Abstract As historically construed, both engineering culture and school science culture marginalize girls. With the focus on engineering in the Next Generation Science Standards (NGSS), engineering education researchers have called for a more targeted investigation of how girls at the K‐12 level engage in engineering. This study investigates, through critical participatory ethnography, how 6th grade girls engaged in an Engineering for Sustainable Communities unit (EfSC) guided by conceptual frameworks centered on Cultural Ways of Learning and Rightful Presence. Three in‐depth cases are presented that explore the kinds of engineering problem spaces girls chose to address through iterative design of functional prototypes. Findings reveal, first, how anchoring engineering in girls' embodied experiences supported new forms of participation, new roles for embodied experiences and new making present practices, thereby solidifying a more equitable culture. Second, as the girls moved and hybridized embodied community/STEM ideas and resources, they organized and put into action (through decisions made while “doing” engineering) their values, ideals and desires and that of their communities. Third, we found signifiers, themes, symbols and practices of an emergent engineering culture in which girls positioned themselves as able. These effected engineering for social‐spatial justice using a technically rich and socially specific iterative engineering process which seeded a rightful presence for girls in middle school science.

Abstract This study explores book talks as an approach to teaching Nature of Science (NOS) to young children (4–6 years old). To teach about NOS means to, in one way or another, focus on the processes, humans that build science knowledge, as well as the characteristics and limits of scientific knowledge. Previous research in this area has studied the representation of NOS in science trade books and suggested ways for teachers to highlight this content, specifically in relation to books that have been rendered “exemplary” for teaching NOS. This study focuses on the actual conversations (i.e., book talks) between teachers and children related to science trade books that are available in bookstores. The aim of the study was to contribute further knowledge about the characteristics of book talks related to such books when they are used as an approach to teaching NOS. Book talks (N = 58) between two teachers and their respective groups of children were audiorecorded and transcribed. The results contribute by shedding light on how teachers use the book as a resource in combination with other resources to highlight various aspects of NOS during book talks. This is important since it shows how book talks as an approach to NOS teaching can be staged even if exemplary books are not available. A tentative model that can scaffold teachers' didactic analysis is presented.

Abstract The core of this essay is a review of Alexander Bogner's book “The Epistemization of Politics” (2021). It fits into the ongoing discussion about the role of scientism in science education. Bogner makes the provocative case that science denialism inadvertently points to contemporary scientism in the public sphere, and he observes that many science deniers mobilize (counter)experts and (counter)expertise because better knowledge seems to be “the harder currency” than softer values and interests, emotions, fears, or epistemological dissent. In this way, Bogner explains, the struggle for political hegemony has turned into a struggle for better knowledge. He calls this the epistemization of politics—a new form of political scientism. In this essay, I describe why reading this book was so valuable to me as a teaching professional and why I decided to share some important points with other science educators and scholars. I pose four important questions that I asked myself after reading Bogner's book—about scientism in school science paving the way for scientism in policy, about Science Studies positions in science education as a possible backdoor to science denial, about the role of the naturalistic fallacy in science education (do we always distinguish between facts and values?), and about how scientism in school science threatens the agency of our students. I discuss these points in light of recent publications in the science education literature. The essay is concluded with a number of original quotes from the last chapter of Bogner's book, which revisits his main points and can serve as a stimulus for further reflection.

Abstract This manuscript is born from contemplating and exploring how it is that we see so little systemic change in STEM education after so many years of working toward it, including the insidious persistence of systems of oppression, and historical and generational exploitation that our current critical, social justice efforts in STEM teacher preparation programs are ineffective and ill‐equipped at changing or dismantling. Starting from an explanatory frame of Freire's conundrum of the oppressed, we theorize toward a more complex notion of ideological change. Through the novel reflexive discourse of a loving (self) critique, we interrogate our own individual failures to construct a better theoretical understanding of them. Using self‐reflections and other examples, we theorize an imperative of continued ideological growth and development to more authentically step forward in our STEM education equity and social justice work.

Abstract This essay is the second paper of a related three‐paper set that examines, critiques, and offers responses to current conceptions of academic advising within P‐20+ STEM education. In this essay, we offer a review of the current understandings of academic advising and its existing limitations with meaningfully supporting Black and Brown STEM learners. As a response to this critique, we call for a critical‐ecological perspective to STEM academic advising, leveraging Phenomenological Variant Ecological Systems Theory (PVEST) as the conceptual background for this approach. We then provide a set of guiding principles for educators to consider when taking a PVEST approach to academic advising. In providing these guiding principles, we situate the third paper in the set as those authors offer specific examples for how this approach can be implemented across the P‐20+ STEM spectrum.

Abstract This essay centers on the voices of leading scholars in science and STEM education on how equity can and should be centered in reviewing proposals for granting organizations. As the decisions made as a result of the reviewing process significantly impact the future directions of the field, we recognize the urgency in considering how equity is considered in this process. Through their experiences, four researchers offer the science and STEM community a call to action. The scholars interviewed highlighted that equitable reviewing and funding research and professional development will require changes within the science education and STEM funding ecosystem. Three overarching themes include (1) changing the ideologies and culture of science and STEM education research funding will require centering the needs of the communities being served; (2) institutions and granting organizations should adopt equity‐focused and holistic rubrics and models; and 3) we each have an individual responsibility to employ equity during the review process. Thus, this essay has the potential to both inspire and provide explicit examples of how we can all center equity as we strive to transform the future of science and STEM education.

Abstract 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.