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The use of augmented reality games (ARGs) in education has gained increased attention from curriculum developers, teachers, and researchers in the past decade. Research findings show that ARGs can promote meaningful learning environments that foster key competences for the 21st century. This paper presents the design process of "EcoAegean", an ARG for mobile devices, which was implemented in primary classroom environments to support the development of students' key competences in the context of sustainability. The game was created using an open augmented reality software platform and its design was based on contemporary theoretical underpinnings regarding the use of such games in educational contexts. In the first section of the paper, we describe the design procedures of the learning scenario as well as the game itself. In the last section of the paper, we offer a set of critical insights on the design and implementation of mobile augmented reality games for the purpose of supporting students' development of key 21st century competences.

In this position paper, we propose commognition for the study of proof teaching at university lectures through an integrative literature review. We critically examine studies that focused on proof teaching but did not use the commognitive framework. Through this examination, we gain an understanding of the pedagogical aspects of proof teaching and address gaps in the literature. After we introduce the key principles of the commognitive framework, we review a set of studies that used commognition for the investigation of lecture-type teaching in higher education. In reviewing these studies, we pay special attention to the added value of the use of commognition. We conclude by proposing an approach to the study of proof teaching by using the commognitive framework. This approach offers insights into opportunities provided by lecturers for the deritualization of proving routines.

The goal of this case study was to examine how a group of young children in a historically marginalized neighborhood in the northern part of the Netherlands perceived their engagement in an out-of-school, STEM community-based program aiming to enhance young children's interest and self-identification with science. We collected data through semi-structured interviews with eight purposefully selected children and analyzed those through a constant comparative approach and with the use of open coding strategies. The findings revealed specific aspects of the design of the program that were perceived as motivating and engaging: the integrated multidisciplinary approach to exploring scientific concepts and opportunities for active engagement and personally relevant science experimentation. The findings are offered alongside a set of recommendations for the design of out-of-school, community-based programs that aim to support young children's engagement with science.

The purpose of this study was to evaluate the impact of virtual reality on undergraduate students' self-efficacy, self-concept, interest, and laboratory anxiety in an introductory chemistry course. We used a mixed-methods approach to improve our understanding of how these factors mediate student learning. The findings showed that (i) the use of the virtual reality application had an overall positive impact on students' self-efficacy, self-concept, interest, and anxiety; and (ii) students who expressed some anxiety about doing the lab prior to the course reported the use of the virtual reality application decreased their levels of anxiety at the end of the lab. The implications of these findings speak to the potential value of the use of virtual reality applications in higher education and especially in situations when distance learning is the only option as well as in situations where the costs of real laboratories cannot be afforded.

Artificial Intelligence is widely used across contexts and for different purposes, including the field of education. However, a review of the literature showcases that while there exist various review studies on the use of AI in education, missing remains a review focusing on science education. To address this gap, we carried out a systematic literature review between 2010 and 2021, driven by three questions: a) What types of AI applications are used in school science? b) For what teaching content are AI applications in school science used? and, c) What is the impact of AI applications on teaching and learning of school science? The studies reviewed (n = 22) included nine different types of AI applications: automated assessment, automated feedback, learning analytics, adaptive learning systems, intelligent tutoring systems, multilabel text classification, chatbot, expert systems, and mind wandering detection. The majority of the AI applications are used in geoscience or physics and AI applications are used to support either knowledge construction or skills development. In terms of the impact of AI applications, this is found across the following: learning achievement, argumentation skills, learning experience, and teaching. Missing remains an examination of learners' and teachers' experiences with the use of AI in school science, interdisciplinary approaches to AI implementation, as well as an examination of issues related to ethics and biases.

[This paper is part of the Focused Collection on Qualitative Methods in PER: A Critical Examination.] This article details methodologies employed to enable sharing and coconstructing the stories of three women's lives in physics. The first case explores the usefulness of timeline interviewing, where participants narrate episodes that are coconstructed with the researcher as meaningful over time. We illustrate this method in the case of a mature student in Sweden from a working-class background who shared moments that added up to a life outside of physics and then a sharp turn into physics later in life. The second case explores life-history interviewing using a narrative-inquiry approach and deep relationship building which enabled the coconstruction of stories of experiences over time. These moments are coconstructed with the researcher and analyzed using an intersectionality lens to yield a story depicting the transnational experiences of a woman of color moving across various European contexts into the North American physics context. The final case is of a first-generation Canadian woman of color who shared her navigations of in and out of school physics via a method known as the "Rivers of Life." Using this method, the participant narrates their experiences with physics as a river, using metaphorical tools like rafts, rocks, rapids, tributaries to discuss various moments described as twists and turns over time that together amount to a life in physics. We discuss the value of different approaches to coconstructing narratives with participants and, in particular, the need for this kind of research in physics contexts.

Identity-based research in physics education has been receiving increased attention in the past few years given the potential of identity in producing novel insights into the ways' students engage in physics. In this study, we examined the development of preservice physics teachers' physics identity through a specific instructional practice: a specially designed course incorporating the use of the multiple representations. Although specific programs and instructional practices have been found to influence the development of physics identity, there is no clear evidence about the kinds of instructional practices that might support its development. To examine the influence of multiple representations on each component of physics identity, we designed and implemented a physics course that used a multiple representation (MR)-based instructional approach with a group of 61 preservice physics teachers at a public university in Indonesia. Data were collected with a pre- and post-questionnaire on physics identity, a conceptual understanding test, and a post-test that examined differences between identity components before and after the course, conceptual understandings, as well as the participants' views about the use of the MR-based instructional approach. The findings revealed a significant improvement of two components of physics identity, namely, competence and interest, and point to the potential of MR-based instruction in physics courses.

The main focus of this paper is to put forward an argument about the value of asset-based, culturally relevant/responsive and sustaining pedagogies in science education, especially in former colonial contexts. Countering the framing hegemony of science education through a historically Euro-dominant lens, we call for a critical analysis of the state of science education in the Netherlands by exploring, specifically, the Dutch Caribbean community which includes Suriname and the former Dutch Antilles and Aruba and the need to respond with a more culturally relevant and sustaining pedagogical stance. In doing so, we provide a concrete example of a CR-SP-focused community-based STEAM program for young children and their parents in the north of the Netherlands. We hope that this paper will provide the foundation to springboard conversations among educators and researchers with an interest in designing, enacting and researching CR-SP-informed programs and curricula geared for historically marginalized families and children.

Popular films can influence the public's image of women scientists and (re)shape social stereotypes. In this study, we examined how women scientists were portrayed in films in the context of fourth-wave feminism. Twelve characters of women scientists in eight films were analysed using sociological film interpretation across the following categories: occupation, socio-political theme, and time frame. The findings showed that most characters were portrayed as competent, diligent, and typically as experts in their fields. The most prevalent stereotype across the films was the "lonely heroine." Overall, the findings suggest an improvement in the representation of women scientists in films and provide a set of implications about how women scientists' portrayal in films may contribute to addressing gender science stereotypes. Beyond seeing women in scientific fields represented, it is important that their portrayal is positive, diverse, and intersectional and does not reinforce stereotypes of either dominant or overly feminine women.

This review study synthesises 28 empirical research articles emphasising the learning of morality aspects in the context of addressing socioscientific issues (SSI) in secondary science education. The key interrelated questions we seek to address in this study are how morality is conceptualised in the science classroom in the light of emerging sustainability issues and how it can be developed. We used the Four Component Model of Morality to create a knowledge base for how morality has been conceptualised in the literature on secondary science education and how it can be developed. The findings of this review study show that not all studies have used concrete, explicit conceptualisations of morality and that the role of sense of place and the situatedness of morality have often been neglected. It also emerged that studies focusing on students' moral character and action-taking were underrepresented. We recommend that further research be carried out on the interrelationships between moral character and enacted moral reasoning. The review also reveals a gap between morality research and teaching. Based on the outcomes of this review, we propose a set of recommendations aimed at guiding and encouraging students' morality within secondary science education.

Framed within intersectionality, this multiple case study explores women's participation in physics through the construct of physics identity and with a focus on recognition. The study is drawn upon an empirical life-history exploration of three women: a native to Northwestern Europe, late-career white woman and two immigrant women to Northwestern Europe, one is an undergraduate student of color, and the other, an early career Muslim woman. The data for this study were collected through multiple, semistructured, interviews in a period of 2 years, which were analyzed using a constant comparative method. Collectively, the three life-histories tell stories of otherness, persistence, hope, and failure and they elucidate the kinds of identities that are deemed "in-place" and "out-of-place" in physics. They showcase how the three women authored multiple identities that simply co-existed for them, while for others were seen as conflicting and caused misrecognition. The findings point to four main insights: (a) recognition is neither linear nor binary and it comes in many different forms that range from explicit encouragement to no opposition; (b) it is drawn upon various sources including ones in the early years of life: family, school teachers, university instructor, students, and social community; (c) it is culture-dependent and as such, it is influenced by factors on multiple levels, including cultural and gender stereotypes, organizational policies, racism, sexism, classicism, and other forms of discrimination. The implications of these findings speak to the need for: (a) systemic programs on how women are recognized by others and which seek to widen and diversify physics environments from the school level to the professional level; (b) research exploration of the politics of recognition and how they perpetuate the underrepresentation of women in physics; and, (c) disrupting monolithic theorizations of recognition and adopting intersectional approaches to exploring physics identity that value women's personal histories, subjectivities, and positionalities.

In this qualitative case study we examined the impact of a specially-designed classroom intervention for a group of 15–16-year-old Dutch biology students' use of values in contemplating five socioscientific issues in the human-nature context. The students worked in small groups to support various aspects of their morality. An ethical matrix was used as a heuristic to explore different arguments and moral values from different perspectives. The collected data consisted of written assignments, group conversations, and individual interviews. The results show that students' use of values differed from one issue to another. The values they used in their moral decision-making indicated that the influence of the intervention activities, aimed at enhancing a relationship between moral agent (student) and moral object (topic), was limited. The study provides evidence that the intervention positively conduced to students' cognition of the values that are personally relevant. Recommendations for further theorization, research and practice are discussed. [ABSTRACT FROM AUTHOR]

Knowledge of scientific inquiry (SI) is considered essential to the development of an individual's Scientific Literacy (SL) and therefore, SI is included in many international science education reform documents. Two previous large scale international studies assessed the SI understandings of students entering middle school and secondary students at the end of their formal K-12 science education. The purpose of this international project was to use the VASI-E to collect data on what primary level students have learned about SI in their first few years of school. This study adds to previous research to bridge the landscape of SI understandings now with representation from primary, middle and high school samples. A total of 4,238 students from 35 countries/regions spanning six continents participated in the study. The results show that globally, primary students are not adequately informed about SI for their age group. However, when compared with the students in the previous international studies (grades seven and 12), the primary students' understandings were surprisingly closer to the levels of understanding of SI of the secondary school students than those in the seventh grade study. [ABSTRACT FROM AUTHOR]

Women have been underrepresented in STEM fields around the world (UNESCO, 2018). Prior research identified some of the reasons for this gender disparity such as systemic barriers, lack of confidence, lack of female role models, and cultural and gendered science stereotypes. These issues have been framed in contemporary literature within the construct of STEM identity. Building upon this literature, our project explored the role of the university classroom in supporting the development of a strong STEM identity and specifically the view of self as a competent science person. The project consisted of two parts. In the first part student-led desktop and empirical research focused on generating evidencebased recommendations for how an introductory Calculus course could be redesigned to be more gender-inclusive. The second pertained to the evaluation of the redesigned Calculus course centered around two main indicators of success: (i) students' confidence as mathematics learners, and (ii) their intention to continue with STEM education. The project has scientific and practical implications as it contributes evidence towards understanding the kinds of activities that might support university students' STEM identity development and provides a set of concrete, evidence-based, gender-inclusive instructional practices. [ABSTRACT FROM AUTHOR]