Science Education

Article	Citations
The trouble with STEAM and why we use it anyway	75
Scientific modeling and translanguaging: A multilingual and multimodal approach to support science learning and engagement	43
Impact of place‐based socioscientific issues instruction on students' contextualization of socioscientific orientations	41
Recognition and operationalization of Future‐Scaffolding Skills: Results from an empirical study of a teaching–learning module on climate change and futures thinking	40
How has Science Education changed over the last 100 years? An analysis using natural language processing	34
Can AI be racist? Color‐evasiveness in the application of machine learning to science assessments	32
“You could like science and not be a science person”: Black girls' negotiation of space and identity in science	30
Examining the effect of early STEM experiences as a form of STEM capital and identity capital on STEM identity: A gender study	27
Facilitating marginalized youths' identification with STEM through everyday science talk: The critical role of parental caregivers	27
Redesign or relabel? How a commercial curriculum and its implementation oversimplify key features of the NGSS	24
Disruptive moments as opportunities towards justice‐oriented pedagogical practice in Informal Science Learning	23
“If We Don't Have Diversity, There's No Future to See”: High‐school students' perceptions of race and gender representation in STEM	23
The potential of “civic science education”: Theory, research, practice, and uncertainties	22
Pathways of interest and participation: How STEM‐interested youth navigate a learning ecosystem	21
Science education in an age of misinformation	21
Ten competencies for the science misinformation crisis	20
Equity and justice in science education: Toward a pluriverse of multiple identities and onto‐epistemologies	18
Measuring epistemologies in science learning and teaching: A systematic review of the literature	18
Epistemic agency for costructuring expansive knowledge‐building practices	18
Characterizing pedagogical decision points in sense‐making conversations motivated by scientific uncertainty	18
Toward socially just science teaching through professional development: The science teacher identity development and agency of two elementary Teachers of Color	17
An investigation of elementary teachers' pedagogical content knowledge for socioscientific argumentation: The effect of a learning and teaching experience	17
Teachers' ability to diagnose and deal with alternative student conceptions of evolution	17
“The Awe is In the Process”: The nature and impact of professional scientists' experiences of awe	17
Intergroup dialogue: A justice‐centered pedagogy to address gender inequity in STEM	17

Determinants of Black families’ access to a community‐based STEM program: A latent class analysis	16
Plan‐Draw‐Evaluate (PDE) pattern in students' collaborative drawing: Interaction between visual and verbal modes of representation	16
Emotion, place, and practice: Exploring the interplay in children's engagement in ecologists' sampling practices	16
Are students in Italy really disinterested in science? A person‐centered approach using the PISA 2015 data	15
Who's who: How “women of color” are (or are not) represented in STEM education research	15
Science faculty conceptions of equity and their association to teaching practices	14
Broadening a nature of science conceptualization: Using school biology textbooks to differentiate the family resemblance approach	14
The role of collective sensemaking and science curriculum development within a research–practice partnership	13
A closer look at US schools: What characteristics are associated with scientific literacy? A multivariate multilevel analysis using PISA 2015	13
Industry, science education, and teacher agency: A discourse analysis of teachers' evaluations of industry‐produced teaching resources	13
Rubbing elbows with them: Building capacity in STEM through science and engineering fairs	12
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	12
Analysis of prospective early childhood education teachers' proposals of nature field trips: An educational experience to bring nature close during this stage	12
Humanistic science education: The history of science and other relevant contexts	12
Science education with multilingual learners: Equity as access and equity as transformation	12
Preservice science teachers' sociopolitical consciousness: Analyzing descriptions of culturally relevant science teaching and students	12
Students' mechanistic reasoning in practice: Enabling functions of drawing, gestures and talk	12
Ideology in the mirror: A loving (self) critique of our equity and social justice efforts in STEM education	11
Qualitatively different ways of unpacking visual representations when teaching intermolecular forces in upper secondary school	11
The role of interest in climate change instruction	11
Changing the gendered status quo in engineering? The encouraging and discouraging experiences of young women with engineering aspirations	11
Utilizing theory to elucidate the work of creating equity for transformation within the science classroom	11
Undergraduate biology students' model‐based reasoning in the laboratory: Exploring the role of drawings, talk, and gestures	10
Advancing multimedia learning for science: Comparing the effect of virtual versus physical models on student learning about stereochemistry	10
Leveraging curricular and students' resources to instigate and sustain problematizing	10
Science practice‐readiness: Novice elementary teachers' developing knowledge of science practices	10
Generating a framework for gender and sexual diversity‐inclusive STEM education	9
Multidimensional trajectories for understanding ecosystems	9
Negotiating mentoring relationships and support for Black and Brown early‐career faculty	9
Passive elementary student's constructed epistemic emotions and patterns of participation during small group scientific modeling	9
Middle‐ and secondary‐school students' STEM career interest and its relationship to gender, grades, and family size in Kazakhstan	8
Characterizing adaptive teaching expertise: Teacher profiles based on epistemic orientation and knowledge of epistemic tools	8
How conceptual blends support sensemaking: A case study from introductory physics	8
Moving past postcolonial hybrid spaces: How Buddhist monks make meaning of biology	8
Present in class yet absent in science: The individual and societal impact of inequitable science instruction and challenge to improve science instruction	8
Families' experiments and conversations at an open‐ended exhibit in a science museum: Individual characteristics and the influence of minimal guidance strategies	7
Promoting equity in the peer review process of journal publication	7
Dialog‐constraining institutional logics and their interactional manifestation in the science classroom	7
Scientific argumentation and responsive teaching: Using dialog to teach science in three middle‐school classrooms	7
The characteristics of diagrams in scientific explanations: Multimodal integration of written and visual modes of representation in junior high school textbooks	6
Family values, parent roles, and life challenges: Parent reflections on the factors shaping long‐term interest development for young children and their families participating in an early childhood eng	6
Telling the energy story: Design and results of a new curriculum for energy in upper elementary school	6
Development of the science teaching anxiety scale for preservice elementary teachers: A Rasch analysis	6
Engagement in high‐leverage science teaching practices among novice elementary teachers	6
Embodied interactions in a science museum	6
Learning to teach science during the clinical experience: Agency, opportunity, and struggle	5
Affordances of engineering with English learners	5
Connected epistemic practices in laboratory‐based engineering design projects for large‐course instruction	5
“Quite ironic that even I became a natural scientist”: Students' imagined identity trajectories in the Figured World of Higher Education Biology	5
Creativity in science: A dilemma for informal and formal education	5

Beginning school–university partnerships for transformative social change in science education: Narratives from the field	5
Assessing the quality of science teachers' lesson plans: Evaluation and application of a novel instrument	5
Theoretical perspectives for developing antiracist teaching dispositions and practices in preservice teacher education	5
Motivation for science learning as an antecedent of emotions and engagement in preservice elementary teachers	5
An analytical instrument for coding and assessing argumentative dialogues in science teaching contexts	5
Mentoring across differences in science education: Applying a brokering framework	5
Reframing formative assessment for emergent bilinguals: Linguistically responsive assessing in science classrooms	5
Embodied cognition through participatory simulation and mathematical description: Supporting mechanistic reasoning and explanation	5
Humanistic school science: Research, policy, politics and classrooms	5
Investigating the impact of eliciting and being responsive to students' initial ideas on productive disciplinary engagement across a unit	4
Secondary school students' responses to epistemic uncertainty during an ecological citizen science inquiry	4
Breadth and relevance of multivariable inquiry supports deep understanding of science practice	4
Science teachers’ and students’ metavisualization in scientific modeling	4
Periodicity and change: Talking about time inside the planetarium dome	4
A case study of science teachers' goal conflicts arising when integrating engineering into science classes	4
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	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
Informing research on generative artificial intelligence from a language and literacy perspective: A meta‐synthesis of studies in science education	4
Science class as clinic: Why histories of segregated instruction matter for health equity reforms today	4
Advising in science education: Critiquing where we have been, moving toward an equitable and holistic advising approach	4
Exploring middle school students' interests in computationally intensive science careers: The CISCI instrument validation and intervention	4
Emotional configurations in STEM classrooms: Braiding feelings, sensemaking, and practices in extended investigations	4
Exploring factors that impact physical science doctoral student role identities through a multiple case study approach	4
Epistemological messages in a modeling‐based elementary science classroom compared with a traditional classroom	4
Four years of collaboration in a professional learning community: Shifting toward supporting students' epistemic practices	4
Representations of science content in a primary classroom: Combining long and short timescales for multimodal analysis	4
Equity‐centered science education: The origin story of this special issue	3
Investigating scientific modeling practices in U.S. and German elementary science classrooms: A comparative, cross‐national video study	3
Rolling balls or trapping ions? How students relate models to real‐world phenomena in the physics laboratory	3
Justice‐centered community–university partnering: Core tenets of partnering for justice epistemology	3
Head start teachers act their way into new ways of thinking: Science and engineering practices in preschool classrooms	3
The effects of modeling‐based pedagogy on conceptual understanding, scientific reasoning skills, and attitudes towards science of English learners	3
Within the walls of the classroom: How science teachers' instruction can develop students' sociopolitical consciousness	3
STEM‐related outcomes for adolescents with differing perceptions of school racial climate: A latent class analysis	3
Talking through the “messy middle” of partnerships in science education	3
THEY ALWAYS PRETEND TO HAVE THE WHOLE TRUTH—How the epistemization of politics endangers democracy, and what this may have to do with scientism in school science	3
Learning progressions as a simplified model: Examining teachers' reported uses to inform classroom assessment practices	3
Examining preservice science teachers' implementation of language‐ and literacy‐integrated science through a cultural historical activity theory lens	3
“We actually made something and solved a problem”: Exploring relationships between middle school engineering culture and girls' engineering experiences	3
Getting to a good place with science instruction: Rethinking an appropriate conception of teaching science	3
Family conversations about species change as support for children's developing understandings of evolution	2
English language proficiency standards aligned with content standards: How the Next Generation Science Standards and WIDA 2020 reflect each other	2
Talk moves as pedagogical tools for eliciting and working with student ideas in an undergraduate general biology laboratory	2
Nigerian teachers' self‐reported climate science literacy and expressed training needs on climate change concepts: Prospects of job‐embedded situative professional development	2
A critical‐ecological approach to STEM P‐20+ advising	2
Arguing about argument and evidence: Disagreements and ambiguities in science education research and practice	2
Identifying the psychological processes used by male and female students when learning about science technology engineering and mathematics: A linguistic inquiry	2
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	2
Student reasonings and cognitive biases in climate change predictions	2
Teacher enactment of the crosscutting concepts in next generation science classrooms	2
Reviving the Orchard: Visions of reclaiming science education for Nicaragua	2
Incorporating equity, diversity, and inclusion in science: Lessons learned from an undergraduate seminar	2
“I think of it that way and it helps me understand”: Anthropomorphism in elementary students' mechanistic stories	2
Exploring racial equity in the science education journal review process	2
Naturalizing the Nature of Science: A response to and acknowledgement of Klopfer & Aikenhead	2
Do they have inquiry skill profiles? Exploring high school students' scientific inquiry in an animation‐based activity	2
vAIR—An epistemic model of socioscientific reasoning emerging from citizens engaged in a locally situated SSI	2
Is there room for science at aquariums? An analysis of family conversations and interactions during visits to AquaRio, Rio de Janeiro, Brazil	2
Interlocking models in classroom science	2
Leveraging portfolios in professional development for middle school science teachers' assessment and data‐use practice	2
The relationship of sense of school belonging to physics attitude among high school students in advanced physics courses	2
The reification of identity narratives in teacher–student discourse during an inquiry project	2
Praxis crisis and the trouble with science teacher education for emergent bilingual learners	2
Meaningful participation of schools in scientific research through contributory citizen science projects	2
Teacher professional development programs integrating science and language with multilingual learners: A conceptual framework	2
Leveraging purposes and values to motivate and negotiate reform	2
Young children co‐constructing science: The importance of their families and cultural communities	2
Using youths’ personal DNA data in science camps: Fostering genetics learning and socio‐emotional attitudes toward science with design‐based research	2
Understanding student use of epistemic criteria in engineering design contexts	2
Motivation to learn science, emotions in science classes, and engagement towards science studies in Chilean and Spanish compulsory secondary education students	2
Positive or negative? The effects of scientific inquiry on science achievement via attitudes toward science	2
Elementary preservice teachers' responsiveness while eliciting students' initial arguments and encouraging critique in online simulated argumentation discussions	2
Science Education is civics education	2
“Courageous self‐examination and radical STEM overhaul”: Fostering a racially just STEM education through Black, Brown, Bruised	1
Examining elementary science teachers' responses to assessments tasks designed to measure their content knowledge for teaching about matter and its interactions	1
Teacher‐perceived science inquiry‐based instructional practice on student achievement and motivational beliefs in classroom contexts	1
The impact of home resources, students' attitudes toward learning, and instructional strategies on science achievement	1
Trusting the social value of diverse scientific enterprises: Matching a patchwork of challenges to a mosaic of responses	1
Extending science instruction beyond the CER: Use of critical questions in the argumentation of middle school science students	1
Joining the campaign to center justice‐oriented theory and practice in science education	1

Characteristics of book talks aboutNature of Science	1
Structures of becoming: The who, what, and how of holistic science advising	1
Co‐creating a community of belonging and presence: Multilingual learners' experiences of science and language learning at an urban, inclusive STEM‐focused high school	1
Under pressure: How do science teachers use capital to achieve agency during turbulent times?	1
Cross‐sectional study of students' molecular explanations of inheritance patterns	1
Navigating the complexities of student understanding: Exploring the coherency of students' conceptions about the greenhouse effect	1
Beginning with the end in mind: Meaningful and intentional endings to equitable partnerships in science education	1
Incorporating investigations of environmental racism into middle school science	1
Moving beyond the boilerplate: Reflections on equity‐centered reviewing for granting organizations	1
Making in‐the‐moment learning visible: A framework to identify and compare various ways of learning through continuity and discourse change	1
Using different acceptance measures: The interplay of evolution acceptance, evolution understanding, and religious belief among German preservice biology teachers, secondary school students, and creat	1
Humanistic science education: Updating our collective consciousness and offering fresh consideration	1
The role of embodied scaffolding in revealing “enactive potentialities” in intergenerational science exploration	1
Cultivating culturally sustaining integrated science, technology, engineering, and mathematics classrooms: A narrative inquiry case study of a science teacher	1
	1
Misfits or misrecognition? Exploring STEMM degree students' concerns about non‐completion	1
Administrators' capacity for supporting reform‐oriented science instruction: An urban school district case study	1
Inclusion for STEM, the institution, or minoritized youth? Exploring how educators navigate the discourses that shape social justice in informal science learning practices	1
Learning by doing: A multi‐level analysis of the impact of citizen science education	1
Lessons from a professional learning community: Navigating tensions while moving between theory and practice in teaching chemistry for social justice	1
How preservice and in‐service elementary teachers engage student avatars in scientific argumentation within a simulated classroom environment	1
Teacher strategies to support student navigation of uncertainty: Considering the dynamic nature of scientific uncertainty throughout phases of sensemaking	1
Bringing cultural inclusion to the classroom through intercultural teaching practices for science education (ITPSE) and guiding tools	1
Emergent learning about measurement and uncertainty in an inquiry context: A case from an elementary classroom	1
The ideal versus the real: Mismatches in reading instruction for emergent bilinguals in secondary science classrooms	1
A longitudinal investigation of changing conceptions about teaching science and pedagogical implications of student diversity	1
Learning to become ignorant: Improving the quality of epistemic knowledge in science education	1
Comparing the impact of physical and virtual manipulatives in different science domains among preschoolers	1
Measuring epistemic knowledge development related to scientific experimentation practice: A construct modeling approach	1
Talking about “bioluminescence” and “puppies of the ocean”: An anti‐deficit exploration of how families create and use digital artifacts for informal science learning during and after an aquarium visi	1
Why do teachers vary in their instructional change during science PD? The role of noticing students in an iterative change process	1
Latinx students embodying justice‐centered science: Agency through imagining via the performing arts	1
Students' credibility criteria for evaluating scientific information: The case of climate change on social media	1