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Preparing preservice teachers (PSTs) to be able to notice, interpret, respond to and orchestrate student ideas—the core practices of responsive teaching—is a key goal for contemporary science and mathematics teacher education. This mixed‐methods study, employing a virtual reality (VR)‐supported simulation integrated with artificial intelligence (AI)‐powered virtual students, explored the frequent patterns of PSTs' talk moves as they attempted to orchestrate a responsive discussion, as well as the affordances and challenges of leveraging AI‐supported virtual simulation to enhance PSTs' responsive teaching skills. Sequential analysis of the talk moves of both PSTs (n = 24) and virtual students indicated that although PSTs did employ responsive talk moves, they encountered difficulties in transitioning from the authoritative, teacher‐centred teaching approach to a responsive way of teaching. The qualitative analysis with triangulated dialogue transcripts, observational field notes and semi‐structured interviews revealed participants' engagement in (1) orchestrating discussion by leveraging the design features of AI‐supported simulation, (2) iterative rehearsals through naturalistic and contextualized interactions and (3) exploring realism and boundaries in AI‐powered virtual students. The study findings provide insights into the potential of leveraging AI‐supported virtual simulation to improve PSTs' responsive teaching skills. The study also underscores the need for PSTs to engage in well‐designed pedagogical practices with adaptive and in situ support. Practitioner notes What is already known about this topic Developing the teaching capacity of responsive teaching is an important goal for preservice teacher (PST) education. PSTs need systematic opportunities to build fluency in this approach. Virtual simulations can provide PSTs with the opportunities to practice interactive teaching and have been shown to improve their teaching skills. Artificial intelligence (AI)‐powered virtual students can be integrated into virtual simulations to enable interactive and authentic practice of teaching. What this paper adds AI‐supported simulation has the potential to support PSTs' responsive teaching skills. While PSTs enact responsive teaching talk moves, they struggle to enact those talk moves in challenging teaching scenarios due to limited epistemic and pedagogical resources. AI‐supported simulation affords iterative and contextualized opportunities for PSTs to practice responsive teaching talk moves; it challenges teachers to analyse student discourse and respond in real time. Implications for practice and/or policy PSTs should build a teaching repertoire with both basic and advanced responsive talk moves. The learning module should adapt to PSTs' prior experience and provide PSTs with in situ learning support to navigate challenging teaching scenarios. Integrating interaction features and AI‐based virtual students into the simulation can facilitate PSTs' active participation. What is already known about this topic Developing the teaching capacity of responsive teaching is an important goal for preservice teacher (PST) education. PSTs need systematic opportunities to build fluency in this approach. Virtual simulations can provide PSTs with the opportunities to practice interactive teaching and have been shown to improve their teaching skills. Artificial intelligence (AI)‐powered virtual students can be integrated into virtual simulations to enable interactive and authentic practice of teaching. What this paper adds AI‐supported simulation has the potential to support PSTs' responsive teaching skills. While PSTs enact responsive teaching talk moves, they struggle to enact those talk moves in challenging teaching scenarios due to limited epistemic and pedagogical resources. AI‐supported simulation affords iterative and contextualized opportunities for PSTs to practice responsive teaching talk moves; it challenges teachers to analyse student discourse and respond in real time. Implications for practice and/or policy PSTs should build a teaching repertoire with both basic and advanced responsive talk moves. The learning module should adapt to PSTs' prior experience and provide PSTs with in situ learning support to navigate challenging teaching scenarios. Integrating interaction features and AI‐based virtual students into the simulation can facilitate PSTs' active participation. [ABSTRACT FROM AUTHOR]

Research in languages and literacies in science education (LLSE) has developed substantial theoretical and pedagogical insights into how students learn science through language, discourse, and multimodal representations. At the same time, language is central to the functioning of generative artificial intelligence (GenAI). On this common basis concerning the role of language, this paper explores how foundational ideas from LLSE studies can inform the use of GenAI in science education. A bibliometric analysis of 412 journal articles from Web of Science provided the initial step to identify major themes and relationships in the LLSE literature. The analysis revealed four clusters of research in LLSE: reading and writing scientific text, science discourse and interaction, multilingual science classroom, and multimodality and representations. Each cluster was further analyzed through close reading of selected articles to identify and connect key constructs to the potential use of GenAI. These constructs include the interactive‐constructive reading model, text genre, reading‐writing integration, dialogic interaction, critical questioning, argumentation, translanguaging, hybridity, thematic pattern, modal affordance, and transduction. From these ideas and connections, the paper recommends several pedagogical principles for science educators to guide the use of GenAI. It concludes that LLSE research offers valuable insights for researchers and teachers to investigate and design the use of GenAI in science education. In turn, the impending use of GenAI also calls for a rethinking of literacy that will shape future research in LLSE. [ABSTRACT FROM AUTHOR]

This paper presents a multidimensional view of AI's role in education, emphasising the intricate interplay among AI, analytics and human learning processes. Here, I challenge the prevalent narrow conceptualisation of AI as tools in Education, exemplified in generative AI tools, and argue for the importance of alternative conceptualisations of AI for achieving human–AI hybrid intelligence. I highlight the differences between human intelligence and artificial information processing, the importance of hybrid human–AI systems to extend human cognition and posit that AI can also serve as an instrument for understanding human learning. Early learning sciences and AI in Education Research (AIED), which saw AI as an analogy for human intelligence, have diverged from this perspective, prompting a need to rekindle this connection. The paper presents three unique conceptualisations of AI: the externalisation of human cognition, the internalisation of AI models to influence human mental models and the extension of human cognition via tightly coupled human–AI hybrid intelligence systems. Examples from current research and practice are examined as instances of the three conceptualisations in education, highlighting the potential value and limitations of each conceptualisation for human competence development, as well as the perils of overemphasis on approaches that replace human learning opportunities with AI tools. The paper concludes with advocacy for a broader approach to AIED that goes beyond considerations on the design and development of AI and includes educating people about AI and innovating educational systems to remain relevant in an AI ubiquitous world. [ABSTRACT FROM AUTHOR]

In recent years, AI technologies have been developed to promote students' self‐regulated learning (SRL) and proactive learning in digital learning environments. This paper discusses a comparative study between generative AI‐based (SRLbot) and rule‐based AI chatbots (Nemobot) in a 3‐week science learning experience with 74 Secondary 4 students in Hong Kong. The experimental group used SRLbot to maintain a regular study habit and facilitate their SRL, while the control group utilized rule‐based AI chatbots. Results showed that SRLbot effectively enhanced students' science knowledge, behavioural engagement and motivation. Quantile regression analysis indicated that the number of interactions significantly predicted variations in SRL. Students appreciated the personalized recommendations and flexibility of SRLbot, which adjusted responses based on their specific learning and SRL scenarios. The ChatGPT‐enhanced instructional design reduced learning anxiety and promoted learning performance, motivation and sustained learning habits. Students' feedback on learning challenges, psychological support and self‐regulation behaviours provided insights into their progress and experience with this technology. SRLbot's adaptability and personalized approach distinguished it from rule‐based chatbots. The findings offer valuable evidence for AI developers and educators to consider generative AI settings and chatbot design, facilitating greater success in online science learning. Practitioner notesWhat is already known about this topic AI technologies have been used to support student self‐regulated learning (SRL) across subjects.SRL has been identified as an important aspect of student learning that can be developed through technological support.Generative AI technologies like ChatGPT have shown potential for enhancing student learning by providing personalized guidance and feedback.What this paper adds This paper reports on a case study that specifically examines the effectiveness of ChatGPT in promoting SRL among secondary students.The study provides evidence that ChatGPT can enhance students' science knowledge, motivation and SRL compared to a rule‐based AI chatbot.The study offers insights into how ChatGPT can be used as a tool to facilitate SRL and promote sustained learning habits.Implications for practice and/or policy The findings of this study suggest that educators should consider the potential of ChatGPT and other generative AI technologies to support student learning and SRL.Educators and students should be aware of the limitations of AI technologies and ensure that they are used appropriately to generate desired responses.It is also important to equip teachers and students with AI competencies to enable them to use AI for learning and teaching. [ABSTRACT FROM AUTHOR]

This research employs the fuzzy‐set qualitative comparative analysis (fsQCA) method to investigate the configurations of multiple factors influencing scientific concept learning, including augmented reality (AR) technology, the concept map (CM) strategy and individual differences (eg, prior knowledge, experience and attitudes). A quasi‐experiment was conducted with 194 seventh‐grade students divided into four groups: AR and CM (N = 52), AR and non‐CM (N = 51), non‐AR and CM (N = 40), non‐AR and non‐CM (N = 51). These students participated in a science lesson on ‘The structure of peach blossom’. This study represents students' science learning outcomes by measuring their academic performance and cognitive load. The fsQCA results reveal that: (1) factors influencing students' academic performance and cognitive load are interdependent, and a single factor cannot constitute a necessary condition for learning outcomes; (2) multiple pathways can lead to the same learning outcome, challenging the notion of a singular best path derived from traditional analysis methods; (3) the configurations of good and poor learning outcomes exhibit asymmetry. For example, high prior knowledge exists in both configurations leading to good and poor learning outcomes, depending on how other conditions are combined. Practitioner notes What is already known about this topic Augmented reality proves to be a useful technological tool for improving science learning. The concept map can guide students to describe the relationships between concepts and make a connection between new knowledge and existing knowledge structures. Individual differences have been emphasized as essential external factors in controlling the effectiveness of learning. What this paper adds This study innovatively employed the fsQCA analysis method to reveal the complex phenomenon of the scientific concept learning process at a fine‐grained level. This study discussed how individual differences interact with AR and concept map strategy to influence scientific concept learning. Implications for practice and/or policy No single factor present or absent is necessary for learning outcomes, but the combinations of AR and concept map strategy always obtain satisfactory learning outcomes. There are multiple pathways to achieving good learning outcomes rather than a single optimal solution. The implementation of educational interventions should fully consider students' individual differences, such as prior knowledge, experience and attitudes. What is already known about this topic Augmented reality proves to be a useful technological tool for improving science learning. The concept map can guide students to describe the relationships between concepts and make a connection between new knowledge and existing knowledge structures. Individual differences have been emphasized as essential external factors in controlling the effectiveness of learning. What this paper adds This study innovatively employed the fsQCA analysis method to reveal the complex phenomenon of the scientific concept learning process at a fine‐grained level. This study discussed how individual differences interact with AR and concept map strategy to influence scientific concept learning. Implications for practice and/or policy No single factor present or absent is necessary for learning outcomes, but the combinations of AR and concept map strategy always obtain satisfactory learning outcomes. There are multiple pathways to achieving good learning outcomes rather than a single optimal solution. The implementation of educational interventions should fully consider students' individual differences, such as prior knowledge, experience and attitudes. [ABSTRACT FROM AUTHOR]

Background Objectives Methods Results and Conclusions The adoption of virtual laboratories (VLs) has experienced a significant surge, catalysed by the global changes in the educational landscape, notably influenced by the COVID‐19 pandemic. Originally supplementary to traditional in‐person laboratory experiments, VLs swiftly transitioned into a primary source of hands‐on laboratory activities for educational institutions worldwide during the pandemic. As restrictions have eased, virtual, computer‐assisted learning platforms continue to be used, though now as a complement to, rather than a substitute for, hands‐on experimentation opportunities. However, their adoption presents both opportunities and challenges that require thorough investigation to maximize their effectiveness and equity.This paper aims to provide a comprehensive overview of VL resources utilized across various scientific disciplines. It evaluates their potential to enhance traditional hands‐on laboratory activities and examines the efficacy of computer‐assisted learning platforms from a constructivist learning perspective. By doing so, the study seeks to identify best practices, challenges, and strategies for the effective integration of VLs in science education.A content analysis was conducted on literature published from 2013 to 2023, focusing on VLs in educational settings. Thematic analysis was employed to categorize the findings into three primary pillars: Merits, Challenges, and Implementation Strategies. Multiple researchers participated in the analysis to ensure reliability and consistency. To further enhance reliability, regular cross‐checks and consensus meetings were held to resolve any discrepancies and maintain the integrity of the thematic categorization. A constructivist learning perspective was used to analyse the instructional implications, focusing on active learning to evaluate alignment with educational goals, adapted teaching methods, and assessments.The analysis revealed that VLs offer significant benefits, including enhanced accessibility, flexibility, and opportunities for active learning. Virtual labs provide scalable, safe opportunities for inquiry‐based science learning by replicating experiments in an accessible digital environment, enhancing understanding of scientific concepts based on research demonstrations of improved learning outcomes. However, challenges such as high initial setup costs, technological barriers, and the need for effective integration with traditional curricula were also identified. Despite these challenges, VLs have the potential to complement and enhance hands‐on laboratory experiences, provided they are implemented thoughtfully and equitably. Future research should focus on improving the efficacy, accessibility, collaboration among stakeholders, and economic feasibility of VLs to maximize their educational impact. [ABSTRACT FROM AUTHOR]

The predominant conceptualization of scientific literacy occurs on the micro scale of an individual person. However, scientific literacy can also be exhibited at the meso scale by groups of people in communities of place, practice, or interest. What comprises this community level scientific literacy (CSL) is both understudied and undertheorized. In this paper, we utilized a systematic literature review to describe how CSL is characterized in the extant literature and a Delphi survey of experts to elicit more current thought. Guided by cultural‐historical activity theory, inductive and deductive analyses produced seven elements of CSL and their constituent characteristics: (1) resources, (2) attributes of those resources, (3) actors, (4) interactions between actors, (5) contexts, (6) topics, and (7) purposes. The typology created through this process is meant to be generative, serving as a starting point for continuing refinement within science education and other fields related to science learning and knowing. [ABSTRACT FROM AUTHOR]

When learning about scientific phenomena, students are expected to mechanistically explain how underlying interactions produce the observable phenomenon and conceptually connect the observed phenomenon to canonical scientific knowledge. This paper investigates how the integration of the complementary processes of designing and refining computational models using real‐world data can support students in developing mechanistic and canonically accurate explanations of diffusion. Specifically, we examine two types of shifts in how students explain diffusion as they create and refine computational models using real‐world data: a shift towards mechanistic reasoning and a shift from noncanonical to canonical explanations. We present descriptive statistics for the whole class as well as three student work examples to illustrate these two shifts as 6th grade students engage in an 8‐day unit on the diffusion of ink in hot and cold water. Our findings show that (1) students develop mechanistic explanations as they build agent‐based models, (2) students' mechanistic reasoning can co‐exist with noncanonical explanations, and (3) students shift their thinking toward canonical explanations after comparing their models against data. These findings could inform the design of modeling tools that support learners in both expressing a diverse range of mechanistic explanations of scientific phenomena and aligning those explanations with canonical science. [ABSTRACT FROM AUTHOR]

Background: Science history is a discipline that teaches the development of scientific thought and the discoveries of scientists. However, these topics can sometimes be abstract and difficult to understand. The use of technology can make the teaching of the history of science more effective, engaging, and accessible. By providing students with visual and interactive experiences, it allows them to better understand abstract concepts and closely follow the discoveries of scientists. In this way, history of science lessons can become more appealing and conducive to learning for students. Objectives: This research aims to design and develop a Mobile Augmented Reality (MAR) environment that can be used for teaching science history. Methods: The research was conducted using a design‐based research method consisting of four stages: Analysis, design, development‐implementation‐evaluation, and reporting. The research involved 10 science teachers and five secondary school students. Data were collected through focus group interviews, individual interviews, notes, audio recordings, and images, and then analysed using content analysis. Results and Conclusions: As a result of the research, a MAR application named TISAR‐3D was developed, which allows students to interactively and visually explore scientists and enrich their learning experience. Implications: The widespread use of the TISAR‐3D application in science history education is recommended, as well as the development of similar MAR applications for other topics. Lay Description: What is known about this topic: AR technology is an increasingly used technology in education.AR technology is effective in teaching the history of science.AR makes abstract concepts concrete and provides interactive experiences for students. What this paper adds: The research focuses on the development of a MAR application called TISAR‐3D.The application supports Turkish and English languages and offers voice narration.The role of scientists in the history of science is not sufficiently known.Scientists are not adequately represented in textbooks. Implications of the study findings for practitioners: Include more scientists in the app for a broader learning experience.Include more interactive activities in the app for a fun learning experience.Teachers should extend more time to accommodate the app's use in class. [ABSTRACT FROM AUTHOR]

Background: Science teachers' understanding of the roles of computing practices in science frame how they enact scientific computational practices in their teaching and how their students perceive the relationship between computational practices and scientific endeavours. Objectives: This critical, integrative review synthesizes teacher learning literature about the role of computational literacy and computing practices in K‐12 science teaching. Methods: We examined 54 peer‐reviewed articles and analysed the ways the researchers and teacher participants describe the affordances of integrating computational thinking (CT) and other computational practices in science. We characterize how CT and computational practices are framed in relation to scientific learning goals. We identify six primary affordances for integrating computational practices with science that are conveyed to teachers and by teachers, as represented in these studies of teacher learning. Results and Conclusions: These six perspectives include (1) learning computer science principles, (2) developing CT dispositions, (3) engagement and inclusion in science, (4) taking ownership of science, (5) supporting learning science content, and (6) participating in computational practice as a form of scientific epistemic practice. Our analysis indicates that computational thinking and computational practices are often integrated in science in order to teach something about computing (e.g., Perspective 1), rather than to support learners' scientific work. Only the 29 articles coded for the sixth perspective—that is, in service of epistemic aims in science—demonstrate commitment to students' uses of computational ideas and practices as epistemic tools to participate in the sensemaking work of science. Takeaways: Comparison of Perspectives 5 and 6 illustrates the nuance between computational practices in science that reify something students have already "figured out," rather than those that serve epistemic goals. Perspective 6 encapsulates the deep synergy among (1) the reflexive nature of computing with scientific ideas and (2) computing as a central practice in science and engineering. We contend that a more focused message of computational practices in service of scientific sensemaking goals is necessary if we expect teachers to enact CT and related computational practices in their classrooms. Lay Description: What is already known about this topic?: Science teachers' understanding of the roles of computing practices in science frame how they enact scientific computational practices in their teaching. What this paper adds?: We analysed 54 peer‐reviewed articles regarding teacher learning about the role of computational literacy and computing practices in K‐12 science teaching.We characterized the ways the researchers and teacher participants describe the affordances of integrating computational thinking (CT) and other computational practices in science.We present six primary affordances for integrating computational practices with science that are conveyed to teachers and by teachers, as represented in these studies of teacher learning. These six perspectives include (1) learning computer science principles, (2) developing CT dispositions, (3) engagement and inclusion in science, (4) taking ownership of science, (5) supporting learning science content, and (6) computational practices in service of epistemic aims in science. Implications for practice and/or policy: We find that computational thinking and computational practices are often integrated in science in order to teach introductory computer science principles, but not to support the original science learning aims.Only the 29 of 54 articles demonstrate commitment to students' uses of computational ideas and practices as epistemic tools to participate in the sensemaking work of science.We contend that a more focused message of computational practices in service of scientific sensemaking goals is necessary if we expect teachers to enact CT and related computational practices in their classrooms. [ABSTRACT FROM AUTHOR]

Studies of both professional science practice and children's science learning show that care is not merely ancillary to disciplinary work but a core and generative constituent of science practice. In science education research, however, students' care is often overlooked. In this paper, we describe the expression of care across two STEM classrooms (6th and 9th grade) studying biology and ecology and participating in a pen pal exchange. We analyze artifacts from the pen pal exchange as well as students' retrospective interviews and written reflections. Two ways of expressing care surfaced in students' letters: caring for guppies and caring for pen pals. We describe each form of care using examples from our data. We find that students' care for guppies and pen pals was both instrumental (in service of their investigations) and intrinsic (positioning guppies and pen pals as inherently valuable). We then connect these findings to studies of care in children's science learning and in professional science. We discuss methodological and practical implications for recognizing and analyzing how students' care manifests in classrooms and for designing learning activities that cultivate care. [ABSTRACT FROM AUTHOR]

This paper presents a literature review of science teaching approaches that seek to support equity in science classrooms, focusing on marginalization based on (i) race/ethnicity, (ii) social class/socioeconomic background, and (iii) religion. Considered were approaches that science teachers can use in science classes in secondary schools. They were analyzed and discussed against the backdrop of critical pedagogy by Paulo Freire and the educational theory by Hannah Arendt, which constitutes a novelty in science education research. The review used meta interpretation combined with systematic searches in the ERIC database. It is, thus, limited to works published in English. A total of 930 articles (2013–2021) were identified out of which 64 were fully analyzed. The analysis shows that most approaches strive to provide more equal access to the existing science knowledge and structures of the community. This corresponds to the introduction to the "old world" in a conservative interpretation of Arendt's term. I argue that in addition, it is necessary to employ a more radical interpretation of the "old world" as fundamentally plural which is done in translanguaging and grappling with racism. Further, the transformative nature of science education needs to be strengthened in terms of Freire's critical pedagogy and Arendt's concept of natality. This means allowing students to become aware of oppressive structures to induce change. Only youth participatory science, youth participatory action research, and grappling with racism explicitly aim for this. This shows that nuanced perspectives on equity in science education are needed. [ABSTRACT FROM AUTHOR]

Although adults are known to play an important role in young children's development, little work has focused on the enactive features of scaffolding in informal learning settings, and the embodied dynamics of intergenerational interaction. To address this gap, this paper undertakes a microinteractional analysis to examine intergenerational collaborative interaction in a science museum setting. The paper presents a fine‐grained moment‐by‐moment analysis of video‐recorded interaction of children and their adult carers around science‐themed objects. Taking an enactive cognition perspective, the analysis enables access to subtle shifts in interactants' perception, action, gesture, and movement to examine how young children engage with exhibits, and the role adult action plays in supporting young children's engagement with exhibits and developing ideas about science. Our findings demonstrate that intergenerational "embodied scaffolding" is instrumental in making "enactive potentialities" in the environment more accessible for children, thus deepening and enriching children's engagement with science. Adult action is central to revealing scientific dimensions of objects' interaction and relationships in ways that expose novel types of perception and action opportunities in shaping science experiences and meaning making. This has implications for science education practices since it foregrounds not only "doing" science, through active hands‐on activities, but also speaks to the interconnectedness between senses and the role of the body in thinking. Drawing on the findings, this paper also offers design implications for informal science learning environments. [ABSTRACT FROM AUTHOR]

Background: Online collaboration tools have been identified as potentially effective means for enhancing student learning, motivation, and engagement in science education. However, their effectiveness in improving science education outcomes among middle school students remains uncertain. Objectives: The study aimed to investigate the impact of online collaboration tools on science education outcomes among middle school students, focusing on learning achievement, engagement, and motivation. Methods: A quasi‐experimental design with a pretest‐posttest control group was used in this study. A total of 60 eighth‐grade middle school students were involved in the study, with both the experimental and control groups comprising 30 students each. The experimental group incorporated the use of digital collaboration platforms, including Asana, Slack, and Team Viewer, as instrumental components of group project execution and discussion in their science lessons. Conversely, the control group adhered to the current educational approach in Turkey, characterized by the employment of an inquiry‐based learning strategy in their science instruction. Data was collected over eight weeks using a science achievement test, engagement scale, and science motivation scale. Results: The experimental group demonstrated significantly higher post‐test scores compared to the control group, suggesting that online collaboration tools positively impacted science education outcomes. Additionally, survey data indicated high levels of engagement and motivation among the experimental group students when using the online collaboration tools. Conclusions: The findings support the notion that online collaboration tools can effectively enhance learning, motivation, and engagement in science education among middle school students. These results have significant implications for educators, educational institutions, policymakers, and curriculum developers. Further research is needed to examine the potential of these tools in various educational contexts and with different student populations. This will help broaden the understanding of how online collaboration tools can be integrated into diverse learning environments, potentially benefiting a larger number of students and further improving science education outcomes. Lay Description: What is already known about this topic: Technology's role, particularly online collaboration tools, in enriching science education is undebatable (Donkin & Rasmussen, 2021; Rahmawati et al., 2022). Such tools have been theorized to bolster student learning outcomes, motivation, and engagement (Donnelly et al., 2013; Ekici, 2017; Khazanchi & Khazanchi, 2019). Yet, the empirical evidence validating their efficacy in science educational settings remains sparse. What this paper adds: This research delves into the influence of online collaboration tools on science learning outcomes among middle school learners. Data indicates that employing these digital tools substantially elevates student performance, as gauged by a science achievement test. Furthermore, students navigating through these online collaborative platforms recorded elevated levels of both engagement and motivation. The primary effectiveness of online collaboration tools stems from their ability to foster specific behaviours, such as increased communication frequency and structured task management, which can amplify learning and group collaboration through their facilitated structured interactions. Implications for practice and/or policy: This study's conclusions offer pivotal insights for educators, academic institutions, policy framers, and curriculum architects. Online collaborative platforms exhibit promise in amplifying student outcomes and engagement within the realm of science education. It is imperative to broaden this research scope to discern the tools' potential across varied educational environments and diverse student demographics. There is a compelling case for stakeholders, especially educators and policymakers, to contemplate incorporating these online tools into science pedagogy, aiming to magnify student learning experiences and engagement levels. [ABSTRACT FROM AUTHOR]

Families commonly document their outings by capturing their experiences through digital photographs and videos. However, little is known about the ways in which families engage their personal mobile devices to document educational family outings and how they subsequently talk about the digital artifacts that captured their informal learning experiences. This paper presents new evidence on family digital artifact creation during an informal science institution (ISI) visit, the expected and actual uses of their digital artifacts after the visit, and family conversations reminiscing about the ISI visit with the digital artifacts. Using a concurrent triangulation mixed‐methods design, data on family digital artifact creation during an aquarium visit (N = 204) and digital artifact use after the visit (n = 67) were collected using parent surveys. Audio‐recorded parent‐child conversations with a subset of families (n = 25) document whether and how families use their digital artifacts to reminisce about the aquarium visit. Quantitative findings detail family digital technology practices during informal learning experiences, and qualitative findings suggest evidence of informal science learning in the everyday interactions of the families who elected to continue the study. The study indicates that family storytelling and digital technology practices may help to bridge informal science learning from ISI to home and frames family non‐participation within an anti‐deficit perspective. [ABSTRACT FROM AUTHOR]

Science educators are integrating more and more computational thinking (CT) activities into their curricula. Proponents of CT offer two motivations: familiarizing students with a realistic depiction of the computational nature of modern scientific practices and encouraging more students from underrepresented backgrounds to pursue careers in science, technology, engineering, and mathematics. However, some studies show that increasing exposure to computing may not necessarily translate to the hypothesized gains in participation by female students and students of color. Therefore, paying close attention to students' engagement in computationally intense science activities is important to finding more impactful ways to promote equitable science education. In this paper, we present an in‐depth analysis of the interactions among a small, racially diverse group of high school students during a chemistry unit with tightly integrated CT activities. We find a salient interaction between the students' engagement with the CT activities and their social identification with publicly recognizable categories such as "enjoys coding" or "finds computing boring." We show that CT activities in science education can lead to numerous rich interactions that could, if leveraged correctly, allow educators to facilitate more inclusive science classrooms. However, we also show that such opportunities would be missed unless teachers are attentive to them. We discuss the implications of our findings on future work to integrate CT across science curricula and teacher education. [ABSTRACT FROM AUTHOR]

Gender stereotypes in the natural sciences may discourage girls from pursuing STEM fields, thus contributing to the differential STEM pathways of males and females. This paper exploits quasi‐experimental data from a vignette study to investigate teachers' gender bias in STEM at the transition to upper secondary school in Denmark—a key stage in students' educational trajectories. I investigate if teachers have a higher probability of recommending a STEM track to a (vignette) male student compared with a (vignette) female student and if teachers' STEM recommendations interact with their demographic characteristics. Results show that, while there is a gender gap of 10 percentage points in the likelihood of being recommended a STEM track, the difference is not statistically significant. Furthermore, teachers' gender bias is influenced by the teacher's own gender and cultural capital. Consequently, the paper shows that teachers' gender bias varies with teachers' demographic characteristics and teachers with high levels of cultural capital can push back against gender stereotypes in STEM. [ABSTRACT FROM AUTHOR]

Background and purpose: Neurology residency programmes, which were first established at the beginning of the 20th century, have become mandatory all over Europe in the last 40–50 years. The first European Training Requirements in Neurology (ETRN) were published in 2005 and first updated in 2016. This paper reports the most recent revisions of the ETRN. Methods: Members of the EAN board performed an in depth revision of the ETNR 2016‐version, which was reviewed by members of the European Board and Section of Neurology of the UEMS, the Education and Scientific Panels, the Resident and Research Fellow Section and the Board of the EAN, as well as the presidents of the 47 European National Societies. Results: The new (2022) ETRN suggest a 5‐year training subdivided in three phases: a first phase (2 years) of general neurology training, a second phase (2 years) of training in neurophysiology/neurological subspecialties and a third phase (1 year) to expand clinical training (e.g., in other neurodisciplines) or for research (path for clinical neuroscientist). The necessary theoretical and clinical competences as well as learning objectives in diagnostic tests have been updated, are newly organized in four levels and include 19 neurological subspecialties. Finally, the new ETRN require, in addition to a programme director, a team of clinician‐educators who regularly review the resident's progress. The 2022 update of the ETRN reflects emerging requirements for the practice of neurology and contributes to the international standardization of training necessary for the increasing needs of residents and specialists across Europe. [ABSTRACT FROM AUTHOR]

Practical experiments drive important scientific discoveries in biology, but theory‐based research studies also contribute novel—sometimes paradigm‐changing—findings. Here, we appraise the roles of theory‐based approaches focusing on the experiment‐dominated wet‐biology research areas of microbial growth and survival, cell physiology, host–pathogen interactions, and competitive or symbiotic interactions. Additional examples relate to analyses of genome‐sequence data, climate change and planetary health, habitability, and astrobiology. We assess the importance of thought at each step of the research process; the roles of natural philosophy, and inconsistencies in logic and language, as drivers of scientific progress; the value of thought experiments; the use and limitations of artificial intelligence technologies, including their potential for interdisciplinary and transdisciplinary research; and other instances when theory is the most‐direct and most‐scientifically robust route to scientific novelty including the development of techniques for practical experimentation or fieldwork. We highlight the intrinsic need for human engagement in scientific innovation, an issue pertinent to the ongoing controversy over papers authored using/authored by artificial intelligence (such as the large language model/chatbot ChatGPT). Other issues discussed are the way in which aspects of language can bias thinking towards the spatial rather than the temporal (and how this biased thinking can lead to skewed scientific terminology); receptivity to research that is non‐mainstream; and the importance of theory‐based science in education and epistemology. Whereas we briefly highlight classic works (those by Oakes Ames, Francis H.C. Crick and James D. Watson, Charles R. Darwin, Albert Einstein, James E. Lovelock, Lynn Margulis, Gilbert Ryle, Erwin R.J.A. Schrödinger, Alan M. Turing, and others), the focus is on microbiology studies that are more‐recent, discussing these in the context of the scientific process and the types of scientific novelty that they represent. These include several studies carried out during the 2020 to 2022 lockdowns of the COVID‐19 pandemic when access to research laboratories was disallowed (or limited). We interviewed the authors of some of the featured microbiology‐related papers and—although we ourselves are involved in laboratory experiments and practical fieldwork—also drew from our own research experiences showing that such studies can not only produce new scientific findings but can also transcend barriers between disciplines, act counter to scientific reductionism, integrate biological data across different timescales and levels of complexity, and circumvent constraints imposed by practical techniques. In relation to urgent research needs, we believe that climate change and other global challenges may require approaches beyond the experiment. [ABSTRACT FROM AUTHOR]

This study aims to provide a comprehensive examination of the evolution of regional science, a scholarly domain in the social sciences that applies analytical and quantitative approaches and methods to understand and address urban, rural, or regional problems. We conducted a bibliometric analysis of 8509 articles published in six regional science flagship journals (including the Journal of Regional Science, Annals of Regional Science, Regional Science and Urban Economics, Papers in Regional Science, Regional Science Policy and Practice, and International Regional Science Review) from 1958 to 2021. The analysis presents an objective data‐driven and unprecedented visualization of the field's intellectual, social, and conceptual structure and trends from the beginning to the present. It also provides a rich portrayal of the epistemology of regional science and illuminates matters related to regional science education and training. We find that regional science has moved well beyond its origins, shifting away from a heavy focus on theory and abstraction to modeling/simulation, empirical analysis, and policy research. We also find that there has been increasing attention to "people" in regions and the spatial characteristics of social problems, and some important shifts in the regional science community itself, particularly in terms of patterns of collaboration and the geography of scholarship. The findings of this paper provide implications for future directions of research and education for regional science. [ABSTRACT FROM AUTHOR]

This paper argues that the plan and study phases of lesson study are productive in helping educators with varied expertise and experience to explore scientific practices like modeling with ties to disciplinary literacy. Points are illustrated with data from a lesson‐study cycle in science that two university‐based teacher educators, one in literacy education and one in science education, conducted with colleagues from a nearby school district. The paper describes lesson study; outlines the role of scientific practices, including modeling, in the Next Generation Science Standards; and describes the context for the work, including the unit explored by the team. Recommendations about how to leverage the plan and study phases of lesson study for disciplinary literacy are offered, along with suggestions for getting started with such work. [ABSTRACT FROM AUTHOR]

There is a contemporary trend in many major research institutions to de‐emphasize the importance of natural history education in favor of theoretical, laboratory, or simulation‐based research programs. This may take the form of removing biodiversity and field courses from the curriculum and the sometimes subtle maligning of natural history research as a "lesser" branch of science. Additional threats include massive funding cuts to natural history museums and the maintenance of their collections, the extirpation of taxonomists across disciplines, and a critical under‐appreciation of the role that natural history data (and other forms of observational data, including Indigenous knowledge) play in the scientific process. In this paper, we demonstrate that natural history knowledge is integral to any competitive science program through a comprehensive review of the ways in which they continue to shape modern theory and the public perception of science. We do so by reviewing how natural history research has guided the disciplines of ecology, evolution, and conservation and how natural history data are crucial for effective education programs and public policy. We underscore these insights with contemporary case studies, including: how understanding the dynamics of evolutionary radiation relies on natural history data; methods for extracting novel data from museum specimens; insights provided by multi‐decade natural history programs; and how natural history is the most logical venue for creating an informed and scientifically literate society. We conclude with recommendations aimed at students, university faculty, and administrators for integrating and supporting natural history in their mandates. Fundamentally, we are all interested in understanding the natural world, but we can often fall into the habit of abstracting our research away from its natural contexts and complexities. Doing so risks losing sight of entire vistas of new questions and insights in favor of an over‐emphasis on simulated or overly controlled studies. [ABSTRACT FROM AUTHOR]

Using Mary Shelley's Frankenstein as inspiration, this paper presents a Frankenstein‐themed transmedia storytelling experience, which encompasses simple hands‐on activities and an online narrative experience that allows students to model scientific work and engage in various science activities. The study aimed to test whether students can develop higher science and creative self‐efficacy beliefs, and a stronger science curiosity, by engaging in the transmedia experience that combined hands‐on and online narrative activities compared with participating in only hands‐on or online narrative experiences. Our paper presents findings from two classroom studies using survey findings. Results show that all three conditions (hands‐on, online game experience and transmedia) had a significant positive impact on learners' self‐efficacy beliefs and curiosity, but there was no additional benefit for the transmedia condition. Nevertheless, our work has various implications for learning sciences about the potential benefits and drawbacks of transmedia storytelling experiences. Our findings can help educators and researchers design and run transmedia storytelling projects. Practitioner notesWhat is already known about this topic Transmedia storytelling is a popular and adaptable learning application.Transmedia storytelling can be beneficial due to transfer of learning.Transmedia storytelling may foster learners' engagement and knowledge acquisition.What this paper adds The paper presents a Frankenstein‐themed transmedia experience that combines digital and hands‐on activities and borrows several themes from Mary Shelley's Frankenstein; or, the Modern Prometheus.Findings from this study show that transmedia storytelling can boost learners' science and creative self‐efficacy beliefs and science curiosity.However, transmedia storytelling combining digital and hands‐on experiences is not more effective in bolstering self‐efficacy beliefs and curiosity than digital or hands‐on experiences alone.Implications for practice and/or policy Transmedia storytelling might have unintended consequences for learning because it may exhaust learners' cognitive resources.Learners' transliteracy skills and competencies may influence what benefits they gain from partaking in transmedia storytelling experiences.Educators need to take learners' transliteracy skills into consideration when they wish to design and/or use transmedia storytelling experiences for learning purposes. [ABSTRACT FROM AUTHOR]

This paper is an introduction to and a synthesis of three papers in this issue written by scholars deeply committed to partnering with communities to understand and enact what it means to realize transformational ends in and through science education. Partnering for justice must be a conversation, a work in progress, and a critical examination that leads to intentional and careful forward movement. It is a beautiful effort at flattening power hierarchies so diverse voices and expertise can be interwoven in service of youth and communities who have been invisibilized and marginalized. Committed to realizing new, hope‐filled futures, the three pairs of authors use their experiences and expertise to shed light on the work of partnering using a temporal lens: considerations related to the beginnings, middles, and endings of partnering, each of which requires special intentionality and care. Together the authors share core overlapping tenets with other critical scholars that could be considered a partnering for justice epistemology. This epistemology underscores how importantly different learning through partnering for justice is from traditional notions of academic research. I close the paper by sharing lessons learned from my own 20‐plus years of partnering for justice, using the tenets of partnering for justice epistemology as a lens. [ABSTRACT FROM AUTHOR]

Intercultural teaching practices for science education (ITPSE) are suitable to support science teachers in bringing cultural inclusion into their classrooms. The epistemological bridge is the base of the ITPSE design since this approach describes culturally inclusive teaching of science. There is an ITPSE of planning and one of enactment. With those ITPSE, teachers engage students in explaining a phenomenon from science's epistemology and nonhegemonic cultures' epistemologies. Design‐based research is the methodology to produce the ITPSE through three design–test–design cycles. This paper reports on the third cycle to identify evidence to redesign the ITPSE. As a result, the teacher enacted through the ITPSE a version of the epistemological bridge very close to the framework. In addition, her reflection and feedback pointed to the guiding tools refinement. [ABSTRACT FROM AUTHOR]

Preparing data‐literate citizens and supporting future generations to effectively work with data is challenging. Engaging students in Knowledge Building (KB) may be a promising way to respond to this challenge because it requires students to reflect on and direct their inquiry with the support of data. Informed by previous studies, this research explored how an analytics‐supported reflective assessment (AsRA)‐enhanced KB design influenced 6th graders' KB and data science practices in a science education setting. One intact class with 56 students participated in this study. The analysis of students' Knowledge Forum discourse showed the positive influences of the AsRA‐enhanced KB design on students' development of KB and data science practices. Further analysis of different‐performing groups revealed that the AsRA‐enhanced KB design was accessible to all performing groups. These findings have important implications for teachers and researchers who aim to develop students' KB and data science practices, and general high‐level collaborative inquiry skills. Practitioner notesWhat is already known about this topic Data use becomes increasingly important in the K‐12 educational context.Little is known about how to scaffold students to develop data science practices.Knowledge Building (KB) and learning analytics‐supported reflective assessment (AsRA) show premises in developing these practices.What this paper adds AsRA‐enhanced KB can help students improve KB and data science practices over time.AsRA‐enhanced KB design benefits students of different‐performing groups.AsRA‐enhanced KB is accessible to elementary school students in science education.Implications for practice and/or policy Developing a collaborative and reflective culture helps students engage in collaborative inquiry.Pedagogical approaches and analytic tools can be developed to support students' data‐driven decision‐making in inquiry learning. [ABSTRACT FROM AUTHOR]

They also observed that spending time having teachers move from data visualizations to data tables is also challenging, but may be a fruitful approach supporting better understanding of the relationships between data and visualizations. Erickson and Engel [[5]] utilize fairly traditional data; however, they explore these data through nontraditional forms of data visualization. The papers in this issue are an important starting point for considering how statistics and data science educators can begin the hard work of preparing students for a more complex society, one driven by data (real and fake) and computing technologies. Traditional statistics education has focused on data from random samples and has capitalized on knowledge about a sample to understand an unknown population. [Extracted from the article]

As the field of K‐12 data science education continues to take form, humanistic approaches to teaching and learning about data are needed. Data feminism is an approach that draws on feminist scholarship and action to humanize data and contend with the relationships between data and power. In this review paper, we draw on principles from data feminism to review 42 different educational research and design approaches that engage youth with data, many of which are educational technology intensive and bear on future data‐intensive educational technology research and design projects. We describe how the projects engage students with examining power, challenging power, elevating emotion and lived experience, rethinking binaries and hierarchies, embracing pluralism, considering context, and making labour visible. In doing so, we articulate ways that current data education initiatives involve youth in thinking about issues of justice and inclusion. These projects may offer examples of varying complexity for future work to contend with and, ideally, extend in order to further realize data feminism in K‐12 data science education. Practitioner notesWhat is already known about this topic Data feminism is an emergent framework for changing data practices and discourse in service of equity and justice.Data science education is rapidly growing as a topic of interest in the educational technology research and design communities.Many educational technology and design projects have been launched and shared in publications that preceded the widespread distribution of the data feminism framework.What this paper adds Data feminism is partially re‐articulated in terms familiar to educational technology research communities.Prior and recent projects are organized with respect to how they illustrate potential connections to core data feminism principles.This paper identifies specific strategies that recent projects have used that have potential for realizing data feminism principles.Implications for practice and/or policy Educational technologists can use the re‐articulated principles of data feminism for education to inform their future design work.Tractable steps to achieve data justice that are attainable within existing educational systems can be pursued.Communities can and should bring together multiple ways of knowing to support new educational practices and futures with data. [ABSTRACT FROM AUTHOR]

This paper is one of three sequential papers interrogating equity in partnerships (or partnering relationships [PRs]) in science, technology, engineering, and mathematics education. In this piece, we prioritize abundance framing and dignity‐conferring work when engaging in partnerships with and for communities who have been historically marginalized. We propose a framework of seven drivers that define the directions and/or success of PRs: (1) mission, vision, or values; (2) goals or outcomes; (3) practices or processes; (4) power, privilege, or oppression; (5) communities and geography; (6) time and urgency; and (7) partners. This framework can be used to examine PRs at any phase of their existence to ensure equity‐centered and dignity‐conferring processes and outcomes. We discuss case studies that are common or specific challenges or frustrations that occur in nonequity‐centered PRs. We frame these as six vexations: (1) sustainable PRs; (2) dignity‐conferring PRs; (3) repetitive PRs; (4) political PRs; (5) "mission trip" PRs; (6) and deceptive PRs. We address these by using a data feminist lens (a perspective inspired by the book Data Feminism that centers on justice in defining and presenting outcomes), and future dreamings (a perspective that centers on potential ahead) to define our suggestions for designing intentional endings of partnerships. [ABSTRACT FROM AUTHOR]

Concepts in science education such as "science identity" and "science capital" are informed by dominant epistemological and ontological positions, which translate into assumptions about what counts as science and whose science counts. In this theoretical paper we draw on decolonial and antiracist perspectives to examine these assumptions in light of the heterogeneous onto‐epistemological and axiological values, cultural perspectives, and contributions of nondominant groups, and specifically of those who have been historically marginalized based on their gender, race, ethnic, age, and/or social class identity. Building on these arguments, we critique deficit‐based approaches to science teaching, learning, and research, including those that focus on systemic injustice, yet leave intact dominant framings of the scientific enterprise, which are exclusionary and meritocratic. As an alternative, we offer a design of science teaching and learning for the pluriverse—"a world where many worlds fit". This alternative allows us to reconstruct science and science‐related "outcomes," such as identity, in the service of cultural, epistemic, and linguistic pluralism. We close the paper with the idea that because mainstream theories reproduce deficit framings and educational injustices, we must engage with decolonial1 theories of pluriversality and discuss different onto‐epistemologies to be able to grapple with existing social, racial, environmental injustices, and land‐based devastations. [ABSTRACT FROM AUTHOR]

Current science instruction does not educate K‐12 students equitably and creates short‐ and long‐term impacts on individual students and society. While students may be present in class, they may not have access to quality science learning experiences. The goals of this paper are to show how science instruction may not be reaching its aim of equitable access and to offer recommendations for creating a new baseline standard for equitable science instruction. Though not exhaustive, this paper identifies groups of students who are marginalized in current‐day science instruction—the racially minoritized, those with physical and cognitive differences, and those in urban or rural communities. First, this paper challenges the neutrality of science by highlighting systemic yet negative outcomes that disproportionately impact minoritized populations in everyday life because of the narrow network of people who define and solve problems. Second, this paper identifies examples where science instruction is not of its highest quality for the highlighted groups. Third, we present a synthesis of research‐informed solutions proposed to improve both the quality of science instruction and its equitable access for the highlighted groups, creating a new baseline standard for equitable science instruction. An elevated baseline would address the existing disparities in who has access to quality science instruction and consequently reduce the gatekeeper effect of who defines and solves societal problems that perpetuate intergenerational inequities. [ABSTRACT FROM AUTHOR]

For the last 28 years, one of the leading international science education organisations has regularly provided a week‐long summer school experience for doctoral students. In summer 2020, the COVID‐19 pandemic prevented international travel and close‐contact interactions between scholars. This required the transformation and relocation of learning interactions between mentors and doctoral students online through a virtual week‐long summer school. All doctoral participants, from across the five continents, were invited to reflectively comment on their educative experience after the online event. This paper consequently presents the perspectives of these science education PhD students who engaged with the transformed virtual summer school to consider how the range of varied online interactions maintained the learning opportunities for them and enabled their introduction to an established research community. The study indicates how the digital activities facilitated and maintained high‐quality learning exchanges through a varied array of intellectual activities involving both experienced and novice scholars. The findings demonstrate how successful academic outcomes can be achieved remotely while minimising international travel and significantly reducing financial outlay. This was achieved through creatively structuring a week‐long virtual experience and combining a series of synchronous and asynchronous learning opportunities for different groupings of participants within the international summer school community. Practitioner notesWhat is already known about this topic Doctoral students often feel that studying for their research degree is a very solitary experience.Supporting doctoral students to discuss their research with peers and more experienced others can address the feelings of isolation.The pandemic restricting face‐to‐face interaction constrains how learning can unfold in online contexts.It is possible to provide doctoral support through online means, however, the exact nature of such is not clearly defined.What this paper adds Clear evidence that doctoral learning communities [involving university students and tutors] can be successfully developed through online virtual environments.That online working can afford and extend doctoral learning, develop beginning researcher identities and provide students the opportunity to become part of an international research community whatever their geographical setting and prior socio‐cultural experiences.Clarity about the nature of online activities that ensure an appropriate blend of the kind of synchronous and asynchronous interactions that effectively support virtual online doctoral learning.The Community of Practice COP theoretical framework can offer a useful way of looking at different dimensions of higher degree learning.Implications for practice and/or policy This paper provides advice for those who would like to develop their own virtual learning networks that bring together learners from universities and wider organisations to develop a community of learning.That an appropriate blend of synchronous and asynchronous interactions can mediate and support doctoral students, aiding them to effectively become more knowledgeable members of an international research community within a short space of time.That international virtual events can successfully achieve learning outcomes while also minimising overseas travel, significantly reducing financial expenditure and individual carbon footprints. [ABSTRACT FROM AUTHOR]

Traditional statistics education has focused on data from random samples and has capitalized on knowledge about a sample to understand an unknown population. Erickson and Engel [[5]] utilize fairly traditional data; however, they explore these data through nontraditional forms of data visualization. They also observed that spending time having teachers move from data visualizations to data tables is also challenging, but may be a fruitful approach supporting better understanding of the relationships between data and visualizations. The papers in this issue are an important starting point for considering how statistics and data science educators can begin the hard work of preparing students for a more complex society, one driven by data (real and fake) and computing technologies. [Extracted from the article]

In this paper, we argue that the current science curricula are failing to educate students to be competent outsiders to science. Historically, science education has rested on two premises. The first is that it is possible for students to acquire sufficient scientific knowledge from K‐12 education to become intellectually independent. That is that science education can produce individuals capable of evaluating scientific evidence and arguments critically for themselves. This belief is what underlies many of the conceptions of scientific literacy and is the basis of the rationale that is used to sustain and justify what is offered in nearly all countries across the globe. The second is the belief that the science that students will encounter will have been filtered such that it can be trusted. Nothing today could be further from the truth. Today, misinformation abounds and much of it purports to be scientific. Very few conceptions of scientific literacy have considered how students can be prepared to evaluate the claims that abound on social media. Current conceptions of "scientific literacy," we argue, are failing to articulate the competencies and knowledge required in today's changed context. In what follows, we lay out our arguments for why it is time to rethink the conception of scientific literacy by considering what it requires to be a competent outsider to science. Then drawing on our recent report, we lay out what might be done within science education to address the specific phenomenon of misinformation. [ABSTRACT FROM AUTHOR]

Teaching science can provide opportunities for young children to explore and learn about the world around them and, equally important, to support children's language development. Yet, recent research suggests that children's access to science education is limited, especially in early and elementary education. Since language is critical to children's success in learning to read, teachers need access to a variety of venues to develop these foundational literacy skills. This paper provides evidence of the importance of teaching science in an effort to teach science ideas and develop children's language. In addition, this paper describes a range of approaches teachers can use to facilitate inquiry‐based science education and oral language development simultaneously. When educators engage children in high‐quality science experiences, they present children with the opportunity to develop both science ideas and language. [ABSTRACT FROM AUTHOR]

In considering goals for science education, it is conventional to make arguments for the utility of scientific knowledge for a variety of purposes. Less prominent are rationales based on the beauty or truth of science. In this paper, we examine how an approach to science education might be different if we shift the goals of communication to an appreciation of the ways in which our knowledge is limited, and how the practical boundaries of our knowledge can be closer than we think—in other words, how we are collectively ignorant. Key to this approach is a renewed understanding of the role of material investigations in providing partial knowledge. Instead of providing incontrovertible evidence, empirical investigations provide a form of "explanatory excess" whereby the appropriate choice of explanation is not necessarily one that can be simplistically determined. Although scientific practices provide techniques to minimize the possibility of error in making our conclusions, these practices are performed by fallible human communities, from which the notion of "tentative, yet durable" claims derives. We argue that public scientific literacy may be better served by more circumspect claims of validity, and crucially, an enhanced understanding of the ways in which materiality influences epistemic processes and limits our claims. We illustrate these proposals through the case of the International Young Physicists' Tournament, a contest that invites participants to play with interesting physical phenomena for over a year. We identify three factors prominent in these tournament problems that present possibilities for increasing the authenticity of practical investigations. These are (i) multiple physical interactions in phenomena leading to the openness of choice of explanatory theory; (ii) the qualitative, subjective nature of the explanatory utility of theories; and (iii) the material contingency of empirical investigations. We argue that a more open‐handed embrace of the limits of our knowledge may serve as a better epistemic orientation for science instruction. [ABSTRACT FROM AUTHOR]

This paper explores the potential of civic science education (CSE), which includes experiences that have been intentionally designed to foster or enhance individuals' interactions with and/or engagement in science‐related public matters. To begin, we provide a theoretically‐grounded definition of CSE, including three sub‐categories: foundational, exploratory, and purposefully active. We then explore the scholarly arguments for why enacting CSE could help to support students' science learning and civic engagement and also strengthen civil society. Next, the paper examines current educational practices related to CSE, such as citizen science, exploring socioscientific issues, and various civic education pedagogies, detailing what researchers have learned from empirical studies of these practices. Building on this prior theory and research, we argue that CSE could motivate students both to learn science and become engaged in civic issues, with slightly different expected outcomes across the three CSE categories. We conclude by encouraging educators and researchers to explore the great potential of such practices, providing specific recommendations for curriculum development and empirical studies. [ABSTRACT FROM AUTHOR]

The advancement of technologies has promoted the increasing popularity and integration of mobile technologies in science education in the past decade. These trends have led to an increased interest among scholars to understand the effects of mobile technologies in science education and whether those effects differ depending on how mobile technologies are used in learning and teaching (eg, student‐led, teacher‐led, collaborative). In this study, we performed a meta‐analysis of 34 studies that directly examined the effects of users' pedagogical role on K‐16 students' achievement in science when engaging in mobile learning (ML). The analysis of the 34 studies yielded an overall significant main effect of ML on K‐16 science learning outcomes. We applied the mixed‐effects model with moderator variables and found that users' pedagogical role significantly moderated the ML effects as a whole. Collaborative and student‐led uses had a statistically significant impact on student science learning, whereas teacher‐led use did not. Findings from this meta‐analysis are consistent with prior research, providing synthesized research‐based evidence of the effects of ML on science learning that holds implications for both mobile curriculum design and mobile technology use. Practitioner notesWhat is already known about this topicMobile technology has been increasingly adopted in science learning with great potential to support learning and teaching.Prior meta‐analysis has suggested multiple moderators in measuring the mobile learning effect.Prior empirical studies examined the effect of mobile users' pedagogical role in the specific subject domains (eg, physics) and grade levels (eg, high school).What this paper addsThis meta‐analysis is among the first to examine the moderator effect of mobile users' pedagogical roles on ML in K‐16 science education.This study found that mobile technology use is associated with significant science learning outcomes across 34 studies.This study found that the effect of mobile learning was moderated by mobile users' pedagogical roles (ie, who initiated the use). Collaborative use between teachers and students tends to be the most effective. Teacher‐led use tends to be the least effective.Implications for practiceThis study suggests that we should consider who leads the use of mobile technology when integrating mobile learning in science education.In particular, educators should encourage collaborative and student‐led mobile use for learning and instruction. [ABSTRACT FROM AUTHOR]

The article discusses the importance of materials throughout human history and their role in economic progress and social well-being. It emphasizes the application of materials in the form of devices and the ongoing research on advanced and functional materials to enhance existing technologies. The article highlights the challenges faced by researchers in synthesizing, analyzing, and characterizing materials, and the need for collaboration among scientists, engineers, and individuals from industries. The article also provides an overview of the 3rd National Conference on Materials and Devices (NCMD), which aimed to connect young researchers with senior scientists and professors and facilitate discussions on materials and their device applications. The conference featured plenary and invited speakers, as well as research papers and poster presentations by young researchers. The article expresses gratitude to the organizers, Teerthanker Mahaveer University, and the journal "Macromolecular Symposia" for their support and publication of selected papers from the conference. [Extracted from the article]

With improving technology and monitoring efforts, the availability of scientific data is rapidly expanding. The tools that scientists and engineers use to analyse data are changing in response. At the same time, science education standards have shifted to emphasize the importance of students making sense of data in science classrooms. However, it is not yet known whether these exciting new datasets and tools are used science classrooms, and what it would take to facilitate their use. To identify opportunities, research is needed to capture the data practices currently performed in classrooms, and the roles of technology for student learning. Here, we report findings from a survey conducted in the United States of 330 science teachers on the data sources, practices and technologies common to their classroom. We found that teachers predominantly involve their students in analysing relatively small data sets that they collect. In support of this work, teachers tend to use the technologies that are available to them—namely, calculators and spreadsheets. In addition, we found that a subset of teachers used a wide variety of data sources of varying complexity. We discuss what these findings suggest for practice, research and policy, with an emphasis on supporting teachers based on their needs. Practitioner notes: What is already known about this topic Collecting and analysing data are central to the practice of science, and these skills are taught in many science classrooms at the pre‐collegiate (grades K‐12) level.Data are increasingly important in society and STEM, and types and sources of data are rapidly expanding. These changes have implications for science teachers and students. What this paper adds We found that the predominant data source science teachers use is student‐collected, small data sets.Teachers use digital tools familiar and available to them: spreadsheets and calculators.Teachers perceive the cost and time it would take to learn to use digital tools to analyse data with their students as key barriers to adopting new tools.Despite the predominance of small, student‐collected data analysed using spreadsheets or calculators, we also found notable variability in the data sources and digital tools some teachers used with their students. Implications for practice and/or policy Many of the changes called for in science education standards and reform documents, regarding how students should collect and analyse data, have not yet been fully realized in pre‐collegiate classrooms.Science teacher educators and science education researchers should build curricula and develop digital tools based on which kinds of data sources and digital tools teachers presently use, while encouraging more complex data useage in the future. [ABSTRACT FROM AUTHOR]

This paper's focus is on the "middle" of partnerships for equity in science education. Middle is used in a temporal sense, meaning the time after the general purposes and terms of working together have been set and before outcomes have been achieved. The middle of the partnership also represents people interacting, bounded around the edges, by their institutional roles, norms, resources, and priorities. As co‐authors who had not previously collaborated (or even met in person), we approached the construction of this manuscript as a dialogue where we learn by sharing narrations of experiences and values and principles. We were inspired by the conversational book between Horton and Freire (1990) and specifically their discussion of "Is it possible to just teach biology?" (p. 102). In our conversation, we illustrate the ways in which partnerships may make justice‐oriented science education possible. Our focus is on complementary and contradictory knowledges, and ways of knowing, institutional resources and constraints, and strategies for making transformative change. We explore the middle of partnerships as a series of opportunities for learning and growing, caring for one another, and building solidarity spaces together. [ABSTRACT FROM AUTHOR]

Addressing equity issues in science education requires a reorientation to how science students are advised and how science, technology, engineering, and mathematics (STEM) education, particularly science, is viewed. STEM education is often figuratively described as a pipeline containing students who leak out before reaching the nexus of their STEM education/career journey. The authors of this paper argue that STEM education must be viewed from an ecosystems perspective, where students interact with one another, their physical environment and cultural contexts, and other humans who can support them in becoming STEM professionals. Within this STEM ecosystem, many individuals have a pivotal role in supporting students as they learn and develop within the science field. These individuals, particularly advisors, must possess knowledge, beliefs, skills, and dispositions that help students cultivate a sense of belonging, engage them in critical thinking about their academic and career choices, and aid their identity development in learning as becoming in STEM professions. The authors describe who these individuals are, the roles they play, and also provide practical examples, using vignettes, of how advisors can support students of color pursuing science degrees and careers. Finally, recognizing that students' STEM advising ecosystem operates at any grade level or stage of life, the authors have organized the descriptive portion of this study according to the following levels elementary, secondary, undergraduate, graduate, and career. [ABSTRACT FROM AUTHOR]

Background: Guidance has showed positive effects on promoting inquiry‐based learning in science education. While an increasing number of studies focus on the design of guidance in simulation‐based inquiry learning due to recent technology developments, how different designs of a same type of guidance affect learning remains a question. Objectives: This study reviews the (quasi‐)experimental research on the learning effects of differently designed guidance in simulation‐based inquiry learning in the past decade (2011–2020). The investigation is guided by two questions: how differently designed guidance affects inquiry‐based learning in simulated environments in terms of learning process and learning outcomes, and what role technology plays in the design of guidance. In particular, we report on studies that compares the effects of a same type (process constraints/prompts/heuristics/scaffolds/metacognitive supports/direct presentation of information) of guidance with different instructional designs, and select a total of 28 peer‐reviewed journal articles. The results indicate no equivocal tendency of effectiveness towards a specific design. Instead, each type of guidance has related factors that may influence its effectiveness. Three major factors that related to optimization of inquiry learning guidance in simulation‐based environments are identified: the learner factor, the pedagogical factor, and the technological factor. Lay Description: What is already known about this topic?: Inquiry learning is an active learning approach that involves learners in self‐directed scientific discovery process to acquire knowledge.Technology provides alternative environments and unique features to support inquiry learning.Proper guidance could improve learning outcomes of inquiry‐based learning. What this paper adds?: Regarding to effectiveness, there is no equivocal tendency towards a specific design in each guidance type in simulation‐based inquiry learning.Technology plays multiple roles in the design of guidance in simulation‐based inquiry learning. Implications for practice: In the design of guidance in simulation‐based inquiry learning, learner factors, pedagogical factors, and technological factors should all be considered together.The teacher's role in providing guidance needs further exploration in simulation‐based inquiry learning. [ABSTRACT FROM AUTHOR]

Web‐based scientific inquiry learning is characterized as providing an autonomy‐supportive environment for students to solve scientific problems. However, as a complementary approach for improving students' learning, structure‐supportive strategies in a web‐based learning environment deserve further exploration. Whilst both teachers and platforms could make essential contributions in providing structure support, research findings concerning how teachers could successfully interact with the platform in such an environment are scarce. Grounded on self‐determination theory, two quasi‐experimental studies with pre and post measurements were conducted to address two questions. First, whether structure support could improve students' inquiry learning in an autonomous web‐based inquiry learning environment? Second, what is the relationship between teachers and platforms in doing this? As hypothesized, study 1 provides empirical evidence on the effectiveness of applying structure‐supportive instructional strategies in autonomous web‐based scientific inquiry. Study 2 confirmed that students performed best in the class with high structure support provided by both teachers and platforms. The results shed light on the positive impacts of integrating both autonomy and structure support and emphasize the critical role of teachers in a web‐based inquiry learning environment. Additionally, they infer a possible causal link between the efficient application of structure strategies and students' learning outcomes. Practitioner notesWhat is already known about this topicA web‐based scientific inquiry learning environment is helpful in assisting science inquiry learning. However, appropriate scaffolding is critical for students in regulating their learning.The autonomy‐ and structure‐supportive strategies could positively influence students' academic performance in the traditional face‐to‐face environment. However, how to integrate both strategies in web‐based learning environments deserves more exploration.Both teachers and platforms should make important contributions in providing structure support, but empirical evidence on how to integrate both are highly needed.What this paper addsThe findings of the current study contribute to the growing body of literature by highlighting the potential importance of self‐determination theory (SDT) in designing instructional strategies from an integrated perspective, particularly in a web‐based scientific learning environment.The results shed light on the positive impacts of integrating both autonomy and structure support, but also provide more implications inferring a possible causal link between the efficient application of structure strategies and students' learning outcomes.The results further indicated the essential role of teachers in a web‐based inquiry science environment.Implications for practice and/or policyAs we recognize the significance of autonomy‐supportive web‐based learning environments, its weaknesses should not be ignored. In designing such a platform, appropriate structure‐supportive strategies should be integrated to assist Chinese students in self‐regulating their learning.It is of practical significance for teachers to explore how to better cope with the use of platforms in the classroom and provide meaningful guidance for their students. [ABSTRACT FROM AUTHOR]

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: (a) arguments are a part of dialogues, (b) dialogues present different objectives, (c) dialogues start from different assumptions, and (d) dialogues shape the roles and moves of interlocutors. This paper intends to address the analysis of argumentative exchanges within educational science dialogues considering several aspects of argumentation that have neglected to be investigated in the field of education, such as the relations among individual moves and the dialogues they are part of, and the influence of such moves on knowledge construction. Toward this purpose, a proposed tool is presented, which describes argumentative dialogues in science teaching contexts across the varied and interrelated dimensions. This tool, consisting of six analytical aspects, is applied to high school chemistry students' argumentative dialogues taking place during modeling activities. Data collection (involving audio and video recording plus observations made by the researchers) revealed the main affordances of this tool as follows: (a) favoring an understanding of the individual and collective students' intentions; (b) enabling the characterization of argumentative discourse beyond the moves of refuting, questioning and providing support; (c) enabling the identification of whether knowledge construction has occurred; and (d) the possibility of analyzing teaching situations across different contexts. Thus, the tool supports the descriptions and analyses of the scientific argumentation process and the associated knowledge construction by students. [ABSTRACT FROM AUTHOR]

Summary Facsimile paper, so‐called thermal paper, is an example for thermographic recording material which is utilised for fast printing of receipts and tickets. These papers consist of a thermochromic three‐component mixture of a colourless leuco dye and a weak acidic developer mixed with a high melting long‐chain alcohol solvent. The developer is encapsulated in the solvent and therefore not able to protonate the pH‐sensitive leuco dye molecules to build the coloured state of the mixture. A striking colour change occurs upon heating the composition and melting the solvent whereby the developer is free to react with the leuco dye. Thermochromic composites formulated from the colour former Crystal Violet lactone (CVL), an alkyl gallate as developer and 1‐tetradecanol as solvent are presented in this article. The simple contact with hot water leads to colour reaction on thermal paper, whereas no colour change occurs after contact with hot oil. Based on these phenomena on thermal paper, we have found an interesting concept to demonstrate thermochromic behaviour for science education in school. [ABSTRACT FROM AUTHOR]

Interdisciplinary research from the learning sciences has helped us understand a great deal about the way that humans learn, and as a result we now have an improved understanding about how best to teach and train people. This same body of research must now be used to better inform the development of Artificial Intelligence (AI) technologies for use in education and training. In this paper, we use three case studies to illustrate how learning sciences research can inform the judicious analysis, of rich, varied and multimodal data, so that it can be used to help us scaffold students and support teachers. Based on this increased understanding of how best to inform the analysis of data through the application of learning sciences research, we are better placed to design AI algorithms that can analyse rich educational data at speed. Such AI algorithms and technology can then help us to leverage faster, more nuanced and individualised scaffolding for learners. However, most commercial AI developers know little about learning sciences research, indeed they often know little about learning or teaching. We therefore argue that in order to ensure that AI technologies for use in education and training embody such judicious analysis and learn in a learning sciences informed manner, we must develop inter‐stakeholder partnerships between AI developers, educators and researchers. Here, we exemplify our approach to such partnerships through the EDUCATE Educational Technology (EdTech) programme. Practitioner NotesWhat is already known about this topic? The progress of AI Technology and learning analytics lags behind the adoption of these approaches and technologies in other fields such as medicine or finance.Data are central to the empirical work conducted in the learning sciences and to the development of machine learning Artificial Intelligence (AI).Education is full of doubts about the value that any technology can bring to the teaching and learning process.What this paper adds? We argue that the learning sciences have an important role to play in the design of educational AI, through their provision of theories that can be operationalised and advanced.Through case studies, we illustrate that the analysis of data appropriately informed by interdisciplinary learning sciences research can be used to power AI educational technology.We provide a framework for inter‐stakeholder, interdisciplinary partnerships that can help educators better understand AI, and AI developers better understand education.Implications for practice and/or policy? AI is here to stay and that it will have an increasing impact on the design of technology for use in education and training.Data, which is the power behind machine learning AI, can enable analysis that can vastly increase our understanding of when and how the teaching and learning process is progressing positively.Inter‐stakeholder, interdisciplinary partnerships must be used to make sure that AI provides some of the educational benefits its application in other areas promise us. [ABSTRACT FROM AUTHOR]

Science education researchers agree about the importance of evidence in science practices such as argumentation. Yet, disagreements and ambiguities about what counts as "evidence" in science classrooms pervade the literature. We argue that these ambiguities and disagreements can be viewed as falling along three fault lines: (i) the source of evidence, specifically, whether it must be first‐hand; (ii) whether "evidence" must always be empirical; and (iii) the extent to which evidence is inferred, and what degree of inference transforms "evidence" into something else. In this paper, after showing how these three fault lines manifest in the literature, we argue that these three dimensions of disagreements and ambiguities are not confined to research and research‐based curricula; they are also salient in teachers' classroom practice, as illustrated by a dramatic, multiday debate between a mentor teacher and her teacher intern. After establishing the salience of the three fault lines in both research and practice, we explore whether Next Generation Science Standard (NGSS) can provide a resolution to the teachers' debate and to the disagreements/ambiguities in the literature. Our analysis reveals that NGSS reproduces rather than resolves those three fault lines—but in doing so, it invites a resolution of a different type. Instead of providing a single, precise, context‐independent definition of "evidence," NGSS implicitly reflects a defensible view that what counts as "evidence" depends on the epistemic aims of the practices in which the students are engaged. This implied context‐dependency of what counts as good evidence use, we argue, could be made explicit in an addendum document clarifying aspects of NGSS. Doing so would provide valuable guidance to teachers, teacher educators, and researchers. [ABSTRACT FROM AUTHOR]

The COVID‐19 pandemic prompted a transition to remote delivery of courses that lack immersive hands‐on research experiences for undergraduate science students, resulting in a scientific research skills gap. In this report, we present an option for an inclusive and authentic, hands‐on research experience that all students can perform off‐campus. Biology students in a semester‐long (13 weeks) sophomore plant physiology course participated in an at‐home laboratory designed to study the impacts of nitrogen addition on growth rates and root nodulation by wild nitrogen‐fixing Rhizobia in Pisum sativum (Pea) plants. This undergraduate research experience, piloted in the fall semester of 2020 in a class with 90 students, was created to help participants learn and practice scientific research skills during the COVID‐19 pandemic. Specifically, the learning outcomes associated with this at‐home research experience were: (1) generate a testable hypothesis, (2) design an experiment to test the hypothesis, (3) explain the importance of biological replication, (4) perform meaningful statistical analyses using R, and (5) compose a research paper to effectively communicate findings to a general biology audience. Students were provided with an at‐home laboratory kit containing the required materials and reagents, which were chosen to be accessible and affordable in case students were unable to access our laboratory kit. Students were guided through all aspects of research, including hypothesis generation, data collection, and data analysis, with video tutorials and live virtual sessions. This at‐home laboratory provided students an opportunity to practice hands‐on research with the flexibility to collect and analyze their own data in a remote setting during the COVID‐19 pandemic. This, or similar laboratories, could also be used as part of distance learning biology courses. [ABSTRACT FROM AUTHOR]