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Bottia, Martha Cecilia; Mickelson, Roslyn Arlin; Stearns, Elizabeth – Science Education, 2023
This article investigates whether attending a sequence of racially diverse schools predicts science, technology, engineering, and mathematics (STEM) college outcomes. Such a relationship is important because of the increasingly diverse population of school-aged children who are likely to attend racially segregated K-12 schools and colleges, the…
Descriptors: STEM Education, College Graduates, Student Diversity, Race
Suh, Jee K.; Hand, Brian; Dursun, Jale E.; Lammert, Catherine; Fulmer, Gavin – Science Education, 2023
With an ultimate goal of characterizing teachers' movement toward understanding the epistemic complexity of generative learning environments, this study refers to adaptive teaching expertise (AdTex) as a developmental teaching capacity observable through a teacher's ability to utilize various resources to address the epistemic complexity of…
Descriptors: Pedagogical Content Knowledge, Teaching Skills, Epistemology, Vignettes
Mikeska, Jamie N.; Lottero-Perdue, Pamela S. – Science Education, 2022
Engaging students in scientific argumentation is a hallmark of high-quality science instruction. Despite the importance of this practice, it is not a ubiquitous one within K-12 classrooms since scientific argumentation is complex and difficult to learn how to do well. In this study, we examined similarities and differences in how preservice…
Descriptors: Preservice Teachers, Elementary School Teachers, Computer Simulation, Science Instruction
Alonzo, Alicia C.; Wooten, Michelle M.; Christensen, Julie – Science Education, 2022
As models of how students' thinking may change over time, learning progressions (LPs) have been considered as supports for teachers' classroom assessment practices. However, like all models, LPs provide simplified representations of complex phenomena. One key simplification is the characterization of student thinking using levels--that is, the…
Descriptors: Learning Processes, Thinking Skills, High School Teachers, Physics
Zimmerman, Heather Toomey; Weible, Jennifer L.; Wright, Elizabeth A.; Vanderhoof, Carmen; Jablonski, Nina G. – Science Education, 2022
This study is a two-iteration design-based research project that investigated how youths' science learning and socio-emotional attitudes toward science were influenced by a summer camp with a personal genetics approach. A multidisciplinary team developed a 2-week camp curriculum that included personal DNA tests, family genealogy projects, and…
Descriptors: Science Education, Summer Programs, Genetics, Attitudes
Kloser, Matthew; Borko, Hilda; Wilsey, Matthew; Rafanelli, Stephanie – Science Education, 2022
Using evidence of student thinking and performance is crucial to enacting ambitious science teaching because intimate, formative data can be responsive to student ideas about science. However, narratives and policies about assessment and data use do not always position teachers to draw on the breadth and variety of evidence from the classroom to…
Descriptors: Portfolios (Background Materials), Faculty Development, Middle School Students, Science Teachers
McWayne, Christine M.; Zan, Betty; Ochoa, Wendy; Greenfield, Daryl; Mistry, Jayanthi – Science Education, 2022
How teachers' changes in their science teaching practices unfold over time remains unclear. We need greater understanding of the processes at work in professional development (PD) and how to sustain those processes that are effective over time. Effective PD processes are seen as those that recognize teacher change is…
Descriptors: Preschool Education, Disadvantaged Youth, Preschool Teachers, STEM Education
Zhang, Jianwei; Tian, Yan; Yuan, Guangji; Tao, Dan – Science Education, 2022
As a hallmark of authentic science practices, students need to enact epistemic agency to shape/reshape the key aspects of their inquiry work as a collaborative community. This study elaborates an emergent temporal mechanism for engaging students' epistemic agency: "reflective structuration" by which members of a classroom community…
Descriptors: Science Education, Inquiry, Grade 5, Elementary School Students
Oh, Phil Seok; Ha, Heesoo; Yoo, Yeon Joon – Science Education, 2022
This study aimed to explore what kinds of epistemological messages were conveyed through teacher discourse in modeling-based and traditional elementary science classrooms and how teachers framed the two classrooms distinctively through these messages. Data came from two sixth-grade teachers' science classrooms--one characterized as a…
Descriptors: Elementary School Science, Epistemology, Models, Science Instruction
Smith, Thomas J.; Hong, Zuway-R; Hsu, Wen-Yi; Lu, Ying-Yan – Science Education, 2022
This study examined how high school students' attitudes toward advanced physics were predicted by their sense of school belonging, and how gender moderated this relationship. The Trends in International Math and Science (TIMSS) 2015 Advanced data, consisting of responses from 12th grade students enrolled in advanced physics courses among nine…
Descriptors: High School Students, Student Attitudes, Scientific Attitudes, Physics
Hartelt, Tim; Martens, Helge; Minkley, Nina – Science Education, 2022
Students possess alternative conceptions of many science topics, and these conceptions can act as obstacles for learning scientific concepts. In the field of biology education, students' alternative conceptions of evolution have been widely investigated. However, there is little research on how teachers diagnose and deal with these alternative…
Descriptors: Science Education, Scientific Concepts, Misconceptions, Concept Formation
Kornreich-Leshem, Hagit; Benabentos, Rocio; Hazari, Zahra; Potvin, Geoff; Kramer, Laird – Science Education, 2022
The power of knowledgeable peers (in this case undergraduate learning assistants [LAs]) to scaffold learning in ways that can positively influence both cognitive and affective outcomes in science, technology, engineering, and mathematics (STEM), is explored in this study. In terms of the cognitive perspective, we use a metacognitive awareness (MA)…
Descriptors: STEM Education, Metacognition, Undergraduate Students, Outcomes of Education
Martins, Marina; Macagno, Fabrizio – Science Education, 2022
Most of the tools developed in the area of "Science Education" aimed at analyzing either the product or the process of argumentation do not consider the following: (1) arguments are a part of dialogues; (2) dialogues present different objectives; (3) dialogues start from different assumptions; and (4) dialogues shape the roles and moves…
Descriptors: Science Education, High School Students, Chemistry, Persuasive Discourse
Klopfer, Leo E.; Aikenhead, Glen S. – Science Education, 2022
This article offers a retrospective synopsis of 70 years of development of a humanistic approach to science education. Instruction using the history of science, for example, provides a rich context for students to learn not only canonical science content on a need-to-know basis, but also content from the other domains of humanistic science…
Descriptors: Humanistic Education, Science Education, Educational History, Science History
Lanouette, Kathryn – Science Education, 2022
In science education, there has been a sustained focus on supporting the emergence of science practices in K-12 and field-based settings. Recent work has elevated the integral role of emotion in sparking and sustaining such disciplinary practices, deepening the field's understanding of what is entailed in "doing" science. Yet even as we…
Descriptors: Science Education, Elementary School Science, Elementary School Students, Ecology