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This paper explores the hegemonic pedagogical-cultures-based narratives that I experienced in my science teaching and learning journey. Furthermore, in this paper, I also envisage different methods for deconstructing the overwhelming influence of hegemony in the science classroom. I focus on two research questions: (1) In what ways could I explore the deep-seated, hegemonic-science, pedagogical culture in my science teaching and learning? (2) How could I envisage the possible ways for deconstructing hegemony in science education? In this autoethnographic inquiry, I used the 'knowledge-constitutive interests' theory as a referent in data text generation and meaning-making. This theoretical lens helped unfold the deep-rooted, hegemony-like singular and absolute scientific knowledge consumption practice. While engaging in reflection-on-/in-/for-actions, I realized the need for curious, contextual and cultural selves and communication as a dance rather than a war for reforming and transforming these deep-seated, hegemonic, pedagogical cultures and identities. Moreover, I also attempt to practise the transdisciplinary STEAM (science, technology, engineering, arts and mathematics) approach for connecting classroom science learning with learners' lives. I believe that it could support reforming/transforming my sit-and-get science teaching. Therefore, I also offer to be involved in a transdisciplinary pedagogy (like STEAM), research and academic writing for transformative curricular praxis and inclusive science learning. [ABSTRACT FROM AUTHOR]

Large Language Models (LLMs) have emerged as powerful generative Artificial Intelligence solutions. This paper presents results and reflections of an experiment done with the LLM GPT 3.5-Turbo to perform an inductive Thematic Analysis (TA). Previous research has worked on conducting deductive analysis. Thematic Analysis is a qualitative method for analysis commonly used in social sciences and it is based on interpretations by the human analyst(s) and the identification of explicit and latent meanings in qualitative data. The paper presents the motivations for attempting this analysis; it reflects on how the six phases to a TA proposed by Braun and Clarke can partially be reproduced with the LLM and it reflects on what are the model's outputs. The paper uses two datasets of open access semi-structured interviews, previously analysed by other researchers. The first dataset contains interviews with videogame players, and the second is a dataset of interviews with lecturers teaching data science in a University. This paper used the analyses previously conducted on these datasets to compare with the results produced by the LLM. The results show that the model can infer most of the main themes from previous research. This shows that using LLMs to perform an inductive TA is viable and offers a good degree of validity. The discussion offers some recommendations for working with LLMs in qualitative analysis. [ABSTRACT FROM AUTHOR]

Increasing demands on museums for visitor insights, theoretical shifts in the learning sciences, the embeddedness of multimodal media in museums and society, and advancements in data visualisation tools and web-based applications are all clear calls for innovating visitor research in museums. In this article, I describe how concepts from multimodal and sociocultural research help shift the analytical lens for understanding and studying connections between visitor behaviours, social interactions and engagement in exhibitions. The following question is explored: In which ways can multimodal theory and the learning sciences inform the design and use of new visitor research tools and methods that are relevant for museum practice? A case study from a university-museum research partnership illustrates how multimodal and sociocultural perspectives from the humanities and learning sciences, respectively, merged in the development of a new tool to enhance and innovate visitor research within museums. [ABSTRACT FROM AUTHOR]

Introduction: There is a history of overlap between art and science education, particularly in anatomy and other related medical specialties. Technological advances have increased exposure to visual images and creation and sharing of image-based content is commonplace. Statement of the Problem: The use of visual content and activities in education typically declines after early childhood, after which most teaching and learning relies heavily on text-based curricula. Incorporating visual content into education makes optimal use of human cognition; visual and verbal processing channels can operate independently, so using both allows for dual coding and enhanced memory. Literature Review: In this paper, we review the literature on the use of visual techniques in teaching undergraduate neuroscience. Teaching Implications: Image-based content can offer learners an additional cognitive resource and also engage English language learners and those with reading challenges, which might not benefit as much from a solely text-based approach. Conclusion: We recommend educators consider the use of (1) learner-generated drawing, (2) 3-D modeling, and (3) infographics to improve learning outcomes among undergraduate neuroscience students. We provide resources and practical suggestions for implementing the aforementioned techniques. [ABSTRACT FROM AUTHOR]

Individuals with disabilities have been less involved in school activities than their peers of the same age and this includes career preparation in science and math (Agran et al., 2019; Eriksson et al., 2007; Jackson et al., 2022). Students with disabilities often lack access to facilities, programs, and equipment, and acceptance by educators, employers, and co-workers (Burgstahler, 1994). The effects of a virtual reality (VR) human anatomy application as the means of teaching science vocabulary definitions and locations acquisition for three different human anatomy systems (digestive, respiratory, and integumentary) to college-age students with intellectual disability (ID) are reviewed. This single subject, multiple baseline study included two transition age youth with ID. The intervention package included both a guided and exploratory portion. Data were collected on the participants' accuracy on the definitions and locations of ten vocabulary words for each of the three body systems on a paper assessment. Findings indicated that a functional relation existed between the implementation of the intervention package and an increase in the accuracy of scores in both definitions and locations for each of the three body systems for each participant. [ABSTRACT FROM AUTHOR]

This paper explores how the culture within a Danish university study programme affects students' aspirations of becoming a high school chemistry teacher. We draw on ethnographic fieldwork and qualitative interviews to describe and analyse the culture of the programme. In the analysis we foreground the case of two students to understand their identity negotiations and changes in their teacher aspirations over time. By combining a 'domains-of-power framework' with the concept of 'science identity', we show how everyday practices formed a culture of power that positioned research in the centre and teaching as a less attractive career path. By unfolding the subtle mechanisms that together form a culture of power, which works both to include and exclude, we show the ways in which the two student's aspirations for becoming high school chemistry teachers somewhat diminished over time. The study concludes that negotiating a science identity at a research-intensive university programme, makes it almost impossible to develop and keep an aspiration for becoming a high school teacher. To address the current and future shortage of science teachers across Europe, our findings underline the need for a more inclusive culture at the university to support science students' diverse aspirations. [ABSTRACT FROM AUTHOR]

In this paper, we critically examine the way in which scholars have traditionally defined and problematized attrition. Through a series of examples of large-scale intervention impact studies, we share insights about the sources and consequences of attrition that expand our notion of how and why attrition occurs. We also discuss potential steps for anticipating, mitigating, and responding to attrition in the dynamic context of schooling. By expanding our understanding of attrition, we hope to engage the field in further dialogue that could lead to policies and practices that might lessen the potential impacts not only on our ability to conduct research, but also our ability to advance the learning of teachers and their students. [ABSTRACT FROM AUTHOR]

Supporting youths' STEM dispositions takes an entire community of adults, yet we must understand the dispositions that adults bring to such community efforts, ways they influence youths' learning and are shaped by the community. In this paper, we examine a sociotechnical system called Science Everywhere, which invited the broader community to interact with science learning experiences youths shared across home, school, and community settings. Integrating frameworks for disposition and asset-based community development, we present a case study of four focal adults within Science Everywhere embedded in one neighborhood. We make the case for a relational perspective of disposition development that leverages community members' science and relational assets to foster dynamic, community-specific learning opportunities for youths, particularly those from resource-constrained communities. [ABSTRACT FROM AUTHOR]

Augmented reality (AR) has the potential to fundamentally transform science education by making learning of abstract science ideas tangible and engaging. However, little is known about how students interacted with AR technologies and how these interactions may affect learning performance in science laboratories. This study examined high school students' navigation patterns and science learning with a mobile AR technology, developed by the research team, in laboratory settings. The AR technology allows students to conduct hands-on laboratory experiments and interactively explore various science phenomena covering biology, chemistry, and physics concepts. In this study, seventy ninth-grade students carried out science laboratory experiments in pairs to learn thermodynamics. Our cluster analysis identified two groups of students, which differed significantly in navigation length and breadth. The two groups demonstrated unique navigation patterns that revealed students' various ways of observing, describing, exploring, and evaluating science phenomena. These navigation patterns were associated with learning performance as measured by scores on lab reports. The results suggested the need for providing access to multiple representations and different types of interactions with these representations to support effective science learning as well as designing representations and connections between representations to cultivate scientific reasoning skills and nuanced understanding of scientific processes. [ABSTRACT FROM AUTHOR]

By the late Qing dynasty, Western scientific learning had been disseminated among the Chinese literati. However, astronomical knowledge was still interpreted in the traditional Chinese astrological manner and served as an instrument in political affairs, especially in times of crisis. This paper examines controversies over astronomical observations between the proponents of traditional astrology and Western learning by presenting two cases of comet sightings. The first case is of a comet sighting between 1880 and 1882, and the second is of comets sighted before the Chinese Revolution of 1911. The reasons for the recurrence of ancient cometary prognostication in the early 20th century, when modern knowledge of comets was widespread in China, were explored as well. [ABSTRACT FROM AUTHOR]

Cultural-Historical Activity Theory (CHAT) was conceived and has been developed as an interventionist proposal and mostly as an analytical tool. The aim of this paper is to explore the connections between ontological and epistemological considerations underpinning CHAT and concrete research methodological decisions. We discuss how considerations of the philosophical basis of CHAT and more recent developments in philosophy can offer specific guidance to methodological decisions by exploring an example of research about using technology to teach in secondary science education. The explicit definition of the ontological character of activity, the status of the concept of transformation, or considering points of entry as an epistemological device suggest a possible logic to define data-gathering methods which could be generalised to other areas of CHAT research. We also discuss complementary frameworks, in particular the concept of identity, to develop a more comprehensive understanding of the complex and dynamic nature of the activity. [ABSTRACT FROM AUTHOR]

This paper examines the issue of student choice across subject streams in recent government reforms to China's National College Entrance Exam (NCEE). Utilizing data from a case study of an urban high school in Beijing, it argues that student choice of subjects across previous streams of science or fine arts runs counter to existing institutional structures at the secondary and higher education level, consideration of pedagogical techniques that differ by streams, and a "bias" for science grounded in sociohistorical concerns of national development. [ABSTRACT FROM AUTHOR]

The purposes of this paper are to: (a) examine the assumptions underlying undergraduate research in psychology, (b) present survey data that describe the current state of undergraduate psychology research conferences, (c) explore the .roles undergraduate research conferences play in science education, and (d) provide suggestions for faculty members who would like to organize undergraduate conferences in such a way as to maximize the contributions to the educational process. [ABSTRACT FROM AUTHOR]

The purpose of this article is to describe the design of a unique, bilingual (English and French) Master of Applied Sciences (M.Sc.) in Anatomical Sciences Education (ASE) program at a Canadian postsecondary institution. Anatomy is a core foundational discipline that is essential to many undergraduate, graduate, and professional programs in the health sciences. However, the number of new individuals with the necessary knowledge base and the pedagogical training to teach cadaveric anatomy are in short supply and cannot satisfy the number of openings for trained educators in the field. The M.Sc. in ASE was created to meet the increasingly critical need for instructors trained in human anatomy. The program is designed to prepare students for a career teaching human anatomy to students in the health sciences, emphasizing hands-on cadaveric dissection. Moreover, this program aims to develop educational scholarship skills in trainees by leveraging faculty expertise in medical education research, particularly in the field of anatomy education research. This focus on scholarships will make graduates more competitive for future faculty positions. During their first year of the program, learners will develop clinically relevant anatomy knowledge, teaching skills, and anatomy education scholarship. In the second year, students will benefit from an immediate, hands-on application of this acquired knowledge. In the same year, students will serve as anatomy teachers in the faculty's Medical Program and conduct their education scholarship projects, culminating in a formal research paper. Although similar programs have been developed in recent years, this article provides the first description of the creation of a graduate program in anatomy education. It includes needs assessment, program development, challenges faced, and lessons learned during the approval process. The article serves as a valuable resource for other institutions aspiring to develop similar initiatives. [ABSTRACT FROM AUTHOR]

Epigenetic processes, and the investigative practices that take these as their focus, are of increasing interest to a range of professionals beyond biomedicine. This has been piqued by, especially, the belief that bioscientific research is demonstrating new molecular mechanisms through which the social and physical environment impact upon the bodies of humans and other animals. Beyond the laboratory, epigenetic notions are entangled with wider ideas about the malleability of the soma (e.g., relating to neuroscience). In many contexts (including, to an extent, education), this intertwinement has contributed to producing and valourising a conception of a particularly plastic body. In this paper, I draw on a range of biomedical and education-related texts in order to outline and reflect upon the notions of 'education' and 'epigenetics' that are supported through and propelled by an array of writings that, to greater or lesser extents, bring these spheres of praxis into conversation. Discussions of epigenetics and stress, for instance, are framing certain kinds of educational work (e.g., with new parents) as a means of intervening in soma and society. In so doing, they implicitly extend ideas about what education is and what it can do. On the other hand, writings from educational researchers, for example, are enrolling epigenetic findings and ideas to support various positions or approaches. Many education researchers will be sceptical of some of the more hyperbolic assertations made about the significance of epigenetics. However, the fact that a nascent discourse connecting education and epigenetics is emerging is suggestive of a need for reciprocal, thoughtful, and critical exchange with bioscientists who seek to address educational issues, or whose work is being enrolled by others to do so. [ABSTRACT FROM AUTHOR]

The article discusses the importance of learning from clinical incidents in the field of anesthesia. It emphasizes the value of sharing and discussing incidents with colleagues and highlights the role of the webAIRS database, which contains de-identified online reports of clinical incidents in Australia and New Zealand, to provide valuable data for learning, improving patient care, and conducting research.

Conducting experiments fosters conceptual understanding in science education. In various studies, combinations of real (hands-on) and virtual (computer-simulated) experiments have been shown to be especially helpful for gaining conceptual understanding. The present systematic review, based on 42 experimental studies, focuses on the following: (1) What is the relative effectiveness of combining real and virtual experiments compared with a single type of experimentation? (2) Which sequence of real and virtual experiments is most effective? The results indicate that (1) in most cases combinations of real and virtual experiments promote conceptual understanding better than a single type of experimentation, and (2) there is no evidence for the superiority of a particular sequence. We conclude that for combining real and virtual experiments, apart from the individual affordances and the learning objectives of the different experiment types, especially their specific function for the learning task must be considered. [ABSTRACT FROM AUTHOR]

This paper highlights the significance of popular astronomy lectures in British theatres during the first half of the nineteenth century. The popular astronomy lecturing trade inherited from Enlightenment natural philosophy discourses. A ‘theatrical turn’ developed in the late eighteenth century and became extensive by the 1820s. Lecturers moved astronomy displays into theatres and used theatrical facilities, which resulted in a distinct type of show blending scientific instruction with sensational amusement. Lent was especially high season for this business in a metropolitan entertainment market. Pre–eminent cases of private entrepreneurs in this trade included William Walker, Deane Franklin Walker, George Bartley, and C. H. Adams. By exploring astronomy lectures in theatres, this paper also shows the spatial influence of the site on the format and style of the performance: the benefits and constraints of a theatre made a theatrical astronomy lecture distinct from others at a formal institution. [ABSTRACT FROM AUTHOR]

Despite the long history of curriculum studies in the American Educational Research Association, few past presidents have used their presidential addresses to speak about the curriculum and its importance in education research and teaching. In this essay, I examined the presidential addresses (and paper) of three well-known curriculum theorists—Harold Rugg, Maxine Greene, and Eliot Eisner—to share their perspectives on the curriculum as a vehicle for public discourse and democratic engagement. The essay ends with a challenge to AERA members to continue to use the study of curriculum as a vehicle for democracy, civic participation, and a more equitable and just society. [ABSTRACT FROM AUTHOR]

When are the most appropriate times to receive a liberal arts and sciences education? The liberal arts and sciences model is meant to achieve aims that include general cognitive abilities, moral and social growth, and interdisciplinary understanding. This paper considers the case for studying the liberal arts and sciences in secondary school in comparison with studying them in college/university. Success in fostering cognitive skills such as critical thinking is used as a basis for comparison of these two settings. A review of empirical research suggests that general cognitive gains are not unique to the liberal arts and sciences nor to tertiary education, but that social and moral education may constitute a more unique advantage of the liberal arts. The paper concludes with a discussion of the implications for the justification of the liberal arts and sciences in China. [ABSTRACT FROM AUTHOR]

A distinct education has become a heretical right for urban elites despite educational equality is an official agenda. This has not only widened the gaps between urban and rural counterparts but also developed discriminations amongst different classes of student within the urban schools. To validate this tenet, the facilities offered by various schools were compared. Yet, whether a particular secondary education program has become an exclusive right essentially for urban elites to deprive others; is not widely explored—an investigation of this study. Educational background and some selective socioeconomic status (SES) of 925,617 students; completed their secondary school certificate from 3,315 schools were collected to make comparison through descriptive analysis of secondary data. Findings note that secondary science education has become a popular program amongst the urban elites. Subsequently, they also perform well in the public examination. Furthermore, discussions suggest that science being an international education demands both formal and informal higher budgets. Hence, a greater success of urban elites in secondary science provision helps them to succeed successively in procuring higher education and thereby in job-market. Thus, a policy intervention is required to ensure an effective implementation of educational equity concept. [ABSTRACT FROM AUTHOR]

The Epistemic Competence of the Researcher is a critical success factor for ethical, rigorous, and creative research performance, but it requires a deep epistemological and methodological mastery, however, the current scientific literature has not yet achieved a conceptual arrangement, that allows researchers and educators to have a comprehensive theoretical framework for a holistic understanding of this competence. The objective of this study was to build a comprehensive theory on the epistemic competence of the researcher. A qualitative approach was used, deploying an open interview and the grounded theory method. Ten experts in social science didactics from 7 Latin American universities and 3 Spanish universities participated. The interviews were processed manually and with the support of ATLAS.TI software, finding 23 emerging categories that were contrasted with the results of a term co-occurrence network of 6081 studies imported from Scopus. From the cross-check of empirical and theoretical results, the following concepts were selected to coincide. Finally, the theoretical framework established was made up of the following concepts: 1.- knowledge building and conceptual change, 2.- epistemological beliefs, 3.- concept mapping and knowledge creation, 4.- conceptual understanding, 5.- conceptual framework, 6.- concept formation, 7.- epistemic beliefs, 8.- science education (learning science and science teaching) 9.- cognitive complexity, 10.- personal epistemology, 11.- virtue epistemology, 12.- formal logic, 13.- epistemic cognition, 14.- nature of science, 15.- epistemic emotions. A proposal for teaching and learning science from this epistemic perspective is established. Future studies should continue to explore the concepts and categories that this work leaves open. [ABSTRACT FROM AUTHOR]

With the introduction and implementation of core literacy, scientific thinking (ST) has become an essential goal and key dimension of science teaching. At present, there is no agreement on how to cultivate students' ST. This study took 238 sixth grade students from a public primary school in urban China as research sample, built a theoretical model of scientific thinking development based on the theory of the Bronfenbrenner' ecological systems theory, and used multiple data to explore and analyze the impact path of ST development of primary school students using the fuzzy sets of qualitative comparative analysis method (fsQCA). The development of urban primary school students' ST is the result of multiple factors at the level of individual drive, family environment, school teaching, and social resources. The result of data analysis showed that the influence path of ST development of urban primary school students driven by multiple factors includes three paths: parent participation leading, scientific practice leading, and home-school-community integration. We have interpreted the influence mechanism of each path in detail and put forward the enlightenment for science education policy and practice. [ABSTRACT FROM AUTHOR]

This paper reflects on a recent participatory installation by the artists' collective @.ac, entitled Messy Democracy, as a case study to raise questions concerning the 'distribution of the sensible' within the neoliberal art school. The project set up a quasi-autonomous artists' space within Hanover Project gallery 9 April–3 May, 2018 at University of Central Lancashire, Preston. This exhibition functioned as a space of collective pedagogy, co-labour and 'dissensus' situated in relation to the wider operation of the department of Fine Art. It also sought to operate as a critical alternative to contemporary models of the art school, rooted in notions of usefulness and romantic self-realisation, but re-structured in the service of 'commodification' and 'financialisation' in wake of the Browne Report (2010). Most importantly, Messy Democracy represented a 'theatocractic' 'undercommons' for alternate and counter-hegemonic subjectivities to emerge. However, hierarchical logics, resulting from the hegemonic 'distribution of the sensible' stubbornly persisted even within this nascent pedagogic democracy. [ABSTRACT FROM AUTHOR]

This paper presents reports on discussions among an international group of science and technology studies (STS) scholars who convened at the US National Science Foundation (January 2015) to think about data sharing and open STS. The first report, which reflects discussions among members of the Society for Social Studies of Science (4S), relates the potential benefits of data sharing and open science for STS. The second report, which reflects discussions among scholars from many professional STS societies (i.e., European Association for the Study of Science and Technology [EASST], 4S, Society for the History of Technology [SHOT], History of Science Society [HSS], and Philosophy of Science Association [PSA]), focuses on practical and conceptual issues related to managing, storing, and curating STS data. As is the case for all reports of such open discussions, a scholar's presence at the meeting does not necessarily mean that they agree with all aspects of the text to follow. [ABSTRACT FROM AUTHOR]

Although Artificial Intelligence (AI) is notable in education, the studies on its specific application in university science education are still incipient. At the same time, the research demonstrates a critical need to systematize AI pillars to provide a coherent and clear structure to guide the development, implementation, and understanding of this technology in various fields, but very little progress has been made in the field of university science education. Therefore, the present study was aimed at exploring the essential pillars of AI for university science education. This scoping review followed the Arksey and O'Malley methodology, which unfolds five stages; based on established criteria 89 texts were finally selected and included in the study. Ten pillars were found: (1) AI Ethics, (2) AI Didactic Integration (AI-DI), (3) Machine Learning (ML), (4) Deep Learning (DL), (5) Active Learning (AL), (6) Intelligent Prediction (AI-IP), (7) Natural Language Processing (NLP), (8) Augmented reality and Virtual reality (AR/VR), (9) Artificial Neural Network (ANN), and (10) Intelligent Tutoring System (ITS). The study provides a comprehensive synthesis of current trends and advances in this field, highlighting good practices that provide empirical evidence, highlighting ethical, pedagogical, and technical challenges associated with the application of AI in science education, which can contribute to the formation of an aware and ethical educational community in the use of AI. [ABSTRACT FROM AUTHOR]

In the context of formative assessment in classrooms, the incorporation of automated evaluation (AE) systems and teachers' interactions with them hold significant importance. This study aimed to investigate the cognitive processes of pre-service teachers as they engaged with an AE system. We developed an unsupervised learning-based AE system, the Scoring Assistant using Artificial Intelligence (SAAI). SAAI calculates scores without relying on predefined labels and generates scientific keywords from student responses to provide constructive feedback. We collected a substantial number of constructed responses from students, and four pre-service teachers evaluated these responses initially without any external assistance and then re-evaluated them using SAAI scores as a reference point. Employing a mixed-methods approach, this study demonstrated a strong level of consistency between human raters and SAAI scores. Pre-service teachers also reflectively recalibrated their assessments and adjusted their rubrics to identify students' learning more accurately. This study highlights the practical application of AE in real classroom settings and demonstrates how AE can enhance efficiency and accuracy in K-12 science assessments, thus supporting teachers. [ABSTRACT FROM AUTHOR]

This paper tracks and attempts to unravel a persistently dominant discursive construction of the problem of women's under-representation in science, engineering, and technology (SET) education and work: the idea that the interaction of gender stereotyping with the masculine image of SET disciplines and workplaces prevents girls and women from choosing SET subjects and going into SET careers. The discursive framework of ‘Women in SET’ will be examined at both macro and micro levels as it operates in the field of activist and pedagogic activity that has grown around the issue since the 1970s. A Foucauldian analysis will be applied in order to explore the kinds of subject positions this framework enables and excludes. It will be argued that the ‘Women in SET’ framework re-inscribes the gendered binaries that have at a symbolic level defined girls/women and SET as mutually exclusive, and as a result practices based on this framework may be counter-productive because their subjectivating effects on girls and women may undermine their broad political aims. [ABSTRACT FROM AUTHOR]

Writing in science can be challenging for all learners, and it is especially so for students with cognitive or language-based learning difficulties. We examined the effects of a cognitive apprenticeship on student disciplinary writing skills as well as near and far transfer of learning outcomes. This instructional approach included a gradual release of responsibility for learning through four, 3-day investigations that included authentic scientific experiments, small- and whole-group discussions, and the construction and revision of scientific arguments. Intervention students showed significant gains for both near (effect size = 1.08) and far (effect size = 0.76) transfer disciplinary writing outcomes. These results held true even when compared with a nonequivalent control group (effect size = 1.95). Students with disabilities demonstrated similar rates of growth as peers without disabilities, especially with respect to the quality of their claims and ability to provide scientific evidence. This study provides additional data on the value of cognitive apprenticeships in middle school science classrooms, and the results indicate the importance of discussion in helping students to think and write more like scientists. [ABSTRACT FROM AUTHOR]

The importance of text complexity has gained recognition since the Common Core State Standards (CCSS-ELA) were developed. The Linking Science and Literacy for All Learners (LS&L4AL) program uses multimodal STEM text sets to link reading grade-band complex texts with Next Generation Science Standards (NGSS) sense-making. We define a multimodal STEM text set as a coherent collection of resources pertaining to an anchor phenomenon and line of inquiry that support learners' acquiring the disciplinary literacy skills and sense-making called for by the NGSS and CCSS-ELA shared practices. The anchor phenomenon and line of inquiry are determined by the anchor text—a rich, complex grade-band level text about natural phenomena with research-generated data from recent STEM primary literature. In this study, we report on a qualitative analysis of how English language arts, special education, and science middle school teachers (N= 11) scaffolded instruction to support students, including students with learning disabilities, in reading complex STEM texts to develop sense-making of scientific phenomena. [ABSTRACT FROM AUTHOR]

This comparative case study explores how 18 state education agencies (SEAs) support school districts in advancing standards-based elementary science reform. We identify how SEAs understand their work in advancing elementary science reform and describe how SEAs sought to engage districts in bridging from standards to classroom practice. Based on our analysis, we argue that the school subject is a critical explanatory variable in understanding SEA efforts to support standards implementation and SEAs lean on a resource-based approach for instructional policy implementation. This study contributes to the growing research base on the role of state policy in supporting standards implementation. [ABSTRACT FROM AUTHOR]

A robust body of literature analyzes the shift of academic science toward more business-oriented models. This paper presents the findings of an empirical study investigating basic scientists’ attitudes toward publicly funded basic research at the Harvard Medical School and affiliated institutions. The study finds that scientists at the Harvard Medical School construe publicly funded basic research as inquiries that, whether use oriented or not, must be governed by the cognitive and social norms of the traditional mode of knowledge production (mode 1 paradigm). They recognize that academic science is vulnerable to access by external capital but maintain that it remains distinct from research done in the private sector. Overall, the study demonstrates that important segments of academia have preserved a traditional approach to knowledge production, which is yet to be transformed by the entrepreneurial turn. [ABSTRACT FROM AUTHOR]

In 2004, I International Journal of Toxicology i (IJT) published the first History of the American College of Toxicology (ACT), written by Dr Mildred Christian.[1] This publication presented a detailed description of the first 25-year history of ACT, along with information leading up to the creation of ACT and why the need for an organization like ACT was necessary. During the year, a committee succession plan was drafted for the Education and Membership Committees to allow for better leadership continuity within those committees. At the June strategic planning meeting, Rick and the search committee presented all of the various options to the full Council, and in an almost unanimous vote (only 2 against), it was agreed that the search committee, with the assistance of Rick Dorman, would develop an RFP and submit it to various AMCs to ascertain their ability/interest in submitting a response to our proposal and their desire to work with ACT. Four AMCs submitted proposals and after a review of each proposal by the search committee and a face-to-face interview with the 2 best candidate organizations, the search committee recommended that Association Innovative Management, Inc (AIM) be selected as ACT's AMC of choice, and this was approved by the Council. Carol Lemire retired after 22 years with ACT, Nancy Rollman was hired as the new Executive Director of ACT, ACT headquarters moved to Reston, Virginia, the first toxicology course in Great Britain was held in conjunction with the British Toxicology Society, and the Resource Committee was established and created the North American Graduate Fellowship Program and the International Travel Grant Program. [Extracted from the article]

Although the current economics education system in universities in China differs from developed Western countries, China has been deliberately emulating the economics education system in the West over the past two decades, a system that has been repeatedly criticized by international movements such as the "post-autistic economics movement" and the "International Student Initiative for Pluralism in Economics." This article argues that the dominant position of mainstream Western economics in Chinese higher education contradicts the scientific principles of pluralism and does not align with China's national conditions and the necessity for the development of a philosophy and social sciences with Chinese characteristics. Based on the proposals put forward by faculty and students involved in the international movement for the reform of economics education over the past twenty-two years, this article recommends reforms to address the major weaknesses of economics education in China. The reforms address ten areas for improvement, including the overall goals of pluralism in economics education, curriculum design, teaching methods, an independent academic evaluation system, faculty development, and the evaluation of academic disciplines. The purpose of these reforms is to destabilize the dominant position of mainstream Western economics in higher education in China and gradually establish a new economics education system with a curriculum based on a plurality of approaches, a variety of critical pedagogies, and a methodology of problem-based learning. [ABSTRACT FROM AUTHOR]

In recent years, self-theories such as growth mindset and resilience have gained interest as they have a sizable influence on achievement and school-related motivation. The aim of this study is to investigate the relationship between immigrant students' growth mindset, resilience, and science achievement in PISA 2018 by considering the mediating effect of attitudes toward school. Using secondary data for Australia, the UK, and the USA obtained from PISA 2018, we conducted a series of Structural Equation Modeling analyses to unravel the relationship between self-theories and science achievement. The growth mindset had the strongest effect on science achievement for both immigrants and non-immigrants in all three countries; resilience was positively related to science achievement for immigrants in the US, and attitudes toward school were positively related to science achievement for immigrants in Australia. The mediating role of attitudes toward school between growth mindset, resilience and science achievement could not have been confirmed. We speculate that self-theories might be affecting immigrant groups differently in different countries. Implications regarding these findings are discussed. [ABSTRACT FROM AUTHOR]

The main aims of the present research were to: (1) describe the scientific outputs indexed in the Scopus and Web of Science databases, from now onWoS, regarding the use of comic books as didactic resources in the teaching-learning of the sciences, and; (2) establish the conceptual structure of scientific output regarding the use of comic books as didactic resources in the teaching-learning of science. A quantitative-bibliometric methodology was followed on a sample of 60 scientific documents recovered using the Preferred Reporting Items for Systematic Reviews and Meta-Analyses strategy, from now on PRISMA. Findings suggest that the topic is still emerging given the novelty of the discipline and that published studies tend to be low impact in terms of the number of citations they receive. With regards to the conceptual structure, the most relevant themes and trends to emerge pertained to medical education, comic books and illustrations, and the use of mobile devices. Finally, analysis of the keywords used by the top 20 most relevant authors, it was possible to infer a degree of correspondence between sources, keywords and the continents responsible for the greatest scientific output on the topic. [ABSTRACT FROM AUTHOR]

A distance education Diploma and Bachelor's degree in Mathematics and Science programs are faced with low enrollment and graduation rate as well as high attrition of students. The aforementioned challenges are attributed to students' satisfaction and continuance intention. However, students' satisfaction and continuance intention toward distance education programs are as a result of certain antecedents. This modeled the determinants of satisfaction and program continuance intention by the distance education students on the math and science programs. Based on this, a quantitative approach based on a census survey was adopted and data collected from 113 students through a questionnaire and analyzed using a structural equation modeling approach based on partial least squares structural equation modeling (PLS-SEM). The results of the study showed that two key antecedents: student-instructor interaction, and study center physical facilities determine program satisfaction of mathematics and science distance students. However, administrative support of the program determined instructional modules; facilitation quality was predicted by both instructional modules and laboratory facilities. Finally, students program continuance intention was predicted by satisfaction of the program. Based on the findings, recommendations were made for policy and practice toward improving students' satisfaction and promote positive intention in pursuant of mathematics and science education program by distance mode. [ABSTRACT FROM AUTHOR]

Impact evaluation plays a critical role in determining whether federally funded research programs in science, technology, engineering, and mathematics are wise investments. This paper develops quantitative methods for program evaluation and applies this approach to a flagship National Science Foundation–funded education research program, Research and Evaluation on Education in Science and Engineering (REESE). Results of three different bibliometric analyses all point to the same conclusion: REESE is an interdisciplinary research program that attracts highly productive investigators who exhibit an additional increase in their productivity rate as a result of receiving REESE funding. Limitations of the bibliometric approach are discussed, and directions are provided for the future of impact evaluations of research programs intended to serve the public good. [ABSTRACT FROM PUBLISHER]

Although previous meta-analyses have indicated a connection between inquiry-based teaching and improved student learning, the type of instruction characterized as inquiry based has varied greatly, and few have focused on the extent to which activities are led by the teacher or student. This meta-analysis introduces a framework for inquiry-based teaching that distinguishes between cognitive features of the activity and degree of guidance given to students. This framework is used to code 37 experimental and quasi-experimental studies published between 1996 and 2006, a decade during which inquiry was the main focus of science education reform. The overall mean effect size is .50. Studies that contrasted epistemic activities or the combination of procedural, epistemic, and social activities had the highest mean effect sizes. Furthermore, studies involving teacher-led activities had mean effect sizes about .40 larger than those with student-led conditions. The importance of establishing the validity of the treatment construct in meta-analyses is also discussed. [ABSTRACT FROM PUBLISHER]

Documentary investigation has particular strengths to offer the study of the historical emergence of sociological research. Here two documents relating to a Muintir na Tire initiative of the late 1950s to secure US scholarship funding for Irish students of sociology are introduced and reproduced. The reasons why the scheme did not get off the ground, even though financial support appeared to be on offer, are discussed. Here a combination of Muintir na Tire's limited support within the Catholic Church and a modest, but significant, expansion of Irish social science educational capacity brought about by the use of Archbishop McQuaid's power within University College Dublin are emphasised. [ABSTRACT FROM AUTHOR]

Spradley's developmental research sequence (DRS) has been used primarily for ethnographic studies. However, this ethnographic tool has been employed in case studies without an examination of the merits of its modification. In this article the authors discuss how adapting analytical steps of DRS to case studies can be methodologically advantageous. They found that transforming Spradley's ethnographic approach rendered it useful for articulating implicit conceptualizations in case studies, one from science education and the other from mathematics education. Investigating this issue will necessarily involve looking closely at the substantive aspects of the case studies themselves. Findings from the case studies and results from the methodological investigation are reported along with suggestions for future research. [ABSTRACT FROM AUTHOR]

Fewer than 20 states require middle grades certification; in most states, credentials overlap so that both elementary and secondary certified teachers may teach in the middle grades. Moreover, in many urban districts, getting teachers for the middle grades is a challenge. Despite this crazy-quilt of certifications and a growing body of work on teacher qualifications, there have been few studies that examine the teachers' impact on learning in the middle grades. This paper uses a data set from an urban district to estimate the impact of different certifications (and lack of certification) on middle-grades students' learning gains in mathematics and science. In mathematics, we find that students with elementary- and secondary-certified teachers outscore those with uncertified teachers and those who are certified in special education. Especially strong effects are seen in science, where students with secondary science-certified teachers substantially outscore those with any other kind of teacher. [ABSTRACT FROM AUTHOR]

The purpose of this paper is to investigate the following question: To what extent would a nationally competitive scholarship program increase science, technology, engineering, or mathematics (STEM) degree awards to our "best and brightest"? This inquiry is prompted by a 2006 report of a National Academy of Sciences (NAS) panel, "Rising Above the Gathering Storm," which proposed a national STEM scholarship program to improve United States competitiveness. Using the Department of Education National Education Longitudinal Study of 1988 (NELS-88), high school graduates from the class of 1992 who would potentially win such a scholarship were identified using ACT/SAT /AP test scores, grade point averages (GPA) and class standing, high school classes completed, and science fair participation. NELS-88 college transcript data indicated alower bound estimate of between 60% to 80% of students likely to win the merit scholarships are already completing STEM degrees. [ABSTRACT FROM AUTHOR]

Providing support focused on real challenges is critical in retaining highly qualified new science teachers, but the field lacks a systematic description of these teachers' needs. The authors of this article examine the areas that science teachers are expected to understand: (1) the content and disciplines of science, (2) learners, (3) instruction, (4) learning environments, and (5) professionalism. They review the literature on challenges facing preservice and early-career science teachers, identify issues on which conventional wisdom is supported or called into question, and highlight the areas where the existing research is inadequate as a basis for generalization. For example, the authors found few studies on how new science teachers use curriculum materials or how they understand scientific inquiry. Their overview of challenges is followed by a discussion of how these teachers can be supported. [ABSTRACT FROM AUTHOR]

What makes a 'community'? The question becomes interesting in interinstitutional or interdisciplinary contexts premised on the creative mix of expertise from diverse locations. Knowledge comes from and is drawn into different organisational structures. At the same time, the notion that knowledge travels (across locations) invites one to reconstruct communities in its wake, tracing connections after the fact. Late twentieth, early twenty-first century citizens of the knowledge economy, inspired by electronic circuitry, also see sense in literally planning knowledge communities, imagining connections-to-be. This paper explores certain models of knowledge dispersal in order to ask what kind of 'community' the Cambridge Genetics Knowledge Park might be generating. The ethnographic present is 2003. [ABSTRACT FROM AUTHOR]

The value of including a kindof spirituality in science education, and especially in environmental education, is taken as a given. The work on which the argument is based starts from the young child's use of the senses which are so acute at primary school age, but also stimulates the asking of 'big questions' which seem spiritual in a sense that is examined here. A fragmented historical exploration shows pre-enlightenment educators encouraging the use of the senses, whereas Descartes, Hume, and Locke all argued against it. Later Husserl and Merleau-Ponty took a phenomenological stance which sometimes saw wonder, based on perception, as seriously opposed to scientific curiosity or explanation. The paper ends with an attempt to reconcile the phenomenological with the scientific, suggesting a perception of play which includes curiosity, andof theenvironment basedon the sensory. A brief look at thedevelopment of environmental attitudes over the last century shows an increasing use of the affective along with the scientific. A closing consideration of spirituality in the Gaia hypothesis is illustrated by an extract from metaphysical poetry. [ABSTRACT FROM AUTHOR]

Despite being one of the largest carbon emitters in the world, the United States has little direct emphasis on climate change in its schools. Even where there is desire to teach climate change, the politicization of climate change sees school leaders steering teachers away from the topic. This piece examines what we know about climate change education in the U.S., what types of curriculum we have had, what historical conditions saw the U.S. curriculum change, and asks whether and how climate change can and should be a superordinate concern of U.S. schooling. As U.S. schools on whole have never been a site of equity concerning matters of race, class, gender, and many other issues, we ask whether climate change will be subsumed or taken up as a concern. We pose two alternate futures: one in which the scale of climate change as a problem sees changes in how we educate our young and affect the future, or another where the potential for a healthy climate becomes a prime concern of burgeoning revanchist, fascistic leaning governments worldwide and ecofascist social movements within them. [ABSTRACT FROM AUTHOR]

Presents a series of studies on the use of computer software for science education. Details on a computer based manipulative; Genscope program; Use of the Constructing Physics Understanding software.