The prominence of multimodal generative artificial intelligence (GenAI) facilitates students’ comprehension of scientific knowledge through linguistic and visual modes. However, there is a lack of research that investigates how students read image-text outputs created in GenAI. We conceptualize a model of image-text reading of GenAI scientific texts that comprises the interpretation, exchange, and

Students’ professional aspirations constitute an established area of research within the field of science education. To explore how students’ taste for science bridges the gap between their social background and professional aspirations, we developed the Taste for Science Test (TaSTe), which draws on Pierre Bourdieu’s theory of practice. We applied this test to a large sample of Brazilian students

This study explores the knowledge-building of chemistry through images in secondary school chemistry textbooks, focusing on their changing abstraction and complexity across learning stages. Drawing on Semantics in Legitimation Code Theory, this study analyzes how these images develop across learning stages to cumulatively build chemistry knowledge in terms of their changing semantic gravity and semantic

This study explores the influence of external resources on students’ construction of mental representations of curved spacetime and their understanding of General Relativity (GR). Using the Cognitive Mediation Networks Theory (CMNT) as the theoretical framework, a short extracurricular course with Year-12 students was developed. Through the course, we investigated how interactions with various external

Given the uncertain and complex challenges faced by the younger generation, it is essential to equip them with the competencies necessary to respond to these risks effectively. This study aimed to identify the Risk Response Competencies (RR-Competencies) that should be incorporated into science education for K-12 students. Using a three-round Delphi method, we gathered insights from 27 Korean experts

This study analyzes the effectiveness of implementing flipped classroom instruction in elementary school education, with a specific focus on biology lessons and reducing student misconceptions. A pedagogical experiment was conducted in elementary schools where students in the experimental group (E) participated in lessons using the flipped classroom model, while the control group (C) followed traditional

Children with advanced domain-general skills are associated with a better understanding of scientific concepts and articulation of scientific reasoning. However, research has found that not all individuals utilize these skills to respond to science literacy (SL) tasks, indicating the need for further identifying potential resources in early formal science education. Language-reading skills may help

Discussions and arguments are a central component of science and its development. Therefore, it is very important to integrate them into science teaching. Various studies show that the use of arguments and discussions in science classes significantly improves students’ conceptual understanding compared to other learning methods. Jewish literature has for many centuries been a tradition of learning

This exploratory study examined the experiences, expectancy value, academic identity, sense of impostorism, and social networks of graduate students in a large convergence science research center established with the goal of increasing phosphorus sustainability. There were two components to the study: a survey that explored expectancy value factors pre and post to the academic year and a social network

Today's science education faces the imperative task of developing students’ competency to navigate misinformation while broadening the scope of scientific literacy. Traditionally, the concept of epistemic dependence, which encourages public trust in professional scientists, has supported this goal. However, the current landscape of science challenges the notions of experts with unanimous opinions and ‘the

The aim of this paper is to present an analytical framework which characterizes students’ multimodal representations of nature of scientific practices (NoSP) and scientific methods (NoSM). Previous analytical frameworks primarily focused on students’ linguistic representation of NoSP/NoSM. Linguistic frameworks are limited as they can only uncover part of students’ understanding, as students might

Figures play a common, but highly crucial role in providing explanatory or contextual images of objects, phenomena, and processes for learning science. Although many studies have investigated the types and distribution of these visual representations in science textbooks, there has been a lack of understanding of how one mode of representation complements the meanings of other modes within figures

A five-day workshop, rooted in place-based approaches, was offered to 24 underserved/underrepresented middle school students. The workshop's activities centered around three key concepts of disease ecology: 1) the interactions between living things and their environment, 2) the impact of environmental interactions on health, and 3) the role of scientists and students in improving health. Throughout

Human-induced climate change intensifies extreme weather events due to its profound impact on the Earth's atmospheric balance. Despite its global relevance, research on climate education predominantly focuses on K-12 levels or college science majors, leaving a significant gap in understanding how non-science majors engage with this critical issue. Addressing this gap, this study examines the impact

This paper draws from our Science Material Development Project which was interested in understanding how engagement strategies used by science communicators in informal learning environments such as science museums could be used to improve science teaching and learning experiences in under-resourced schools. We demonstrate how the Complementarity of Learning Framework (Colfram), a design tool, was

The integration of artificial intelligence (AI) into K-12 education is gaining momentum for its potential to enhance AI literacy among students. This study, conducted in a professional development program context, analyzed the approaches teachers took to integrate task-specific AIs into science instructions based on what they learned through PD experiences. Specifically, we focused on the approaches

Incorporating socioscientific issues (SSI) into science instruction has demonstrated significant potential for enhancing K-12 students’ abilities to connect scientific concepts to real-world contexts. While the implementation of SSI is well-established in secondary education, its application in elementary settings is still developing. As with many innovative teaching approaches, formal preparation

This study examines preservice teachers’ (PSTs) practices of noticing and responding to students’ scientific thinking within the context of their science methods courses (pedagogy focused). The PSTs, in their senior year and later in their student-teaching internship year at a Midwestern university teacher preparation program, participated in two sequential science methods courses. Over the course

This case study of a Year 8 science class in South-East Queensland investigated the affective and cognitive experiences of engaging students in a science-writing project. Building on the work of Tomas, Rigano and Ritchie (2016), students wrote a series of short stories across two school terms about the socio-scientific issues (SSIs) of coal seam gas (CSG) mining and skin grafting. Data were collected

This study investigates how teaching experience influences the design and implementation of inquiry-based practical work in South African primary science classrooms. Conducted in Gauteng, it features two novice and two experienced teachers, employing a qualitative approach with interpretive principles. Thematic analysis was utilized to analyse data collected from the interviews, classroom observations

The purpose of this meta-analysis is to examine the effect of vocabulary interventions on the science vocabulary and knowledge of English learners (ELs) who are culturally and linguistically diverse (CLD ELs). After searching four databases and conducting hand searches, we identified nine studies that met our criteria. All these studies included a treatment and control group, five of the studies were

Understanding the global cycling of carbon is critical to participate in the current public discussion on climate change in an informed manner. Fostering system thinking is key to reach this goal. Of the various influences on students’ development of system thinking in relation to the carbon cycle, the present study focuses on the influence of textbooks – both their explanatory texts and the activities

Integrating climate change education into engineering education is essential to prepare students for an uncertain and problematic future. The waste sector is a major consumer of natural resources and emitter of greenhouse gases, which is why it is a central theme in the training of engineering students. This paper presents the main takeaways from a pilot training module based on design fiction. The

In recent years, there has been an increase in the integration of socioscientific issues (SSI) into educational practices, which are recognized for enhancing higher-order thinking, scientific literacy, ethical considerations, and civic engagement. SSI teaching equips students to tackle global challenges, although they are complex challenges for in-service teachers. Addressing the need for professional

Contemporary science education themes are marked by the inevitable uncertainty of consequences emerging from human actions. They encompass disasters, pandemics and other events that have been marking our present times. Understanding new risks as the ones resulting from human action, even when proposing a solution for an issue, is one of the central assumptions of the Risk Society theory. Given the

In response to the growing emphasis on addressing global socio-scientific issues like climate change and viral pandemics in K-12 education, we designed three socio-scientific units for middle school science. We call this curriculum Grand Challenges (GC). The GC curriculum shifts from traditional methods to a focus on socio-scientific issues that resonate locally and globally and prepare students for

Identifying the mental models held by students has been widely emphasized as being a pivotal aspect of effective science education. In fact, it allows us to understand students’ conceptions, detect teaching-learning difficulties and tailor instruction accordingly. Hence, in this study, the plant nutrition mental models held by upper secondary students were investigated and empirically validated with

The Australian science curriculum is intended to enable school students to develop an understanding and curiosity about the way that science can assist them in making sense of the physical and technological world. In addition to understanding and communicating scientific knowledge and using inquiry processes, students also need to develop the skills to make evidence-based decisions about socio-ecological

Guiding students’ STEM problem solving entails dynamic processes driven by changes in real-world contexts. To understand these processes, we aimed to identify the formation and influence of ‘norms’ as shared behaviour patterns desirable in STEM problem-solving. To this end, 10 sessions of STEM lessons for secondary students were carried out, and we collected data comprising lesson observation videos

The use of multiple-choice (MC) instruments to assess pedagogical content knowledge (PCK) has advantages in terms of test economy and objectivity, but it also poses challenges, for example, in terms of adequately capturing the intended construct. To help address these challenges, we developed and evaluated a new instrument to assess science teachers’ PCK of scientific reasoning in biology contexts

Photosynthesis is a crucial topic in life sciences and is intimately connected to human life. In this study, photosynthesis served as the context to examine the effects of 6E-based STEM learning strategies on tenth-grade students’ academic achievement, higher-order thinking skills, and attitudes towards STEM. Throughout the intervention of six biological lessons, a pretest-posttest non-equivalent group

Science education literature states that fostering students’ and teachers’ knowledge of NOS has shifted from being a desirable goal to an essential one. This article focuses on the development of NOS conceptions among MA Education students. To develop those conceptions, the researcher designed various learning activities in the context of ‘research of history on DNA’. Seven students were observed and

This meta-analysis examined whether learning outcomes differ (a) for STEM integration versus traditional instruction and (b) across STEM integration implementations. Based on 79 effect sizes from 40 studies of 15,577 students, those learning via STEM integration outperformed other students on academic achievement tests (g = 0.661; 95% CI [0.548, 0.774]). The effect sizes of STEM integration on achievement

A growing body of empirical studies in the field of early childhood science education suggests play as a dynamic means to engage young children with the natural world and create the conditions for children’s learning and development in science. Although our understanding of play in science as an activity deepens, we still do not know much about the dynamics of scientific toys in science teaching and

The prevalence of diseases stemming from poor nutrition emphasizes the importance of educating people about healthy eating habits. One approach to achieving this is through educational escape games, which embody the features of a situated learning environment. Utilized the situated learning theory as a theoretical and methodological framework, the goal of our study was to examine the role of science-based

Literature has emphasised the need for SSI education to systematically address the risks produced by modern society. This study examines the quality of risk-focused, socio-scientific arguments generated by 22 elementary students in South Korea, concerning nuclear power. Participants read two articles with opposing views on the nuclear phase-out policy and constructed written arguments to justify their

Ongoing shortages of science, technology, engineering, and mathematics (STEM) teachers have prompted policy aimed at recruiting career change teachers as a solution. However, little is known about what deters career changers from becoming STEM teachers. This gap is explored through interviews with nine career changers who contemplated, but decided against a career change to STEM teaching. Inductive

Science education bears the broader objective of nurturing students today to be scientifically-literate citizens of tomorrow who are able to foresee challenges, invent solutions and make responsible decisions for global issues. As a prelude to the new focus of agency in the Anthropocene, this paper presents an intervention on climate change with upper secondary students in a museum of natural history

Mechanistic explanations, aiming to disclose details of entities and their activities, employ the act of unpacking which, inherently and paradoxically, produces explanatory gaps—pieces of undisclosed, undetailed mechanistic information. These gaps, termed explanatory black boxes, are often perceived as counterproductive to the teaching of mechanisms, yet are integral to it, and their cognizant use