Science Education

Article	Citations
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“On Mars, we will speak Arabic”: Negotiating identity in upper secondary physics in Denmark	57
Issue Information	45
The Importance of Science Education, Scientific Knowledge, and Evaluation Strategies for the Successful Detection of COVID‐19 Misinformation	39
Why are some students “not into” computational thinking activities embedded within high school science units? Key takeaways from a microethnographic discourse analysis study	38
Developing Science Classroom Expectations That Encourage Risk‐Taking for Learning Science Together	38
Transformative Climate and Environmental Education for a Just Future	35
“We actually made something and solved a problem”: Exploring relationships between middle school engineering culture and girls' engineering experiences	34
Students’ Experiences of Teachers’ Ways of Unpacking Visual Representations in the Context of Intermolecular Forces	29
School Science: An Approach to Rethinking What Students Learn and How They Might be Better Engaged	28
Centering Care in Transformative Climate Change Education: A Theoretical Framework for Communal Learning Ecosystems	23
Engaging the Complexities of Energy Transitions: Sociotechnical and Dualistic Insights From Crossdisciplinary Undergraduates	23
Troubleshooting as an Inquiry Activity: Recognizing and Supporting the Mangle in the Classroom	21
Cultivating Inner Witnesses Attuned to the Emotional Experiences of Students of Color in Science	20
A Study of Teacher Sensemaking About Productive Student Talk in Science Classrooms	20
Why most definitions of modeling competence in science education fall short: Analyzing the relevance of volition for modeling	19
Issue Information	19
The Uses of Hopelessness: A Response to Røkenes and Jornet	18
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Student reasonings and cognitive biases in climate change predictions	18
The Emotional Valence of Hyperrationality in STEM Learning: Reinscriptions and Contestations of Coloniality	17
The characteristics of diagrams in scientific explanations: Multimodal integration of written and visual modes of representation in junior high school textbooks	16
Diversifying computer science: An examination of the potential influences of women‐in‐computing groups	16
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Teacher positioning within the figured world(s) of urban school science	15

Embracing a Terra Plena Ethos in Urban Science Education	14
Using the Lenses of Organizational Culture and Climate for Research on Science Teacher Professional Learning	14
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	14
Young children co‐constructing science: The importance of their families and cultural communities	14
vAIR—An epistemic model of socioscientific reasoning emerging from citizens engaged in a locally situated SSI	14
Navigating Lesbian, Gay, Bisexual, Transgender, and Queer Teacher Identities in Science Classrooms: A Comparative Case Study	13
Teacher professional development programs integrating science and language with multilingual learners: A conceptual framework	13
Virtuality, Solidarity and Possibility: A Response to Paré	13
Making in‐the‐moment learning visible: A framework to identify and compare various ways of learning through continuity and discourse change	13
Science class as clinic: Why histories of segregated instruction matter for health equity reforms today	13
Leveraging purposes and values to motivate and negotiate reform	13
“Moving Beyond Research to Abolish and Replace Harmful Systems: A Response to Zhang and Kuo”	13
Issue Information	13
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Secondary school students' responses to epistemic uncertainty during an ecological citizen science inquiry	12
Commentary—misconceiving merit: Paradoxes of excellence and devotion in academic science and engineering	12
Teacher strategies to support student navigation of uncertainty: Considering the dynamic nature of scientific uncertainty throughout phases of sensemaking	12
Nigerian teachers' self‐reported climate science literacy and expressed training needs on climate change concepts: Prospects of job‐embedded situative professional development	12
Organizational sensemaking during curriculum implementation: The dilemma of agency, role of collaboration, and importance of discipline‐specific leadership	12
Advancing a Comprehensive Equity Centered Theory of STEM Doctoral Persistence: A Small‐Scale Qualitative Exploration of Critical Capital Theory	12
Equity‐centered science education: The origin story of this special issue	11
Physics curriculum in upper secondary schools: What leading physicists want	11
Navigating the complexities of student understanding: Exploring the coherency of students' conceptions about the greenhouse effect	10
From Inquiry‐Based Science Teaching to Science Career Aspirations: Unequal Motivational Pathways in Western China	10
Issue Information	10
“That's Just Gonna Make Them Upset”: Youth Authoring Emerging Epistemic Ideals Through Rightful Presence	10
Epistemic Objects and Tools on the School Grounds: Addressing Plant Blindness and Knowledge Construction	10
A Review of Research on Engineering in K‐12 Science Education	10
Cultivating Confidence: The Potential of Science Museum Visits in Boosting Science Self‐Efficacy and Expanding Perceptions of Science in Emerging Adult Learners	10
Incorporating equity, diversity, and inclusion in science: Lessons learned from an undergraduate seminar	9
The Quality of Interactions in the Home Science Environment and Associations With Children's Science Learning	9
Students' credibility criteria for evaluating scientific information: The case of climate change on social media	9
Right but wrong: How students' mechanistic reasoning and conceptual understandings shift when designing agent‐based models using data	9
Learning by doing: A multi‐level analysis of the impact of citizen science education	9
Meaningful participation of schools in scientific research through contributory citizen science projects	9
What is the Point of Empathy? A Call for Critical Empathy in Noticing Emotions for Equity in Response to Patterson Williams and Sheth	9
Spatiotemporal relationships in science lessons: Building learning opportunities over time	9
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	9
Attending to Hyperrationality as Unraveling Coloniality in Science Education: A Response to Davis and Philip	9
Humanistic school science: Research, policy, politics and classrooms	8
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“It's Just a Hot Mess”: Supporting Teacher Praxis to Challenge Barriers for Multilingual Learners	8
Elements of Social Capital and Counterspace Processes Contribute to Undergraduate STEM Student Development of a Sense of Belonging	8
Rolling balls or trapping ions? How students relate models to real‐world phenomena in the physics laboratory	8
Spilling T(ruths) as Queer Resistance: A Counterstorytelling of a Secondary Science Teacher	8
The Relationship Between Black Girls' Perceptions of Their STEM Teachers and Their STEM Identity	8
“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	8
Issue Information	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
Welcome Home: Positive Affective Cultural Experiences and the Proleptic Promise of Belonging in Informal STEM With Black Boys	7
“Everyone's Struggling:” Coping With Institutionalized Hierarchies of Competence Through Emotional Resonance	7
Children's exposure to STEM instruction in preschool and how they respond to it	7
Negotiating mentoring relationships and support for Black and Brown early‐career faculty	7
Review of the double bind in physics education	7
Reorienting Toward LGBTQ+ Belonging in Science, Technology, Engineering, and Mathematics by Feeling and Thinking With a Queer and Nonbinary Person in Virtual Reality	7
Learning to Attune and Revise: A Response to Silvis, Clarke‐Midura, Lee, and Shumway	7
Inviting Conversations in Discipline‐Based Science Education	7
Science education with multilingual learners: Equity as access and equity as transformation	7
A critical race theory analysis of STEM schools in an urban school district	7
Uncovering Emotion in Youth Digital Civic Participation Around Climate Change: Entanglements of Fear, Despair, and Anger in Civic Practice	7
A Call to Reimagine Science Formative Assessment Systems Through Translanguaging	6
Reconceptualizing Out‐of‐Field Teachers' Professional Development and Classroom Implementation: A Boundary Crossing Approach	6
A review of Mark Windschitl's Teaching Climate Change	6
Recontextualization in Multilingual Science Teacher Professional Learning	6
Positive or negative? The effects of scientific inquiry on science achievement via attitudes toward science	6
Advising in science education: Critiquing where we have been, moving toward an equitable and holistic advising approach	6
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Affective Politics of Belonging to STEM: Some Conceptual and Methodological Considerations	6
The Landscape of Research on Contextualized Science Learning: A Bibliometric Network Review	6
Middle School Students' Application of Science Learning From Physical Versus Virtual Labs to New Contexts	6
Exploring factors that impact physical science doctoral student role identities through a multiple case study approach	6
Development of an Observation Protocol for Teachers' Culturally and Linguistically Responsive Science Instruction	6
Welcome to the Jungle: An Examination of the Making of Science Standards	5
Elder Black Women Science Teachers (Re)member: An Examination of Science Identity Formation for Curious Young Black Girls	5
Characteristics of book talks aboutNature of Science	5
What Happens When Early Childhood Science Teachers Value Student Authorship?	5
Students' Emotional Responses to Mistakes: An Ecological Momentary Assessment Study in University Chemistry Laboratory	5
Issue Information	5
Expanding Possibilities for the Use of Writing Genres in Early Elementary Science: Investigating First‐Graders’ Multimodal Sequential Explanations	5
Contesting the boundaries of physics teaching: What it takes to transform physics education toward justice‐centered ends	5
Editors’ Note	5
Adaptive, but Equitable? Exploring the Impact of Machine Learning‐Based Adaptive Support on Educational Debts in Undergraduate Chemistry	5
Critical Imagination for Transformative Agency: Pedagogies for Science Teacher Education	5
Threshold Concepts and Concept Networks in Evolution Education: An Experimental Intervention Study	5
“Students Really Benefited From That Hybridization”: Facilitated Sensemaking in a No‐Excuses Charter Network	5
Social participation in science museums: A concept under construction	5
Affective Contradictions and Narratives of Change: A Critical, Cultural‐Historical Approach to Hope and Action in Education for Sustainability	5
Proposing a Framework to Center Justice in Ambitious Science Teaching	5
Feeling a Goodness of Fit: Children Establishing Corporeal Comfort in STEM Learning	4
Justice‐centered community–university partnering: Core tenets of partnering for justice epistemology	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
A Realist Approach to Science Education: Based on Michael Polanyi's Scientific Realism	4
Science Teachers' Management of Conflicting Institutional Logics: Placing Emotions Front and Center	4
The student hat in professional development: Building epistemic empathy to support teacher learning	4
On Epistemic Injustices: A Call to Overcome the Dominance of English in International Science Education Research	4
The reification of identity narratives in teacher–student discourse during an inquiry project	4
Charged Bodies in Science Education: A Posthumanist Theorizing of the Affective Dimensions of Science Learning and Disciplinary Spaces	4
Development of a questionnaire on teachers' beliefs, preparedness, and instructional practices for teaching NGSS science with multilingual learners	4
Embracing Pedagogies of Joy With Joy: A Response to Scipio, Greenberg, Keifert, and Lee	4
Theorizing science‐civic practices: Youth adaptation and remixing of scientific numeracies within digital civic media	4
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Learning Trajectories for Constructing Mechanistic Explanations and the Role Played by Epistemic Knowledge	4
Representations of science content in a primary classroom: Combining long and short timescales for multimodal analysis	4
Measuring epistemic knowledge development related to scientific experimentation practice: A construct modeling approach	4
Scientific argumentation and responsive teaching: Using dialog to teach science in three middle‐school classrooms	4
Mentoring science educators for equity‐centered futures	4
Praxis crisis and the trouble with science teacher education for emergent bilingual learners	4
Family conversations about species change as support for children's developing understandings of evolution	4
“Adapting for a Local Space Can be Tricky”: Designing Units for Teachers to Localize Through Phenomenon Adaptation	4
Middle‐ and secondary‐school students' STEM career interest and its relationship to gender, grades, and family size in Kazakhstan	4
Racially diverse educational pathways and STEM college outcomes: A quantitative analysis of students in North Carolina	4
Science Teachers' Attitudes, Beliefs, and Enactment of Practices Through Professional Development for Gender and Sexual Diversity‐Inclusive Science Teaching	4
Why do teachers vary in their instructional change during science PD? The role of noticing students in an iterative change process	4
Sense‐Making Phenomena‐Based Planning: Development of Professional Vision on Ambitious Science Teaching	4
Revisiting the Teacher‐Curriculum Relationship: Planning and Enacting Storyline Science Curriculum to be Coherent From the Student Perspective	4
Issue Information	4
“Taking Off the Rose‐Colored Glasses”: How Justice‐Centered Science Curricula Engages Prehealth Undergraduates' in Critical Consciousness	3
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Opportunity Gap at the Intersection of Language, Disability, and Science	3
Trusting the social value of diverse scientific enterprises: Matching a patchwork of challenges to a mosaic of responses	3
Issue Information	3
Viewing science teacher learning and curriculum enactment through the lens of theory of practice architectures	3
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Pedagogies of Joy;) A Leap to Joy‐Centered Critical Design	3
Using Latent Profile Analysis to Unpack the Relationship Between Science Identity and STEM Career Intention Among High School Students	3
Teacher‐perceived science inquiry‐based instructional practice on student achievement and motivational beliefs in classroom contexts	3
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The impact of home resources, students' attitudes toward learning, and instructional strategies on science achievement	3
Elementary preservice teachers' responsiveness while eliciting students' initial arguments and encouraging critique in online simulated argumentation discussions	3
Multilingual learners’ exposure to science and language inputs in elementary school: ¿Qué sabemos?	3
Exam Preview Methods Are Associated With Improvements for the Experiences and Learning of College Science Students	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
Inquiry‐Based Science Instruction for Students With Disabilities: A Systematic and Meta‐Analytic Review	3
Teachers' Customizations of Storyline Science Curriculum: Adapting for Their Students and Instructional Contexts	3
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Fostering Scientist Identity Development and Compatibility in an Undergraduate Research Experience Program	3
From the Politics of Affect to the Politics of Being Affected By/With Others: A Commentary on the Special Issue	3
Integrating Sustainability Through Socio‐Scientific Issues in Chile: Towards a Decolonial Chemistry Education	3
Developing an instrument to examine students' analogical modeling competence: An example of electricity	3
How science teachers deal with STEM education: An explorative study from the lens of curriculum ideology	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
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Beginning with the end in mind: Meaningful and intentional endings to equitable partnerships in science education	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	3
A Longitudinal Phenomenological Case Study of Undergraduate Science Majors' Motivation to Mentor Youth in Science, Technology, Engineering, and Mathematics Research	3
Issue Information	3
Learning to Support Students to Reason Through Talk: How Pedagogically (Dis)Content Teaching Assistants Use a Curriculum Guide Integrated With Professional Development	3
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A Critical Examination of Tensions During Collaborations in STEM Inquiry	2
The reverse Matilda effect: Gender bias and the impact of highlighting the contributions of women to a STEM field on its perceived attractiveness	2
Issue Information	2
District Science Coordinators' Conceptions of and Levers for Advancing Equity Agendas at the Elementary Level	2
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Issue Information	2
Emotional Configurations of White Shame and White Ambivalence for White Interns in a Secondary Science Teaching Program	2
Getting to a good place with science instruction: Rethinking an appropriate conception of teaching science	2
“I think of it that way and it helps me understand”: Anthropomorphism in elementary students' mechanistic stories	2
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Dreaming of disability‐as‐possibility as a humanistic STEM education futurity	2
Science Educators and Researchers Must Uphold the Human Rights of Trans, Nonbinary, and Intersex Persons	2
Under pressure: How do science teachers use capital to achieve agency during turbulent times?	2
Elevating Configurations of Data and Emotion: Dynamics of Coproduction, Collaboration and Competition	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
Inclusive Dialog With Local Communities: Practices Among Professionals and the Battle for Equity and Public Engagement in Science Museums and Science Centers	2
Course‐Based Teacher Professional Communities (With District and Union Support) at the Center of Three‐Dimensional Science Teaching	2
Science education in an age of misinformation	2
Examining preservice science teachers' implementation of language‐ and literacy‐integrated science through a cultural historical activity theory lens	2
Learning and Distributed Expertise in Community‐Based Science	2
Theoretical perspectives for developing antiracist teaching dispositions and practices in preservice teacher education	2
Science and Heritage Language Integrated Learning (SHLIL): Evidence of the effectiveness of an innovative science outreach program for migrant students	2