive conflict, cognitive bridging,
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Community-driven science and science education: Living in and navigating the edges of equity, justice, and science learning J. Res. Sci. Teach. (IF 3.918) Pub Date : 2023-06-24 Heidi L. Ballard, Angela Calabrese Barton, Bhaskar Upadhyay
1 A FOCUS ON COMMUNITY-DRIVEN SCIENCE Profound equity and justice-related challenges persist in promoting community engagement with science. The intersecting effects of multiple pandemics—racial and economic injustice, COVID-19, gun violence, and climate change, among others—have all shaped when, how and why people engage with, or even have access to, science. There is also a growing public distrust
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Belonging in science classrooms: Investigating its relation to students' contributions and influence in knowledge building J. Res. Sci. Teach. (IF 3.918) Pub Date : 2023-06-22 William R. Penuel, Andrew E. Krumm, Carol Pazera, Corinne Singleton, Anna-Ruth Allen, Clarissa Deverel-Rico
Meaningful participation in science and engineering practices requires that students make their thinking visible to others and build on one another's ideas. But sharing ideas with others in small groups and classrooms carries social risk, particularly for students from nondominant groups and communities. In this paper, we explore how students' perceptions of classrooms shape their contributions to
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Co-created environmental health science: Identifying community questions and co-generating knowledge to support science learning J. Res. Sci. Teach. (IF 3.918) Pub Date : 2023-06-22 Mónica D. Ramírez-Andreotta, Sanlyn Buxner, Shana Sandhaus
Social, political, and cultural complexities observed in environmental justice (EJ) communities require new forms of investigation, science teaching, and communication. Defined broadly, participatory approaches can challenge and change inequity and mistrust in science. Here, we describe Project Harvest and the partnership building and co-generation of knowledge alongside four EJ communities in Arizona
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AI and formative assessment: The train has left the station J. Res. Sci. Teach. (IF 3.918) Pub Date : 2023-06-22 Xiaoming Zhai, Ross H. Nehm
In response to Li, Reigh, He, and Miller's commentary, Can we and should we use artificial intelligence for formative assessment in science, we argue that artificial intelligence (AI) is already being widely employed in formative assessment across various educational contexts. While agreeing with Li et al.'s call for further studies on equity issues related to AI, we emphasize the need for science
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Context matters: Secondary science teachers' integration of process-based, unplugged computational thinking into science curriculum J. Res. Sci. Teach. (IF 3.918) Pub Date : 2023-06-17 Vance Kite, Soonhye Park
There is growing recognition in the education community that the problem-solving practices that comprise computational thinking (CT) are a fundamental component of both life and work in the twenty-first century. Historically, opportunities to learn CT have been confined to computer science (CS) and elective courses that lack racial, ethnic, and gender diversity. To combat this inequity, a number of
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Rebuilding relations and countering erasure through community-driven and owned science: A key tool to Inuit self-determination and social transformations J. Res. Sci. Teach. (IF 3.918) Pub Date : 2023-06-15 Shirley Tagalik, Kukik Baker, Joe Karetak, Jrène Rahm
This article explores the meaning of community-driven and owned science in the context of an Inuit-led land-based program, the Young Hunters Program. It is the foundational program of the Arviat Aqqiumavvik Society, situated in Nunavut, Canada, a community-led group dedicated to researching challenges to community wellness and designing and delivering programs to help address those challenges. We show
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Instructional practices in secondary science: How teachers achieve local and standards-based success J. Res. Sci. Teach. (IF 3.918) Pub Date : 2023-06-01 Beth A. Covitt, Elizabeth Xeng de los Santos, Qinyun Lin, Christie Morrison Thomas, Charles W. Anderson
This article reports on analyses of the instructional practices of six middle- and high-school science teachers in the United States who participated in a research-practice partnership that aims to support reform science education goals at scale. All six teachers were well qualified, experienced, and locally successful—respected by students, parents, colleagues, and administrators—but they differed
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Presenting domain information or self-exploration to foster hypothesis generation in simulation-based inquiry learning J. Res. Sci. Teach. (IF 3.918) Pub Date : 2023-05-15 Xiulin Kuang, Tessa H. S. Eysink, Ton de Jong
This study investigated the effects of presenting domain information (basic information about the domain) either together with or instead of offering exploratory practice (an exploratory opportunity in a simulation-based representation of the learning domain) prior to inquiry learning for facilitating students' hypothesis generation and subsequent inquiry processes and their knowledge acquisition.
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Ting, tang, tong: Emergent bilingual students investigating and constructing evidence-based explanations about sound production J. Res. Sci. Teach. (IF 3.918) Pub Date : 2023-05-15 Enrique Suárez, Valerie Otero
There is a significant amount of research literature on the importance of identifying and building on students' experiences and ideas for making sense of the natural world, especially when engaging in science practices. Simultaneously, approaches to creating justice-oriented science education promote the need to focus on the diverse sense-making repertoires that students, especially those from historically
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Djaji Mahsheye, Moghrabeye, and Labaneh: Making science relevant J. Res. Sci. Teach. (IF 3.918) Pub Date : 2023-05-10 Idit Adler, Christopher Karam
Students often perceive school science as purely theoretical, overloaded with facts, and mostly disconnected from their school, home, and community life. One way to bridge the disconnection between school science and lived experiences, and support students in realizing the relevance of science to their everyday life, is by enabling them to integrate their funds of knowledge (FoK), the knowledge and