Science Education

Article	Citations
Why are some students “not into” computational thinking activities embedded within high school science units? Key takeaways from a microethnographic discourse analysis study	46
Cross‐sectional study of students' molecular explanations of inheritance patterns	42
“On Mars, we will speak Arabic”: Negotiating identity in upper secondary physics in Denmark	41
	41
Utilizing theory to elucidate the work of creating equity for transformation within the science classroom	39
Teachers' ability to diagnose and deal with alternative student conceptions of evolution	33
Transformative Climate and Environmental Education for a Just Future	32
“We actually made something and solved a problem”: Exploring relationships between middle school engineering culture and girls' engineering experiences	29
	28
Complex pathways within nested systems: Exploring approaches to centering equity in peer review	28
School Science: An Approach to Rethinking What Students Learn and How They Might be Better Engaged	27
A case study of science teachers' goal conflicts arising when integrating engineering into science classes	27
Cultivating Inner Witnesses Attuned to the Emotional Experiences of Students of Color in Science	27
Why most definitions of modeling competence in science education fall short: Analyzing the relevance of volition for modeling	26
Issue Information	24
Passive elementary student's constructed epistemic emotions and patterns of participation during small group scientific modeling	24
Disruptive moments as opportunities towards justice‐oriented pedagogical practice in Informal Science Learning	24
	22
Student reasonings and cognitive biases in climate change predictions	20
The Emotional Valence of Hyperrationality in STEM Learning: Reinscriptions and Contestations of Coloniality	20
Humanistic science education: Updating our collective consciousness and offering fresh consideration	20
Diversifying computer science: An examination of the potential influences of women‐in‐computing groups	19
The characteristics of diagrams in scientific explanations: Multimodal integration of written and visual modes of representation in junior high school textbooks	19
Issue Information	19
Arguing about argument and evidence: Disagreements and ambiguities in science education research and practice	18

Teacher positioning within the figured world(s) of urban school science	18
vAIR—An epistemic model of socioscientific reasoning emerging from citizens engaged in a locally situated SSI	16
A comparison of elementary teachers' verbal supports for students in inclusive and general classroom contexts during an NGSS‐aligned science, engineering, and computer science unit	16
Using the Lenses of Organizational Culture and Climate for Research on Science Teacher Professional Learning	16
Young children co‐constructing science: The importance of their families and cultural communities	16
	16
Science class as clinic: Why histories of segregated instruction matter for health equity reforms today	15
Issue Information	14
Making in‐the‐moment learning visible: A framework to identify and compare various ways of learning through continuity and discourse change	14
Using youths’ personal DNA data in science camps: Fostering genetics learning and socio‐emotional attitudes toward science with design‐based research	14
Naturalizing the Nature of Science: A response to and acknowledgement of Klopfer & Aikenhead	14
Advancing a Comprehensive Equity Centered Theory of STEM Doctoral Persistence: A Small‐Scale Qualitative Exploration of Critical Capital Theory	13
Commentary—misconceiving merit: Paradoxes of excellence and devotion in academic science and engineering	13
Leveraging purposes and values to motivate and negotiate reform	13
Virtuality, Solidarity and Possibility: A Response to Paré	12
Organizational sensemaking during curriculum implementation: The dilemma of agency, role of collaboration, and importance of discipline‐specific leadership	12
Preservice science teachers' sociopolitical consciousness: Analyzing descriptions of culturally relevant science teaching and students	12
Secondary school students' responses to epistemic uncertainty during an ecological citizen science inquiry	11
Teacher strategies to support student navigation of uncertainty: Considering the dynamic nature of scientific uncertainty throughout phases of sensemaking	11
Nigerian teachers' self‐reported climate science literacy and expressed training needs on climate change concepts: Prospects of job‐embedded situative professional development	10
Examining the effect of early STEM experiences as a form of STEM capital and identity capital on STEM identity: A gender study	10
Navigating the complexities of student understanding: Exploring the coherency of students' conceptions about the greenhouse effect	9
Teacher professional development programs integrating science and language with multilingual learners: A conceptual framework	9
Physics curriculum in upper secondary schools: What leading physicists want	9
	9
	9
Issue Information	9
A Review of Research on Engineering in K‐12 Science Education	8
Cultivating Confidence: The Potential of Science Museum Visits in Boosting Science Self‐Efficacy and Expanding Perceptions of Science in Emerging Adult Learners	8
Equity‐centered science education: The origin story of this special issue	8
“That's Just Gonna Make Them Upset”: Youth Authoring Emerging Epistemic Ideals Through Rightful Presence	8
Students' credibility criteria for evaluating scientific information: The case of climate change on social media	8
Issue Information	8
Right but wrong: How students' mechanistic reasoning and conceptual understandings shift when designing agent‐based models using data	8
Spatiotemporal relationships in science lessons: Building learning opportunities over time	7
Elements of Social Capital and Counterspace Processes Contribute to Undergraduate STEM Student Development of a Sense of Belonging	7
The Quality of Interactions in the Home Science Environment and Associations With Children's Science Learning	7
Analysis of prospective early childhood education teachers' proposals of nature field trips: An educational experience to bring nature close during this stage	7
What drives the public's use of data? The mediating role of trust in science and data literacy in functional scientific reasoning concerning COVID‐19	7
Dialog‐constraining institutional logics and their interactional manifestation in the science classroom	7
“It's Just a Hot Mess”: Supporting Teacher Praxis to Challenge Barriers for Multilingual Learners	7
Incorporating equity, diversity, and inclusion in science: Lessons learned from an undergraduate seminar	7
“It Looks as if They Threw the Entire Periodic Table Into the River”: A Decolonial Perspective for Chemistry Education in the Context of Environmental Injustices	7
Humanistic school science: Research, policy, politics and classrooms	7
Motivation for science learning as an antecedent of emotions and engagement in preservice elementary teachers	7
The Relationship Between Black Girls' Perceptions of Their STEM Teachers and Their STEM Identity	7
What is the Point of Empathy? A Call for Critical Empathy in Noticing Emotions for Equity in Response to Patterson Williams and Sheth	6
	6
Science education with multilingual learners: Equity as access and equity as transformation	6
Learning by doing: A multi‐level analysis of the impact of citizen science education	6

Children's exposure to STEM instruction in preschool and how they respond to it	6
Negotiating mentoring relationships and support for Black and Brown early‐career faculty	6
Rolling balls or trapping ions? How students relate models to real‐world phenomena in the physics laboratory	6
Meaningful participation of schools in scientific research through contributory citizen science projects	6
Exploring how museums can support science teacher leaders as boundary spanners	6
The role of collective sensemaking and science curriculum development within a research–practice partnership	6
The Landscape of Research on Contextualized Science Learning: A Bibliometric Network Review	5
Periodicity and change: Talking about time inside the planetarium dome	5
Uncovering Emotion in Youth Digital Civic Participation Around Climate Change: Entanglements of Fear, Despair, and Anger in Civic Practice	5
Leveraging portfolios in professional development for middle school science teachers' assessment and data‐use practice	5
	5
Positive or negative? The effects of scientific inquiry on science achievement via attitudes toward science	5
“Everyone's Struggling:” Coping With Institutionalized Hierarchies of Competence Through Emotional Resonance	5
A critical race theory analysis of STEM schools in an urban school district	5
Reconceptualizing Out‐of‐Field Teachers' Professional Development and Classroom Implementation: A Boundary Crossing Approach	5
Within the walls of the classroom: How science teachers' instruction can develop students' sociopolitical consciousness	5
Review of the double bind in physics education	5
Reorienting Toward LGBTQ+ Belonging in Science, Technology, Engineering, and Mathematics by Feeling and Thinking With a Queer and Nonbinary Person in Virtual Reality	5
Critical Imagination for Transformative Agency: Pedagogies for Science Teacher Education	5
Advising in science education: Critiquing where we have been, moving toward an equitable and holistic advising approach	5
Threshold Concepts and Concept Networks in Evolution Education: An Experimental Intervention Study	4
A review of Mark Windschitl's Teaching Climate Change	4
Editors’ Note	4
Can AI be racist? Color‐evasiveness in the application of machine learning to science assessments	4
“Students Really Benefited From That Hybridization”: Facilitated Sensemaking in a No‐Excuses Charter Network	4
Place‐based learning processes in a family science workshop: Discussion prompts supporting families sensemaking and rural science connections using a community water model	4
Representations of science content in a primary classroom: Combining long and short timescales for multimodal analysis	4
Recontextualization in Multilingual Science Teacher Professional Learning	4
Middle School Students' Application of Science Learning From Physical Versus Virtual Labs to New Contexts	4
Social participation in science museums: A concept under construction	4
Contesting the boundaries of physics teaching: What it takes to transform physics education toward justice‐centered ends	4
Middle‐ and secondary‐school students' STEM career interest and its relationship to gender, grades, and family size in Kazakhstan	4
Characteristics of book talks aboutNature of Science	4
Issue Information	4
Affective Contradictions and Narratives of Change: A Critical, Cultural‐Historical Approach to Hope and Action in Education for Sustainability	4
Affective Politics of Belonging to STEM: Some Conceptual and Methodological Considerations	4
Exploring factors that impact physical science doctoral student role identities through a multiple case study approach	4
Elder Black Women Science Teachers (Re)member: An Examination of Science Identity Formation for Curious Young Black Girls	4
Issue Information	4
“Adapting for a Local Space Can be Tricky”: Designing Units for Teachers to Localize Through Phenomenon Adaptation	4
Feeling a Goodness of Fit: Children Establishing Corporeal Comfort in STEM Learning	4
Why do teachers vary in their instructional change during science PD? The role of noticing students in an iterative change process	3
Multilingual learners’ exposure to science and language inputs in elementary school: ¿Qué sabemos?	3
Science teachers’ and students’ metavisualization in scientific modeling	3
Racially diverse educational pathways and STEM college outcomes: A quantitative analysis of students in North Carolina	3
Development of a questionnaire on teachers' beliefs, preparedness, and instructional practices for teaching NGSS science with multilingual learners	3
Justice‐centered community–university partnering: Core tenets of partnering for justice epistemology	3
Praxis crisis and the trouble with science teacher education for emergent bilingual learners	3
Measuring epistemic knowledge development related to scientific experimentation practice: A construct modeling approach	3
Structures of becoming: The who, what, and how of holistic science advising	3
Embodied interactions in a science museum	3
The reification of identity narratives in teacher–student discourse during an inquiry project	3
Sense‐Making Phenomena‐Based Planning: Development of Professional Vision on Ambitious Science Teaching	3
Mentoring science educators for equity‐centered futures	3
“Trotula” is not an example of the Matilda effect: On correcting scholarly myths and engaging with professional history: A response to Malecki et al. 2024	3
Family conversations about species change as support for children's developing understandings of evolution	3
How preservice and in‐service elementary teachers engage student avatars in scientific argumentation within a simulated classroom environment	3
Scientific argumentation and responsive teaching: Using dialog to teach science in three middle‐school classrooms	3
How science teachers deal with STEM education: An explorative study from the lens of curriculum ideology	3
The student hat in professional development: Building epistemic empathy to support teacher learning	3
Four years of collaboration in a professional learning community: Shifting toward supporting students' epistemic practices	3
“Quite ironic that even I became a natural scientist”: Students' imagined identity trajectories in the Figured World of Higher Education Biology	3
	3
Issue Information	3
Theorizing science‐civic practices: Youth adaptation and remixing of scientific numeracies within digital civic media	3
Facilitating marginalized youths' identification with STEM through everyday science talk: The critical role of parental caregivers	2
Ideology in the mirror: A loving (self) critique of our equity and social justice efforts in STEM education	2
Learning to Support Students to Reason Through Talk: How Pedagogically (Dis)Content Teaching Assistants Use a Curriculum Guide Integrated With Professional Development	2
Telling the energy story: Design and results of a new curriculum for energy in upper elementary school	2
Humanistic science education: The history of science and other relevant contexts	2
Viewing science teacher learning and curriculum enactment through the lens of theory of practice architectures	2
Who's who: How “women of color” are (or are not) represented in STEM education research	2
The impact of home resources, students' attitudes toward learning, and instructional strategies on science achievement	2
	2
The relationship of sense of school belonging to physics attitude among high school students in advanced physics courses	2
The cognitive and affective roles of learning assistants in science, technology, engineering, and mathematics college classrooms: An exploration of classroom experiences and students' metacognitive aw	2
Mentoring across differences in science education: Applying a brokering framework	2
An analytical instrument for coding and assessing argumentative dialogues in science teaching contexts	2
A review of science teaching approaches for equity focusing on race, class, and religion from the perspectives of Freire's and Arendt's theories of education	2
Teacher‐perceived science inquiry‐based instructional practice on student achievement and motivational beliefs in classroom contexts	2

Identifying the psychological processes used by male and female students when learning about science technology engineering and mathematics: A linguistic inquiry	2
Issue Information	2
Trusting the social value of diverse scientific enterprises: Matching a patchwork of challenges to a mosaic of responses	2
Elementary preservice teachers' responsiveness while eliciting students' initial arguments and encouraging critique in online simulated argumentation discussions	2
	2
Issue Information	2
Learning progressions as a simplified model: Examining teachers' reported uses to inform classroom assessment practices	2
Issue Information	2
A review of John Rudolph's Why We Teach Science (And Why We Should)  By John L. Rudolph, UK: Oxford University Press.2023. 224 pages. (Hardcover). ISBN: 978‐0192867193	2
Developing an instrument to examine students' analogical modeling competence: An example of electricity	2
	2
Epistemological messages in a modeling‐based elementary science classroom compared with a traditional classroom	1
Under pressure: How do science teachers use capital to achieve agency during turbulent times?	1
Beginning with the end in mind: Meaningful and intentional endings to equitable partnerships in science education	1
Bridging Student Funds of Knowledge With Science Discourse: An Examination of the Organizational Context That Shaped Teachers' Sense of Agency for Instructional Change	1
Learning and Distributed Expertise in Community‐Based Science	1
The reverse Matilda effect: Gender bias and the impact of highlighting the contributions of women to a STEM field on its perceived attractiveness	1
Motivation to learn science, emotions in science classes, and engagement towards science studies in Chilean and Spanish compulsory secondary education students	1
Impact of Teachers With Research Experiences: Student Gains in STEM Career Awareness, Perception of Value of STEM Learning, and Persistence in STEM Course Tasks	1
“If We Don't Have Diversity, There's No Future to See”: High‐school students' perceptions of race and gender representation in STEM	1
Course‐Based Teacher Professional Communities (With District and Union Support) at the Center of Three‐Dimensional Science Teaching	1
A Review of Antar A. Tichavakunda's, Black Campus Life: The world Black Students Make at a Historically White Institution SUNY Press	1
Cultivating culturally sustaining integrated science, technology, engineering, and mathematics classrooms: A narrative inquiry case study of a science teacher	1
Broadening a nature of science conceptualization: Using school biology textbooks to differentiate the family resemblance approach	1
Contextual resources supporting the co‐evolution of teachers' collective inquiry and classroom practice after the grant ended	1
Issue Information	1
Connected epistemic practices in laboratory‐based engineering design projects for large‐course instruction	1
Getting to a good place with science instruction: Rethinking an appropriate conception of teaching science	1
A Longitudinal Phenomenological Case Study of Undergraduate Science Majors' Motivation to Mentor Youth in Science, Technology, Engineering, and Mathematics Research	1
Toward socially just science teaching through professional development: The science teacher identity development and agency of two elementary Teachers of Color	1
Dreaming of disability‐as‐possibility as a humanistic STEM education futurity	1
	1
Issue Information	1
Theoretical perspectives for developing antiracist teaching dispositions and practices in preservice teacher education	1
Examining preservice science teachers' implementation of language‐ and literacy‐integrated science through a cultural historical activity theory lens	1
Generating a framework for gender and sexual diversity‐inclusive STEM education	1
A longitudinal investigation of changing conceptions about teaching science and pedagogical implications of student diversity	1
Assessing Professional Development on Experimentation as a Method of Inquiry‐Based Science Teaching Framework and Principal Results	1
“I think of it that way and it helps me understand”: Anthropomorphism in elementary students' mechanistic stories	1
Exploring middle school students' interests in computationally intensive science careers: The CISCI instrument validation and intervention	1
	1
Science and Heritage Language Integrated Learning (SHLIL): Evidence of the effectiveness of an innovative science outreach program for migrant students	1
	1
	1
Science education in an age of misinformation	1
Elevating Configurations of Data and Emotion: Dynamics of Coproduction, Collaboration and Competition	1
Emotional Configurations of White Shame and White Ambivalence for White Interns in a Secondary Science Teaching Program	1
Inclusive Dialog With Local Communities: Practices Among Professionals and the Battle for Equity and Public Engagement in Science Museums and Science Centers	1
The ideal versus the real: Mismatches in reading instruction for emergent bilinguals in secondary science classrooms	1