Science Education

Article	Citations
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“On Mars, we will speak Arabic”: Negotiating identity in upper secondary physics in Denmark	53
Why are some students “not into” computational thinking activities embedded within high school science units? Key takeaways from a microethnographic discourse analysis study	40
Issue Information	33
Teachers' ability to diagnose and deal with alternative student conceptions of evolution	33
Developing Science Classroom Expectations That Encourage Risk‐Taking for Learning Science Together	33
“We actually made something and solved a problem”: Exploring relationships between middle school engineering culture and girls' engineering experiences	33
The Importance of Science Education, Scientific Knowledge, and Evaluation Strategies for the Successful Detection of COVID‐19 Misinformation	33
Utilizing theory to elucidate the work of creating equity for transformation within the science classroom	28
Transformative Climate and Environmental Education for a Just Future	28
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Complex pathways within nested systems: Exploring approaches to centering equity in peer review	25
A Study of Teacher Sensemaking About Productive Student Talk in Science Classrooms	23
Troubleshooting as an Inquiry Activity: Recognizing and Supporting the Mangle in the Classroom	22
Why most definitions of modeling competence in science education fall short: Analyzing the relevance of volition for modeling	21
School Science: An Approach to Rethinking What Students Learn and How They Might be Better Engaged	21
Issue Information	20
Cultivating Inner Witnesses Attuned to the Emotional Experiences of Students of Color in Science	20
Humanistic science education: Updating our collective consciousness and offering fresh consideration	20
The characteristics of diagrams in scientific explanations: Multimodal integration of written and visual modes of representation in junior high school textbooks	19
Diversifying computer science: An examination of the potential influences of women‐in‐computing groups	19
The Emotional Valence of Hyperrationality in STEM Learning: Reinscriptions and Contestations of Coloniality	18
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Student reasonings and cognitive biases in climate change predictions	17
The Uses of Hopelessness: A Response to Røkenes and Jornet	17

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Arguing about argument and evidence: Disagreements and ambiguities in science education research and practice	15
A comparison of elementary teachers' verbal supports for students in inclusive and general classroom contexts during an NGSS‐aligned science, engineering, and computer science unit	15
Teacher positioning within the figured world(s) of urban school science	15
Using the Lenses of Organizational Culture and Climate for Research on Science Teacher Professional Learning	15
vAIR—An epistemic model of socioscientific reasoning emerging from citizens engaged in a locally situated SSI	14
Young children co‐constructing science: The importance of their families and cultural communities	13
Issue Information	13
Using youths’ personal DNA data in science camps: Fostering genetics learning and socio‐emotional attitudes toward science with design‐based research	13
Navigating Lesbian, Gay, Bisexual, Transgender, and Queer Teacher Identities in Science Classrooms: A Comparative Case Study	13
Issue Information	12
Naturalizing the Nature of Science: A response to and acknowledgement of Klopfer & Aikenhead	12
Science class as clinic: Why histories of segregated instruction matter for health equity reforms today	12
Secondary school students' responses to epistemic uncertainty during an ecological citizen science inquiry	11
“Moving Beyond Research to Abolish and Replace Harmful Systems: A Response to Zhang and Kuo”	11
Commentary—misconceiving merit: Paradoxes of excellence and devotion in academic science and engineering	11
Leveraging purposes and values to motivate and negotiate reform	11
Nigerian teachers' self‐reported climate science literacy and expressed training needs on climate change concepts: Prospects of job‐embedded situative professional development	11
Organizational sensemaking during curriculum implementation: The dilemma of agency, role of collaboration, and importance of discipline‐specific leadership	11
Virtuality, Solidarity and Possibility: A Response to Paré	11
Advancing a Comprehensive Equity Centered Theory of STEM Doctoral Persistence: A Small‐Scale Qualitative Exploration of Critical Capital Theory	11
Issue Information	10
Teacher strategies to support student navigation of uncertainty: Considering the dynamic nature of scientific uncertainty throughout phases of sensemaking	10
Teacher professional development programs integrating science and language with multilingual learners: A conceptual framework	10
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Making in‐the‐moment learning visible: A framework to identify and compare various ways of learning through continuity and discourse change	10
Humanistic school science: Research, policy, politics and classrooms	9
“That's Just Gonna Make Them Upset”: Youth Authoring Emerging Epistemic Ideals Through Rightful Presence	9
Equity‐centered science education: The origin story of this special issue	9
Physics curriculum in upper secondary schools: What leading physicists want	9
Navigating the complexities of student understanding: Exploring the coherency of students' conceptions about the greenhouse effect	9
Issue Information	9
A Review of Research on Engineering in K‐12 Science Education	9
Cultivating Confidence: The Potential of Science Museum Visits in Boosting Science Self‐Efficacy and Expanding Perceptions of Science in Emerging Adult Learners	9
Spatiotemporal relationships in science lessons: Building learning opportunities over time	8
Right but wrong: How students' mechanistic reasoning and conceptual understandings shift when designing agent‐based models using data	8
Meaningful participation of schools in scientific research through contributory citizen science projects	8
The Quality of Interactions in the Home Science Environment and Associations With Children's Science Learning	8
Elements of Social Capital and Counterspace Processes Contribute to Undergraduate STEM Student Development of a Sense of Belonging	8
The Relationship Between Black Girls' Perceptions of Their STEM Teachers and Their STEM Identity	8
What drives the public's use of data? The mediating role of trust in science and data literacy in functional scientific reasoning concerning COVID‐19	8
Incorporating equity, diversity, and inclusion in science: Lessons learned from an undergraduate seminar	8
“It's Just a Hot Mess”: Supporting Teacher Praxis to Challenge Barriers for Multilingual Learners	8
Learning by doing: A multi‐level analysis of the impact of citizen science education	7
Students' credibility criteria for evaluating scientific information: The case of climate change on social media	7
Rolling balls or trapping ions? How students relate models to real‐world phenomena in the physics laboratory	7
Children's exposure to STEM instruction in preschool and how they respond to it	7
Attending to Hyperrationality as Unraveling Coloniality in Science Education: A Response to Davis and Philip	7
“It Looks as if They Threw the Entire Periodic Table Into the River”: A Decolonial Perspective for Chemistry Education in the Context of Environmental Injustices	7
Exploring how museums can support science teacher leaders as boundary spanners	7

Establishing a Model for Serious Science Game Design for Elementary Learners: A Longitudinal, Mixed Methods Study of Serious Game Design Mechanics That Facilitate Science Learning	7
What is the Point of Empathy? A Call for Critical Empathy in Noticing Emotions for Equity in Response to Patterson Williams and Sheth	7
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Negotiating mentoring relationships and support for Black and Brown early‐career faculty	7
Leveraging portfolios in professional development for middle school science teachers' assessment and data‐use practice	6
The Landscape of Research on Contextualized Science Learning: A Bibliometric Network Review	6
Science education with multilingual learners: Equity as access and equity as transformation	6
Advising in science education: Critiquing where we have been, moving toward an equitable and holistic advising approach	6
A review of Mark Windschitl's Teaching Climate Change	6
Reconceptualizing Out‐of‐Field Teachers' Professional Development and Classroom Implementation: A Boundary Crossing Approach	6
Recontextualization in Multilingual Science Teacher Professional Learning	6
Within the walls of the classroom: How science teachers' instruction can develop students' sociopolitical consciousness	6
A critical race theory analysis of STEM schools in an urban school district	6
A Call to Reimagine Science Formative Assessment Systems Through Translanguaging	6
“Everyone's Struggling:” Coping With Institutionalized Hierarchies of Competence Through Emotional Resonance	6
Positive or negative? The effects of scientific inquiry on science achievement via attitudes toward science	6
Learning to Attune and Revise: A Response to Silvis, Clarke‐Midura, Lee, and Shumway	6
Review of the double bind in physics education	6
Uncovering Emotion in Youth Digital Civic Participation Around Climate Change: Entanglements of Fear, Despair, and Anger in Civic Practice	6
Reorienting Toward LGBTQ+ Belonging in Science, Technology, Engineering, and Mathematics by Feeling and Thinking With a Queer and Nonbinary Person in Virtual Reality	6
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Middle School Students' Application of Science Learning From Physical Versus Virtual Labs to New Contexts	5
Development of an Observation Protocol for Teachers' Culturally and Linguistically Responsive Science Instruction	5
Elder Black Women Science Teachers (Re)member: An Examination of Science Identity Formation for Curious Young Black Girls	5
Contesting the boundaries of physics teaching: What it takes to transform physics education toward justice‐centered ends	5
Social participation in science museums: A concept under construction	5
Exploring factors that impact physical science doctoral student role identities through a multiple case study approach	5
Critical Imagination for Transformative Agency: Pedagogies for Science Teacher Education	5
Editors’ Note	5
Issue Information	5
“Students Really Benefited From That Hybridization”: Facilitated Sensemaking in a No‐Excuses Charter Network	5
Affective Contradictions and Narratives of Change: A Critical, Cultural‐Historical Approach to Hope and Action in Education for Sustainability	5
Affective Politics of Belonging to STEM: Some Conceptual and Methodological Considerations	5
What Happens When Early Childhood Science Teachers Value Student Authorship?	5
Threshold Concepts and Concept Networks in Evolution Education: An Experimental Intervention Study	5
Issue Information	5
Characteristics of book talks aboutNature of Science	5
Why do teachers vary in their instructional change during science PD? The role of noticing students in an iterative change process	4
Feeling a Goodness of Fit: Children Establishing Corporeal Comfort in STEM Learning	4
Theorizing science‐civic practices: Youth adaptation and remixing of scientific numeracies within digital civic media	4
How preservice and in‐service elementary teachers engage student avatars in scientific argumentation within a simulated classroom environment	4
Place‐based learning processes in a family science workshop: Discussion prompts supporting families sensemaking and rural science connections using a community water model	4
Praxis crisis and the trouble with science teacher education for emergent bilingual learners	4
Representations of science content in a primary classroom: Combining long and short timescales for multimodal analysis	4
Sense‐Making Phenomena‐Based Planning: Development of Professional Vision on Ambitious Science Teaching	4
Science Teachers' Management of Conflicting Institutional Logics: Placing Emotions Front and Center	4
Mentoring science educators for equity‐centered futures	4
Issue Information	4
“Adapting for a Local Space Can be Tricky”: Designing Units for Teachers to Localize Through Phenomenon Adaptation	4
Development of a questionnaire on teachers' beliefs, preparedness, and instructional practices for teaching NGSS science with multilingual learners	4
“Trotula” is not an example of the Matilda effect: On correcting scholarly myths and engaging with professional history: A response to Malecki et al. 2024	4
Four years of collaboration in a professional learning community: Shifting toward supporting students' epistemic practices	4
Structures of becoming: The who, what, and how of holistic science advising	4
Embracing Pedagogies of Joy With Joy: A Response to Scipio, Greenberg, Keifert, and Lee	4
Revisiting the Teacher‐Curriculum Relationship: Planning and Enacting Storyline Science Curriculum to be Coherent From the Student Perspective	4
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Middle‐ and secondary‐school students' STEM career interest and its relationship to gender, grades, and family size in Kazakhstan	4
Justice‐centered community–university partnering: Core tenets of partnering for justice epistemology	4
Family conversations about species change as support for children's developing understandings of evolution	4
Scientific argumentation and responsive teaching: Using dialog to teach science in three middle‐school classrooms	4
Mentoring across differences in science education: Applying a brokering framework	3
Issue Information	3
Viewing science teacher learning and curriculum enactment through the lens of theory of practice architectures	3
A review of John Rudolph's Why We Teach Science (And Why We Should)  By John L. Rudolph, UK: Oxford University Press.2023. 224 pages. (Hardcover). ISBN: 978‐0192867193	3
Fostering Scientist Identity Development and Compatibility in an Undergraduate Research Experience Program	3
Ideology in the mirror: A loving (self) critique of our equity and social justice efforts in STEM education	3
Elementary preservice teachers' responsiveness while eliciting students' initial arguments and encouraging critique in online simulated argumentation discussions	3
Trusting the social value of diverse scientific enterprises: Matching a patchwork of challenges to a mosaic of responses	3
The reification of identity narratives in teacher–student discourse during an inquiry project	3
The impact of home resources, students' attitudes toward learning, and instructional strategies on science achievement	3
Racially diverse educational pathways and STEM college outcomes: A quantitative analysis of students in North Carolina	3
Inquiry‐Based Science Instruction for Students With Disabilities: A Systematic and Meta‐Analytic Review	3
Humanistic science education: The history of science and other relevant contexts	3
From the Politics of Affect to the Politics of Being Affected By/With Others: A Commentary on the Special Issue	3
Teacher‐perceived science inquiry‐based instructional practice on student achievement and motivational beliefs in classroom contexts	3
Learning progressions as a simplified model: Examining teachers' reported uses to inform classroom assessment practices	3
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The relationship of sense of school belonging to physics attitude among high school students in advanced physics courses	3
How science teachers deal with STEM education: An explorative study from the lens of curriculum ideology	3
The student hat in professional development: Building epistemic empathy to support teacher learning	3

The cognitive and affective roles of learning assistants in science, technology, engineering, and mathematics college classrooms: An exploration of classroom experiences and students' metacognitive aw	3
Learning to Support Students to Reason Through Talk: How Pedagogically (Dis)Content Teaching Assistants Use a Curriculum Guide Integrated With Professional Development	3
An analytical instrument for coding and assessing argumentative dialogues in science teaching contexts	3
Who's who: How “women of color” are (or are not) represented in STEM education research	3
A review of science teaching approaches for equity focusing on race, class, and religion from the perspectives of Freire's and Arendt's theories of education	3
Using Latent Profile Analysis to Unpack the Relationship Between Science Identity and STEM Career Intention Among High School Students	3
Developing an instrument to examine students' analogical modeling competence: An example of electricity	3
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Multilingual learners’ exposure to science and language inputs in elementary school: ¿Qué sabemos?	3
Opportunity Gap at the Intersection of Language, Disability, and Science	3
Measuring epistemic knowledge development related to scientific experimentation practice: A construct modeling approach	3
Issue Information	3
Impact of Teachers With Research Experiences: Student Gains in STEM Career Awareness, Perception of Value of STEM Learning, and Persistence in STEM Course Tasks	2
Connected epistemic practices in laboratory‐based engineering design projects for large‐course instruction	2
Emotional Configurations of White Shame and White Ambivalence for White Interns in a Secondary Science Teaching Program	2
The ideal versus the real: Mismatches in reading instruction for emergent bilinguals in secondary science classrooms	2
Elevating Configurations of Data and Emotion: Dynamics of Coproduction, Collaboration and Competition	2
Contextual resources supporting the co‐evolution of teachers' collective inquiry and classroom practice after the grant ended	2
Exploring middle school students' interests in computationally intensive science careers: The CISCI instrument validation and intervention	2
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Getting to a good place with science instruction: Rethinking an appropriate conception of teaching science	2
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The reverse Matilda effect: Gender bias and the impact of highlighting the contributions of women to a STEM field on its perceived attractiveness	2
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Pedagogies of Joy;) A Leap to Joy‐Centered Critical Design	2
Issue Information	2
Science and Heritage Language Integrated Learning (SHLIL): Evidence of the effectiveness of an innovative science outreach program for migrant students	2
Learning and Distributed Expertise in Community‐Based Science	2
Does Size Matter? Impact of Handling Diagrams Presenting Different Amounts of Data on Students' Arguments in Educational Lab Settings	2
Cultivating culturally sustaining integrated science, technology, engineering, and mathematics classrooms: A narrative inquiry case study of a science teacher	2
A longitudinal investigation of changing conceptions about teaching science and pedagogical implications of student diversity	2
Theoretical perspectives for developing antiracist teaching dispositions and practices in preservice teacher education	2
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Bridging Student Funds of Knowledge With Science Discourse: An Examination of the Organizational Context That Shaped Teachers' Sense of Agency for Instructional Change	2
Dreaming of disability‐as‐possibility as a humanistic STEM education futurity	2
Inclusive Dialog With Local Communities: Practices Among Professionals and the Battle for Equity and Public Engagement in Science Museums and Science Centers	2
District Science Coordinators' Conceptions of and Levers for Advancing Equity Agendas at the Elementary Level	2
A Longitudinal Phenomenological Case Study of Undergraduate Science Majors' Motivation to Mentor Youth in Science, Technology, Engineering, and Mathematics Research	2
Teachers' Customizations of Storyline Science Curriculum: Adapting for Their Students and Instructional Contexts	2
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(Re)Considering the Genre Function in Mathematics and Science Education Through Racialized Affective Hierarchies: A Response to Kirchgasler	2
Examining preservice science teachers' implementation of language‐ and literacy‐integrated science through a cultural historical activity theory lens	2
Issue Information	2
A Review of Antar A. Tichavakunda's, Black Campus Life: The world Black Students Make at a Historically White Institution SUNY Press	2
Under pressure: How do science teachers use capital to achieve agency during turbulent times?	2
Motivation to learn science, emotions in science classes, and engagement towards science studies in Chilean and Spanish compulsory secondary education students	2
Science education in an age of misinformation	2
Issue Information	2
“I think of it that way and it helps me understand”: Anthropomorphism in elementary students' mechanistic stories	2
Course‐Based Teacher Professional Communities (With District and Union Support) at the Center of Three‐Dimensional Science Teaching	2
Beginning with the end in mind: Meaningful and intentional endings to equitable partnerships in science education	2
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