Studying science and engineering learning in practice

This study used the Relevance of Science Education (ROSE) survey (Sjoberg & Schreiner, 2004) to examine topics of interest and perspectives of secondary science students in a large school district in the southwestern U.S. A situated learning perspective was used to frame the project. The research questions of this study focused on (a) perceptions students have about themselves and their science classroom and how these beliefs may influence their participation in the community of practice of science; (b) consideration of how a future science classroom where the curriculum is framed by the Next Generation Science Standards might foster students' beliefs and perceptions about science education and their legitimate peripheral participation in the community of practice of science; and (c) reflecting on their school science interests and perspectives, what can be inferred about students' identities as future scientists or STEM field professionals? Data were collected from 515 second year science students during a 4-week period in May of 2012 using a Web-based survey. Data were disaggregated by gender and ethnicity and analyzed descriptively and by statistical comparison between groups. Findings for Research Question 1 indicated that boys and girls showed statistically significant differences in scientific topics of interest. There were no statistical differences between ethnic groups although. For Research Question 2, it was determined that participants reported an increase in their interest when they deemed the context of the content to be personally relevant. Results for Research Question 3 showed that participants do not see themselves as youthful scientists or as becoming scientists. While participants value the importance of science in their lives and think all students should take science, they do not aspire to careers in science. Based on this study, a need for potential future work has been identified in three areas: (a) exploration of the perspectives and interests of non-mainstream students and urban students whose representation in this study was limited; (b) investigation of topics where students expressed low interests topics; and (c) development and design of authentic communities of practice in the science classroom.

The lack of readily available sources of potable water is major problem in many parts of the world. This project engaged high school (HS) students in authentic and meaningful science and engineering activities to teach them about the lack and poor quality of potable water in many regions and how they can be addressed through the use of point of use (POU) treatments, such as biosand filters (BSFs). The HS students’ activities paralleled those of USF students, including research question development and BSF design, construction, operation, and monitoring. An ethnographic approach was utilized by incorporating participant observation, collection and review of artifacts, and interviews. It was found that the project’s focus on the need to provide potable water in the developing world provided authenticity and meaningfulness to the HS students, which encouraged their participation in activities and the learning of science and engineering practices. The HS students reported an awareness of the differences between this project and their regular science classes. The project had a positive impact on their perceptions of themselves as scientists and their interest in STEM careers. The HS students’ results were useful to the university-based research. In addition, the USF students gained teaching experience while investigating research questions in a low-stakes environment.

This article discusses the data obtained from an online survey of academic staff who are involved in module design and who are employed within one university. The survey was used as a baselining tool to explore the nature of current module design practice within the survey sample. Do academics consistently employ the pragmatic approaches recommended by educational developers and theorists or is module and curriculum development a more informally constructed process? By comparing the initial findings of this project with survey and interview data produced by evidence-based projects, this article suggests that module design practice is not set in stone and that we need a deeper analysis of the process of module and curriculum design in terms of social practice and socio-cultural theory in order to gain a deeper understanding of it.

Children's Mathematics Learning: The Struggle to Link Form and Understanding

The article "The Science of Education and its Relevance to Educational Research: Contributions Towards a Sustainable Society" explores the importance of the Science of Education in shaping pedagogical practices that promote social and environmental sustainability. In a context where education is viewed as a fundamental pillar for the development of critical and engaged citizens, educational research becomes an essential tool for understanding and implementing these practices. The study highlights how the Science of Education can integrate diverse theories and methodologies, contributing to the construction of a more conscious and responsible education. The methodology adopted followed a qualitative approach, utilizing bibliographic research to analyze relevant works and theories in the field. The general objective was to investigate the relevance of the Science of Education to educational research, emphasizing its contributions to the promotion of a sustainable society. To this end, specific objectives were established, addressing topics ranging from the analysis of the characteristics of educational research to discussions on normativity and pedagogical practice. In conclusion, the Science of Education proves to be an essential discipline in the search for educational solutions that promote not only knowledge but also the ethical and social values necessary to face contemporary challenges. By integrating theory and practice, this science significantly contributes to the development of individuals committed to a more sustainable future, reaffirming its central role in educational research.

Though the efficacy of the Clubhouse model's interventions and practices in supporting recovery from serious mental illness (SMI) have been demonstrated by prior research, the causal mechanisms and theory driving these outcomes have yet to be comprehensively defined. This theory article aims to synthesize existing knowledge of these methods to define a unified theory of social practice, outline its role in SMI recovery, and discuss future implications. Historical, theoretical, and practical foundations of social practice were synthesized to define a current theory of social practice and expand the term to apply to the methods and interventions that define the Clubhouse model. Based on prior theory and findings, we define social practice as "the informed application of a specialized form of environmental therapy that utilizes an intentional community to assist people in their recovery." Key facets of social practice in the Clubhouse model of SMI recovery are discussed, including the efficacy of the practice in addressing SMI outcomes such as isolation and low self-efficacy, as well as its impact on both internal and external motivational forces. The theory of social practice describes a process of engaging people to become collaborators and contributors to a social environment. This article describes the philosophy and practices of Clubhouses and introduces the theory of social practice as an empirical means of unifying and communicating the methods, practices, and outcomes of both the Clubhouse model and the broader implications of intentional community as therapy. (PsycInfo Database Record (c) 2024 APA, all rights reserved).

How teachers' changes in their science teaching practices unfold over time remains unclear. We need greater understanding of the processes at work in professional development (PD) and how to sustain those processes that are effective over time. Effective PD processes are seen as those that recognize teacher change is multidimensional—taking an integrated view of the affective, cognitive, and behavioral aspects of teacher change. In this article, we report on what we learned about the teacher change process during a 2‐year preschool PD intervention effort with Head Start teachers that was focused on a science, technology, and engineering curriculum. The present study sought to further address gaps in our understanding of teacher change, by examining in more detail the multidimensional relations among Head Start teachers' beliefs and attitudes toward science teaching and learning (representing the cognitive domain of change) and their science and engineering practices (representing the behavioral domain). Forty‐eight teachers (n = 30 Intervention, n = 18 Control) from a large urban Head Start program in the northeastern US participated in this study. Results revealed that teachers' initial attitudes and beliefs had little effect on their science and engineering practices, whereas their science and engineering practices throughout the time of the project had a significant effect on their later attitudes and beliefs. In addition, teachers' science and engineering teaching practices were related to their ratings of children's overall engagement, though their attitudes toward and beliefs about teaching science were not.

What do you understand by inclusive? While inclusive has many meanings, Malaysia Education Plan 2013 – 2025 has put under-enrolled schools in the inclusive education programmes as one of its targeted mission to enable equity education for all in Malaysia. Nevertheless, as reported in the Malaysia Education Plan 2013 – 2025, Malaysia is also facing a declining in Science, Technology, Engineering, and Mathematics interest among school children. This article aims to review the literature on inclusive pedagogical approach for Science, Technology, Engineering and Mathematics learning practices that focus on the under-enrolled schools in Malaysia, which account for 7% of total primary school enrolment. This article further discusses six pedagogical strategies in under-enrolled schools. The strategies are (i) flexible method, (ii) group and individualize teaching & learning method, (iii) Class teaching & learning method, (iv) Peer coaching teaching & learning method, (v) contextual teaching & learning method, and (vi) the same level of ability teaching & learning method. It is claimed that these pedagogical strategies would help teachers to prepare their classroom activities, especially for Science, Technology, Engineering, and Mathematics learning practices. Thus, it is essential to be cleared that the strategies proposed by the Ministry of Education are to uplift teachers' knowledge for the under-enrolled schools' classroom activities. Finally, it was discussed on the impact of these pedagogical approaches for the learners.

As many proponents of STEAM education have argued, the creativity and socially-grounded expressiveness of art is a naturally occurring function of science, technology, engineering, and math. No innovations could be made otherwise! Teachers can develop this essential creativity in elementary science lessons through high-quality science fiction. While largely understudied in education research, there is evidence that engaging children in quality science fiction is likely to increase engagement and interest in STEM study and potentially even STEM careers. High quality examples of science fiction have a special penchant for evoking wonder and speculation—prime ingredients for inquiry. This article offers the theory, guidance, and ideas that science teachers need to begin using science fiction picturebooks as a productive tool in STEAM lessons.

Scientists are becoming increasingly aware of the need to approach their teaching with the same expectations for evidence that they use in their science. They are coming to recognize that, just as in science research, research on undergraduate science education has a literature as well as standards for practice. I (M.L.L.) am a recent convert to this way of thinking. I taught for 30 years using mostly a lecture style and believed myself quite revolutionary when I used projected images to make cell biological points in class. I now teach using the results of discipline-based education research (DBER) and do my best to use instructional strategies that are demonstrated to improve student learning.

New Feminist Approaches to Social Science Methodologies: An Introduction

A Forum for the Science Education Community's Continual Self‐Renewal

This scoping review examines the integration of artificial intelligence (AI) tools into scientific education practices in school settings. Following the PRISMA statement guidelines, a literature search was conducted in the Web of Science and Scopus databases, identifying 2892 articles published between 2020 and 2024. After applying the eligibility criteria, 75 primary studies with empirical data demonstrating the outcomes of school‐based scientific practices using AI tools were selected. The studies were coded based on the type of AI, the type of scientific practice, AI competencies, and other contextual and pedagogical aspects. The results indicate that the most frequently used tools by students are computer vision, natural language processing and data mining. Most studies focus on secondary education levels, combining strategies such as project‐based learning, scientific inquiry and the STEM approach. Although the evidence suggests that these tools enhance scientific skills like data interpretation and computational thinking, limitations were identified, including the use of low‐reliability or paid software and a lack of representation of ethical competencies. Finally, the review highlights the need to strengthen interdisciplinary collaboration and the design of curricular programmes that integrate AI through an ethical framework. The findings are discussed to provide guidance for pedagogy, public policies and future research. Context and implications Rationale for this study: This study was conducted to examine current evidence on how AI tools are being integrated into K‐12 scientific practices. Why the new findings matter: The findings presented are relevant for analysing current trends, identifying research gaps and exploring opportunities to update interdisciplinary pedagogical frameworks and digital literacy curriculum policies. Implications for educational practitioners, policy makers and researchers: For education practitioners, this study provides a planning model with practical examples for integrating AI into K‐12 scientific practices. For policy makers, it highlights the urgency of updating curricular frameworks and public education policies to ensure equitable access to trustworthy technologies, as well as initial and ongoing teacher training in AI, while fostering interdisciplinary collaboration, particularly between science and mathematics. For researchers, there is a clear need to expand empirical studies that examine scientific practices in virtual and hybrid modalities, in underexplored levels such as elementary education, and that take into account ethical competencies in the use of AI.

The integration of project-based learning in Science, Technology, Engineering, and Mathematics activities has received much attention because of its potential in engaging students with real–world problem solving. This study was designed to examine the effectiveness of Science, Technology, Engineering, and Mathematics project-based learning lessons on students’ achievement in algebra, geometry, probability and problem solving. The achievements of two groups of students who participated in the study were compared longitudinally in 2008, 2009, and 2010. The results showed that lessons integrating Science, Technology, Engineering, and Mathematics project-based learning improved students’ scores in mathematics in general (d= 1.311), algebra (d=1.500), geometry (d=1.837), and probability (d=.487), but not in problem solving (d=.343). In addition, students in Science, Technology, Engineering, and Mathematics project-based learning schools showed higher scores in geometry, probability, and problem solving than those in non Science, Technology, Engineering, and Mathematics project-based learning schools. Implications for reforming instructional approaches and suggestions for further study were discussed.

Environmental education is implemented in formal curricula in multiple ways, including K-12 science. In the United States, the adoption of the Next Generation Science Standards (NGSS) has provided a lens for considering how the goals of environmental education and formal science education may overlap and complement one another. Potential synergies emerge from similarities between NGSS science and engineering practices and the skills of questioning, analysis, and interpretation in the NAAEE Guidelines for Excellence. In this study, middle school students were engaged in an environmental storyline unit that supported their abilities to ask questions, design and conduct investigations, and develop model-based explanations, practices consistent across both fields. Participating students demonstrated positive gains in nature relatedness environmental attitudes. This study provides evidence that curricular design around the practices of science and environmental education connects the goals of each and may be a promising approach to broadening access to effective environmental education experiences. Supplemental data for this article is available online at https://doi.org/10.1080/00958964.2021.1949569 .