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The editorial statement from the Personality & Social Psychology Bulletin discusses the importance of building an inclusive, cumulative, and rigorous science in the field of personality and social psychology. The new editorial team acknowledges the limitations of past research practices, such as focusing on WEIRD populations and questionable research practices leading to a replication crisis. They emphasize the need for diversity in research participants, consideration of constraints on generality in interpreting findings, and adherence to open science practices to promote transparency and accountability in research. The editorial team aims to work with authors to publish contributions that advance the field of personality and social psychology. [Extracted from the article]

The LOMLOE has brought about a new curricular reform in compulsory education in Spain, emphasizing a fully competency-based approach and the imperative to engage in learning situations (SdA) as classroom work scenarios. The gradual construction of students' profiles at the end of each educational stage is a notable outcome. This research aims to significantly contribute, from the perspective of didactics in experimental sciences, to guide Physics and Chemistry teachers in designing these SdA. It also aims to underscore the most suitable methodologies for teaching and learning sciences. Employing a case study design, this work systematically integrates curricular elements into the development of a SdA. A step-by-step description of its application is provided, contextualized with an example focused on radioactivity, its applications, and controversies. Following its partial implementation in a real-world setting with 66 3rd ESO students during the 2022-23 academic year, the study concludes by highlighting its positive impact on the scientific literacy of the participating students. This research serves as a valuable resource for educators seeking effective strategies in adapting to the educational changes introduced by LOMLOE. [ABSTRACT FROM AUTHOR]

The One Health approach often reaches classrooms through Environmental Education (EE), which aims to guide society's response to current crises (environmental, health, economic, values). However, traditional EE teaching has focused on isolated ecological concepts and standardised solutions, ignoring the multidimensional nature of EE and failing to integrate the interdependence between environmental, animal, and human health. Moreover, teacher training often neglects didactic content knowledge, preventing students from acquiring the systemic vision needed to address eco-social problems and create sustainable solutions aligned with the Sustainable Development Goals (SDGs). This limits teachers' ability to influence students' concerns and behaviours. In this context, this study aims to reflect on the current state of the issue and propose strategies informed by Science Education research to improve EE teaching, enabling the integration of One Health dimensions through effective didactics to achieve Transformative Environmental Education (TEE). For this purpose, we begin by addressing the limitations identified in recent systematic reviews, shifting the paradigm towards a symbiosis of EE and Science Education through scientific practices. We then present practical examples showcasing successful EE initiatives that foster a deeper understanding of socio-environmental issues, encourage innovative solutions, and nurture engaged citizens from early education onwards. These proposals can support classroom practice and ongoing teacher self-development. Pedagogical strategies include tackling issues that require systemic and critical thinking by developing scientific and epistemic practices while raising awareness of Environmental Justice. Thus, this study advocates for a new vision of EE, integrating the One Health approach, which could be applied to develop new educational programs, including teacher training. This would lead to a new learning evaluation model and help identify key determinants that trigger pro-environmental behaviours. [ABSTRACT FROM AUTHOR]

Working with approximations is a common practice in physics. This paper presents an exploratory study of student understanding of some of the elementary aspects of approximations encountered in college physics. For this purpose, a questionnaire (a set of 14 multiple-choice questions) was developed to probe how students dealt with these aspects in a variety of contexts. The questionnaire was finalized after a trial of its pilot version on 7 students on the basis of their written scripts and interviews. After content validation by three external experts, the test was administered to a sample of 141 senior undergraduate physics students from a diverse set of colleges and national institutes. Data analysis reveals several significant student pitfalls in the topic related principally to (i) the identification of a dimensionless ratio to characterize an approximation, (ii) the notion of the order of approximation and consistent handling of a problem up to the required order, and (iii) the notion of the order of infinitesimal in calculus-based derivations. The findings are of direct pedagogic relevance. [ABSTRACT FROM AUTHOR]

Monasteries were famous for their extensive libraries and richly decorated churches. Less well known are their observatories and their mathematical‐physical collections with telescopes, air pumps, and friction machines. But how did the way of life in the monastery and scientific practices influence each other? This paper examines the interaction of scientific practices and religious way of life using the example of southern German monasteries in the second half of the eighteenth century. It shows how the monks pragmatically linked monastic life and research practice, thereby forming their own specific scientific culture. This closes an important gap in the understanding of scholarship in the eighteenth century by foregrounding the monasteries as places of knowledge production, which have so far received little attention alongside universities and academies. [ABSTRACT FROM AUTHOR]

Opportunity to learn (OTL) is a ubiquitous measure of the likelihood of learning in educational research, which typically has been characterized by three dimensions: time, coverage of content, and quality of instruction. The last dimension has been defined in highly divergent ways, which gives it a double-edged nature. While it may be operationalized to better serve a specific problem or context, it also makes it harder to achieve consensus or derive broader implications across studies. Using the four design principles from the Productive Disciplinary Engagement (PDE) framework, we show how PDE can characterize the quality of instruction dimension in OTL that reflects contemporary understandings of the end-goals of science education i.e. learning science as practice. This revision is valuable for science educators and evaluators who rely on OTL measures for it helps them: i) evaluate the quality of instruction consistent with reformed science teaching in valid and reliable ways, and ii) address questions about the adequacy of content coverage in the subject. We exemplify analysis using this refined OTL model with a case study of middle-school learners in Singapore engaged in the challenging scientific practice of argumentation. [ABSTRACT FROM AUTHOR]

Copyright of Journal of Educational Studies (1673-1298) is the property of Journal of Educational Studies Editorial Office and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

This study aims to describe the implementation of a teaching sequence where preschool-age children participate in activities related with woodlice. Although there is extensive literature on inquiry-based activities, most studies have been conducted in higher educational stages. Data were collected though audio and video recordings of the sessions, which have then been transcribed. The children participated in research activities in which they had no difficulty in posing hypotheses and making predictions. In relation to the experimental design, we observed difficulties in understanding the purpose of the experiment and how to reach conclusions from the experimental results. From the results of this study, we can conclude that children from an early age can engage in inquiry activities where they are given opportunities to make predictions, formulate hypotheses, and, with the help of the teacher, plan simple experiments to test their ideas. [ABSTRACT FROM AUTHOR]

A STEM education program entitled Come rain or shine implemented in a primary rural school in southern Greece as part of the Diffusion of STEM (DI-STEM) project and the results of its implementation are presented in this paper. The educational program deepened in weather education and intended to develop eight scientific practices for primary students proposed by the NGSS. Students’ pretest and posttest questionnaires revealed difficulties in adopting meteorological vocabulary and relative scientific practices through weather measurements in their local environment. Students’ answers indicate a variety in their conceptual progress depending on the scientific practice being investigated. They showed great progress in analyzing & interpreting data, and using mathematics, moderate progress in developing & using models, and evaluating & communicating data), limited progress in asking questions & defining problems, and planning & carrying out investigations and a slight setback in constructing explanations and engaging in argument from evidence. Possible explanations and relative teaching implications for successful STEM education in primary education are discussed. [ABSTRACT FROM AUTHOR]

It might be challenging for pre-service science teachers to apply their theoretical knowledge in the laboratory. Any attempt to shift the perspective in chemistry will necessitate the creation of novel techniques for elucidating theoretical themes. Examining how a virtual chemistry lab has affected the evolution and trend of scientific practice and digital competence throws insight into the far-reaching implications of technology's rapid expansion. For this reason, a total of 64 pre-service science teachers participated in the current study; 34 were assigned to the experimental group and 30 to the control group. The study included semi-structured interviews, a scale for assessing scientific practice, and a digital competence test both before and after the experiment. The results showed that the experimental group, who received their standard chemistry education alongside a VCHL, advanced significantly in their scientific practices and digital competence. The experimental group's time spent in the online chemistry lab was a fascinating learning opportunity. This study is valuable for those planning careers in education because it presents a wide range of tried-and-true approaches, current-events-based applications, and forward-thinking ideas for teaching chemistry via a virtual chemistry lab. The challenges of VCHL deployment have been highlighted, indicating potential for future research. [ABSTRACT FROM AUTHOR]

This study presents an experience aimed at promoting the integration of scientific practices in the classroom during compulsory education, promoting the learning of geology and help to improve students’ attitude towards science. To this end, a didactic sequence was designed and carried out to address contents related to the geosphere and minerals in an active way. The results show an improvement in the students’ attitudes and highlights the need to introduce activities that encourage active learning in geology.

A study was conducted in Nadathara grama panchayath between March 2022 to June 2023 among beneficiaries of the All India Coordinated Research Project (AICRP) - Scheduled Caste Sub plan (SCSP) scheme to evaluate the knowledge level of backyard poultry farmers on recommended practices in poultry production. A survey design was prepared for this purpose and collected data from 60 randomly selected beneficiaries of the scheme. An arbitrary knowledge schedule was prepared for this purpose. The schedule consisted of 15 closed ended scientific practices relating to practices on which farmers need to have correct knowledge. Each item carried a score of one for a correct response and a score of zero for an incorrect response by the respondent. The results of this study indicated that 46.67 per cent of farmers had high level of knowledge on recommended practices in backyard poultry rearing. However, the results also revealed that the knowledge of respondents on crucial areas such as chick vaccination, common diseases of backyard poultry and precautionary measures to be followed in cases of disease outbreaks was very low indicating the need for implementing effective extension programmes to overcome these knowledge gaps and ensure the viability of the backyard poultry production system among scheduled cast farmers. [ABSTRACT FROM AUTHOR]

This paper discusses a version of the hermeneutic philosophy of science. Special focus is placed on the ways of reading theoretical objects in scientific inquiry. In implementing readable technologies, this reading succeeds in contextually visualizing the theoretical objects by means of various sorts of signs. A configuration of readable technology accomplishes a further step. The configuration textualizes the contextually produced signs. Textualizing the reading of theoretical objects interlaces the meaningful articulation and objectification of scientific domains. The horizon of possibilities for textualizing is constantly shifting in the process of normal-scientific inquiry, and the shifting horizon plays the role of a hermeneutic fore-structuring of the outcomes of textualizing. The paper explores the importance of "material hermeneutics" for the contextual reading of theoretical objects. The conclusion is drawn that the hermeneutic study of the entanglement of technological artifacts with the outcomes from reading-as-textualizing requires the introduction of ontic-ontological difference. [ABSTRACT FROM AUTHOR]

In the current debate on the origins of science-based legislation, it is important to clarify the historical perspective on the origins of Portuguese food regulation. This article situates food regulation in the European context at the end of the 19th century and contextualizes the Portuguese case until the beginning of the 20th century. It provides the framework of the dynamics of regulation in Portugal and the internalization of scientific practices of these first legislative movements. Although it identifies clear traces of political selection regarding legislation, the elaboration of regulations seems to have emerged from a movement of scientific experts, perhaps outside the sphere of business (as is the case in Europe). The article also analyses the evolution of food legislation in Portugal until the consolidation of these practices in 1903 and their revision in 1905.

This study aims to describe the implementation of a teaching sequence where preschool-age children participate in activities related with woodlice. Although there is extensive literature on inquiry-based activities, most studies have been conducted in higher educational stages. Data were collected though audio and video recordings of the sessions, which have then been transcribed. The children participated in research activities in which they had no difficulty in posing hypotheses and making predictions. In relation to the experimental design, we observed difficulties in understanding the purpose of the experiment and how to reach conclusions from the experimental results. From the results of this study, we can conclude that children from an early age can engage in inquiry activities where they are given opportunities to make predictions, formulate hypotheses, and, with the help of the teacher, plan simple experiments to test their ideas.

The reform documents point out the necessity of teaching the plurality of scientific method (SM) when scientists engage in scientific practices (SPs). The dramatic change in education due to Covid-19 pandemic necessitates examining the outcomes of online education, especially laboratory applications courses, which the students and educators used to face-to-face instruction by using real-life equipment and materials in the laboratory. The current study investigated pre-service science teachers' (PSSTs') understanding of SPs and SM as well as their incorporation of these elements into their teaching before and after an online course. Pre- and post-reflections of SPs and SM were used to explore their understanding, while video-recordings and laboratory teaching reports of their simulated teaching were utilised to analyse their incorporation of these elements into their own instruction. The analysis of data indicated a significant increase in PSSTs' understanding and incorporation of SPs and SM as well as manipulative and non-manipulative investigations, non-algorithmic rationality, and different ways of gathering evidence. However, online implementation of laboratory applications course did not seem to have had an impact on their understanding of plurality of scientific methods and descriptive or experimental methods in science. Concluding remarks are made for further implications of laboratory applications course after pandemic. [ABSTRACT FROM AUTHOR]

The results of a STEM educational program named “The air we breathe” implemented in a primary rural school in Greece as part of a National Research Project entitled “Diffusion of STEM (DI-STEM)” are presented in this paper. The educational program deepened in air pollution and intended to foster students’ eight scientific practices proposed by the NGSS. Results derived from students’ prepost test questionnaires revealed great progress in five of the scientific practices (evaluating appropriate methods and tools for collecting data, developing & using models, constructing explanations, engaging in argument from evidence and evaluating & communicating using tables, diagrams, and charts) and moderate progress in three of the scientific practices (asking questions and defining problems, planning & carrying out investigations, and using mathematics). The implications for successful STEM education in primary education are discussed. [ABSTRACT FROM AUTHOR]

In the past decade, a growing awareness of citizen science, and the potential of school participation in citizen science (SPICES) has developed. At the heart of any SPICES endeavor lies a partnership representing an unconventional blend of ideas, practices, and agendas, grounded in the realms of both educational practice and scientific research. This paper serves as an introduction to the special issue, substantiating SPICES as a field of research, with conceptualization and exploration of opportunities and tensions as main components. We provide an initial roadmap for future research in the field, with four research trajectories: (a) the notion of mutualism, (b) cognitive challenges that students often face, (c) scientific practices that are uniquely afforded in this field, and how students may be supported in developing them, and (d) emerging design guidelines that can help bridge cultural, epistemic, and organizational gaps within SPICES partnerships. By showing how the six empirical papers that make up this special issue exemplify these trajectories, we claim that SPICES fulfills its literal meaning of a small-in-portion, but significant ingredient within educational systems. SPICES holds the promise of making the grand difference in what schooling can offer students, teachers, communities and society. [ABSTRACT FROM AUTHOR]

Emotions can influence the development of scientific competence and are of great relevance in Science Education. This paper has designed a, implemented in the third year of Secondary Education, during the recent global pandemic of COVID-19, to analyze the development of scientific competence in students and the emotions declared by students. The context of the activities is intended to be close and motivating for the students, so that it is based on obtaining the evidence that allows them to find out what is the best method to eliminate the SARS-CoV-2 virus from their hands. The responses, self-perceptions of learning and emotions of the students in each of the activities have been collected and analyzed. The results show the ability of the students to extract relevant information from the resources used, as well as the relationship between emotions and perceived learning. In conclusion, it is worth noting the need to link scientific education to the resolution of current problems as part of responsible citizenship in decision-making that affects globally. [ABSTRACT FROM AUTHOR]

Uncertainty is endemic to scientific research practices; therefore, it is also an important element in learning about science. Studies have shown that experiences and management of uncertainty regarding the epistemic practices of science can support learning. Whereas the common strategies of supporting students in handling uncertainty rely on the teacher knowing the preferred outcomes and answers, few studies have explored settings in which no one can give the right answers to students. In this study, we explore how Finnish, suburban secondary school students (aged 13–14 years) respond to epistemic uncertainty during an ecological citizen science inquiry, in which the aim is to produce novel scientific knowledge. Drawing from qualitative interaction analysis of video and interview data, we articulate three responses to uncertainty that arise when students try to make optimal choices during the inquiry: they (a) envision alternative narrative scenarios and hypothesis; (b) accept and maintain it as part of their argumentation practices, and (c) flexibly reframe their research activities and goals. The findings indicate that the citizen science setting can allow students to reframe epistemic uncertainty in ways that are typical of scientific practices even without deliberate scaffolding by the teacher. We suggest that incorporating experiences of uncertainty that are shared by students and teachers in pedagogical design can support doing and learning science in different settings. [ABSTRACT FROM AUTHOR]

In this commentary, I propose a "big-picture" view of what good science is as a framework for evaluating scientific practices in consumer research. A big-picture view of science recognizes that scientific practices are not ends in themselves but tools to be used in the service of six epistemic ideals: veridicality, precision, transparency, generalizability, relevance, and insight. It is through a multidimensional contribution to these epistemic ideals that various scientific practices enable the production of evidence that is not only trustworthy but also useful. From this big-picture perspective, Krefeld-Schwalb and Scheibehenne's results provide a decidedly mixed report card about the state of scientific practices in consumer research. [ABSTRACT FROM AUTHOR]

This study presents an experience aimed at promoting the integration of scientific practices in the classroom during compulsory education, promoting the learning of geology and help to improve students' attitude towards science. To this end, a didactic sequence was designed and carried out to address contents related to the geosphere and minerals in an active way. The results show an improvement in the students' attitudes and highlights the need to introduce activities that encourage active learning in geology. [ABSTRACT FROM AUTHOR]

The intervention study presented in this paper explored pre-service science teachers' (PSSTs) understanding of scientific inquiry (SI) and scientific practices (SPs) during a laboratory application in science education course. Thirty-nine secondary school PSSTs, who study in the Science Education Department in a public university in Turkey, enrolled in a 14-week-long course and volunteered to participate in the study. The participants were exposed to a method is called the 4-phase implementation that includes laboratory-based inquiry activities addressing SI and SPs and they completed microteaching presentations. Their understanding of SI and SPs was examined through the course period. The main data sources included Views about Scientific Inquiry (VASI) Instrument and concept maps were used to track the changes in these understandings. The findings indicated that PSSTs had inadequate understanding of inquiry on some aspects even after the treatment. Yet, the method had positive impact in PSSTs' understanding inquiry especially in terms of facilitating the comprehension that scientific investigations begin with questions, there is no single method in investigations, and explanations are derived from collected data. The concept maps created by some of the participants also supported these results and revealed a more coherent and holistic understanding of SPs by integrating both epistemic and social components into their maps. However, PSSTs did not seem to have totally understood other aspects of inquiry including the inquiry procedures, the research conclusions, and the difference between data and evidence. Further implications are critically discussed in terms of designing future laboratory applications for science education courses. [ABSTRACT FROM AUTHOR]

This qualitative study aimed to explore what are pre-service elementary teachers' (N = 325) conceptualizations of scientific practices prior to their entry into the science teaching methods course through their drawn images and narratives of the scientists (male and female) and teacher as scientists. Data (drawings, narratives, and responses to reflective prompts) were analyzed inductively and then deductively using a conceptual framework that comprised of constructs from the four dimensions of scientific communities, science-as-practice, science knowledge-building practices, current policy statements, and literature on scientific practices. Analysis indicated differences between participants' images of scientists and images of the teacher as scientist. The differences were predominantly inherent in the visible activities scientists and teachers as scientists were engaged in and these activities included the following: (1) Theoretical activities which were focused on presenting and communicating science content as a finished product to an audience (students or scientists); (2) General Scientific Inquiry activities, which were focused on commencing, carrying out, and completing experiments and enacted agency towards experiments/investigations devoid of conceptual accounts and results for scientific findings; and (3) Specific Scientific Inquiry activities, which were focused on specific actions to investigate, to resolve and to reason about scientific phenomena. Implications include the need for science teacher educators to modify their curriculum such that their pre-service teachers can experience authentic investigations centered on contextualized accounts of knowledge construction with scientific practices and the professional vision of seeing and the articulation of what is seen in relation to scientific practices. [ABSTRACT FROM AUTHOR]

We live in a historical period that sociologists call the “society of acceleration”, where changes, mainly triggered by science and technology, occur over increasingly shorter time intervals. International reports by the OECD, the European Commission, and UNESCO highlight a worrying detachment between scientific education at school and societal issues, in terms of topics and practices. To address this gap, the H2020 project FEDORA1 designed and implemented several school activities centered around topics related to current challenges, aimed to increase students’ feeling of relevance toward formal scientific education. These implementations are: (i) based on the three FEDORA framework’s theoretical pillars: interdisciplinarity, search for new languages, future-oriented education; (ii) informed by some FEDORA’s recommendations to curricula developers, then turned into operational design principles: cross and integrate different disciplines, elicit epistemic emotions, embrace and embed complexity and uncertainty, dismantle dichotomous thinking and telling, exercise scenario building and thinking about the future in a pluralistic way. After presenting the general framework and the recommendations, we will discuss the details of two activities (“Mocku for change,” “Physics of clouds”) which, respectively, exploit the use of creative writing and mockumentary as forms of new languages. They concern topics such as sustainability or complexity and are aimed to help students engage and make sense of contemporary challenges in a personal and emotional way. In the end, we will argue why we consider them to be examples of practical and (to some extent) reproducible activities in class, which could reduce the gap between science at school and science outside school; in this sense, we claim to shed light on possible ways by which formal educational systems can reposition themselves to deal with societal needs.

New technology and increased collaboration have revolutionized how scientists work with data. This creates a need to identify new aspects of working with scientific data that are important for K-12 students to learn. To address this need, we conducted a study with practicing scientists and K-12 science teachers. The purpose of the study is to identify new aspects of working with scientific data and the strategies involved in those aspects, which are potentially important for students to learn. The research questions are: (1) How do scientists work with data in their scientific inquiry? (2) What strategies used by scientists to work with data do not commonly appear in the science teachers' class? In the study, 15 practicing scientists and 11 science teachers each participated in a one-on-one interview; and 40 practicing scientists and 175 science teachers each completed a survey. We first developed an initial model of working with data based on relevant literature. Next, we conducted a two-stage sequential study. At the exploration stage, we interviewed 15 practicing scientists and 11 science teachers and used the interview data to revise the initial model. At the investigation stage, we conducted surveys with 40 practicing scientists and 175 science teachers. Based on the survey data, we revised and finalized the model. The study generated an empirically grounded model that contains five aspects of working with scientific data: purposes of data analysis, planning data collection, organizing and reducing data, representing data, and interpreting analysis results. For each aspect, we identified the strategies used by scientists and investigated whether and how those strategies were taught in science classrooms. The results provide a foundation for future research on whether and how the new aspects of working with data can be taught in K-12 science classrooms. [ABSTRACT FROM AUTHOR]

In this study, I will claim that we need to rearticulate the so-called "knowledgeto-action" (KTA) gap metaphor in clinical research as a discontinuity of practices. In clinical research, there is a significant delay between the production of research results and their application in policy and practice. These difficulties are normally conceptualized through the metaphor of the KTA gap between scientific knowledge and practical applications. I will advise that it is important to reformulate the terms of the problem, as they suggest the difficulty lies only in the results generated on one side (the laboratory), not reaching the other side (the clinic), and that crossing the gap requires us to simply optimize the transfer and exchange of knowledge. This perspective considers knowledge separate from the practices from which it was generated, making it into a thing that can be transported and transferred largely independently from the communities that produce or “possess” it. The paper then revises the terms of the problem, shifting the focus from knowledge understood as independent from practical circumstances to the situated practices of knowing. Knowledge will then be understood as enacted in practice, emerging as people interact recurrently in the context of established practices. When people coming from different domains and with different “ends-in-view” must coordinate, they have to deal with conceptual and practical tensions, different ways of doing things with their surroundings, and different normative practices. Considering that, the KTA gap will be revised, not as a gap between scientific results and their application in clinical practice, but as a discontinuity in how communities engage with their local contexts and what they perceive as relevant for their activities. [ABSTRACT FROM AUTHOR]

The Covid-19 pandemic forced the world into unknown territories of closed schools and remote teaching, and gave teachers a range of new experiences with physics teaching. We studied these experiences by using survey responses from 85 upper secondary physics teachers in Norway. We found that home-school physics instruction was characterised by a considerably lower occurrence of oral activity, collaboration and practical work than instruction in a normal situation. This suggests that students had difficult conditions for learning physics concepts and training key scientific practices, and may consequently be at a disadvantage in higher education. However, many teachers described valuable experiences that they would bring with them into their regular teaching, including home experiments and oral assessments. Such innovations can potentially enrich physics education, given that teachers are supported with tailored learning and assessment resources, and arenas for sharing new approaches within the physics teaching community. [ABSTRACT FROM AUTHOR]

The current Spanish curriculum includes the Earth Sciences in the Social Sciences only for Primary Education. This separation of the Natural Sciences not only hinders the sequencing of geological contents throughout the pre-university curricula, but could also lead to shortcomings with respect to school scientific practice. This study, predominantly of qualitative nature, presents the results and conclusions about the presence and diversity of the practices of inquiry, argumentation and modeling, as well as communication, in the blocks related to the Earth Sciences in the national curriculum and in the curriculum of the Basque Country. In addition, we analyze those blocks referring to a related discipline, the biology, in order to make the analysis comparative; as well as those referring to common contents. The results reveal: i) that the Earth Sciences rely almost exclusively on low complexity modeling supported by technical-manipulative practices; and ii) that argumentation is weak, with inquiry being practically absent. In addition, it is found that, if the Earth Sciences had been placed in the Natural Sciences, the contents common to the latter, which are fundamentally rich in inquiry, would have nourished the Earth Sciences in the necessary scientific practice. As a consequence, the students of Primary Education could not develop in relation to the Earth Sciences what was planned for the rest of the natural science disciplines, as well as acquire a partial vision of how science is done. [ABSTRACT FROM AUTHOR]

Copyright of História da Historiografia is the property of Sociedade Brasileira de Teoria e Historia da Historiografia and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Scientific Practices play a central role in the Next Generation Science Standards, influencing the standards of more than 70% of students in the United States. Therefore, a view of what has been studied about Scientific Practices in Science Education, globally in the last decade is relevant. Thus, 44 articles from international journals in Science Education in the last decade (2010-2019) were analyzed. This review focuses on the specific research contexts of these articles. The research objectives were: I) To identify in which contexts the authors carried out research involving Scientific Practices and II) To critically discuss the research contexts of Scientific Practices and find research gaps. For this, a systematic literature review was conducted, guided by Bardin's Content Analysis (2011) and the guide to a systematic review by Okoli (2015). Regarding the contexts, six categories were identified: Scientific Practices and teaching proposals (C1); Scientific Practices and distinct theoretical frameworks (C2); Scientific Practices and students (C3); Scientific Practices and assessments (C4); Scientific Practices and teachers (C5); and Scientific Practices and the curriculum (C6). There was a predominant trend to relate Scientific Practices and teaching proposals (38.6%) and Scientific Practices and different theoretical frameworks (22.7%), totaling more than 61% of the analyzed articles. Research gaps have been identified, such as the need for further research on the relationship between Scientific Practices and students (learning) and Scientific Practices and teachers (teaching). Research in this regard can help to clarify: How have students engaged in Scientific Practices? How can teaching be organized to promote Scientific Practices? And what are the relationships between Scientific Practices, school subjects and specific content? The findings of the study revealed that a greater diversity of research contexts is necessary to fully understand the connections between Scientific Practices and the many dimensions involved in Science Education. It was found that there is a need for more research that addresses Scientific Practices as its main focus, considering the importance the concept is given in guiding documents.

In this study, I will claim that we need to rearticulate the so-called “knowledge-to-action” (KTA) gap metaphor in clinical research as a discontinuity of practices. In clinical research, there is a significant delay between the production of research results and their application in policy and practice. These difficulties are normally conceptualized through the metaphor of the KTA gap between scientific knowledge and practical applications. I will advise that it is important to reformulate the terms of the problem, as they suggest the difficulty lies only in the results generated on one side (the laboratory), not reaching the other side (the clinic), and that crossing the gap requires us to simply optimize the transfer and exchange of knowledge. This perspective considers knowledge separate from the practices from which it was generated, making it into a thing that can be transported and transferred largely independently from the communities that produce or “possess” it. The paper then revises the terms of the problem, shifting the focus from knowledge understood as independent from practical circumstances to the situated practices of knowing. Knowledge will then be understood as enacted in practice, emerging as people interact recurrently in the context of established practices. When people coming from different domains and with different “ends-in-view” must coordinate, they have to deal with conceptual and practical tensions, different ways of doing things with their surroundings, and different normative practices. Considering that, the KTA gap will be revised, not as a gap between scientific results and their application in clinical practice, but as a discontinuity in how communities engage with their local contexts and what they perceive as relevant for their activities.

Craft research is becoming an established, but sometimes also controversial, part of the international academic community. Consequently, it is a science in the socially accepted sense. However, as the experience from Sweden shows, there are also doubts about whether craft research is yet to be considered as a full-blown science, because it has not yet reached a 'theoretical level'. In this article, I focus on the notion of science in order to find meeting points between the methodological and the epistemological aspects of the sciences and the crafts, that is the human aspects of the sciences and the crafts. In particular, I want to throw light on the human aspects of theories, with reference to Thomas Kuhn's ideas of normal science. A main point is that 'theories' may be expressed in and by practices, not only by words, but that we should not ask if a theory is expressed in words or practices or in other ways. I argue that the most important entrance to the understanding of the notions of science, craft and theory is through the notion of communities of mutual learning, which cannot grow and develop without both agreements and disagreements, sometimes perhaps unsolvable disagreements. However, 'unsolvable' is not a final stop, but rather a point of departure for further, or other, questions. [ABSTRACT FROM AUTHOR]

Few studies have examined how professional learning communities (PLCs) engage in collaborative inquiry over multiple years. This longitudinal study explored how a team of high school science teachers collaborated with researchers and district‐based coaches in a PLC over 4 years. We examined (1) how the PLC, which was situated in a culturally and linguistically diverse school that experienced high teacher and administrator turnover, shifted their collective inquiry and instruction from focusing on students' reproduction of knowledge to supporting students' epistemic practices and (2) how researchers and coaches facilitated the shift. The participants' collective inquiry took place on 12 job‐embedded professional development (PD) days where they collaborated to plan, implement, and reflect on lessons over 4 years. The PLC drew on Ambitious Science Teaching principles, practices, and tools. We collected and qualitatively analyzed video recordings of the participants' meetings and classroom teaching on the 12 PD days (96 h) and artifacts. We also conducted interviews with teachers and coaches. Data suggest that early in the project, the teachers focused on identifying and fixing students' misconceptions, but over time they came to focus on supporting students' epistemic practices—collaborative construction of evidence‐based models and explanations. Facilitators—researchers and coaches—played two major sets of roles—challenging teachers' view of students as reproducers of knowledge and engaging in co‐inquiry with teachers to identify and address problems of practice—that functioned complementary over the years and supported shifts in inquiry and instruction. This study provides implications about sustaining productive inquiry and partnership in PLCs. [ABSTRACT FROM AUTHOR]

The study presented here is an action research that was conducted in a science and technology teaching course in a pre-service elementary teaching program at a private university in Turkey aiming at improving the pre-service elementary teachers' understanding of science and teaching science. In order to achieve this aim, an innovative approach, using Benzene Ring Heuristic (BRH) to introduce scientific practices (SPs) to pre-service elementary teachers was implemented in the study. This heuristic was used to illustrate the interrelatedness of cognitive-epistemic and social-institutional aspects of SPs in a holistic presentation. The data were gathered from various sources, including pre-service teachers' posters, individual lesson plans, and individual interviews. The results suggest that the method helped the pre-service teachers have a coherent and organised understanding of SPs; however, despite the increase in the usage of discourse and social certification, they still have difficulties understanding these issues. In light of evidence gathered from this study, further research includes deliberate attempts to encourage the pre-service teachers to integrate discourse and social certification in their own instruction. [ABSTRACT FROM AUTHOR]

This article presents a research focused on modeling and programming for the learning to Genetics Engineering (GI) in the high school. We designed, implemented and analyzed a didactic sequence around the construction of recombinant insulin in which the students had to build models by programming in Scratch. The models constructed were characterized from three theoretical categories linked to biological models: continuity, interaction and transformation and integration. Were obtained three types of models, in each type of model the categories analyzed were found in different levels of development. The students were able to conceptualize the GI and the modeling allowed them express the factors and processes necessary for the construction of rDNA molecule (recombinant DNA) using GI. [ABSTRACT FROM AUTHOR]

The project was developed with 1st year high school students is presented in relation to the subject of plastics, its main applications and the environmental problems that derive from its use. Starting from a teaching collaboration of the university teaching center, a sequence of activities was designed to develop scientific competence through argumentation, inquiry and modeling practices. Data were collected through audio and video recording, which were transcribed and analyzed. The results obtained show high levels of performance of the skills involved in the scientific practice studied and a high degree of involvement and interest on the part of the students, based on the active role they have developed in the work guided through questions. [ABSTRACT FROM AUTHOR]

In order to develop scientific competence, students have to appropriate scientific culture through scientific practices. In geology teaching, the field is also a context for enculturation. The interrelation between practices and fieldwork has been scarcely studied. In this paper a review is made of articles that include field trips, published in ten science teaching journals over the last ten years. Mention of operations related to scientific practices was identified in 20 articles. Argumentation was identified in all age groups, inquiry practically only at university level and modelling was hardly present at all. It is concluded that fieldwork played a role in the development of practices beyond data collection. The absence of fundamental operations in the practices was detected, which leads to raise some educational implications illustrated with identified good practices. [ABSTRACT FROM AUTHOR]