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Jessica M. Karch; Nicolette M. Maggiore; Jennifer R. Pierre-Louis; Destiny Strange; Vesal Dini; Ira Caspari-Gnann – Science Education, 2024
Small group interactions and interactions with near-peer instructors such as learning assistants serve as fertile opportunities for student learning in undergraduate active learning classrooms. To understand what students take away from these interactions, we need to understand how and what they learn during the moment of their interaction. This…
Descriptors: Teaching Assistants, Interaction, Active Learning, Electronic Learning
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Maria Vetleseter Bøe; Anders Lauvland; Ellen Karoline Henriksen – Science Education, 2025
Supporting student participation and learning in STEM involves motivating students to engage in the most effective learning activities. In this article, we study how student motivation interacts with learning activities, and we pay special attention to active learning and the Scandinavian context where participation in learning activities is…
Descriptors: Foreign Countries, Undergraduate Students, Physics, Science Education
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Yvoni Pavlou; Zacharias C. Zacharia; Marios Papaevripidou – Science Education, 2024
This study aimed to investigate whether the presence (when using physical manipulatives [PMs]) or absence (when using virtual manipulatives [VMs]) of haptic sensory feedback (i.e., open-ended haptic manipulation of physical materials with the use of the hands) during experimentation can impact preschoolers' conceptual understanding of concepts…
Descriptors: Manipulative Materials, Preschool Children, Electronic Learning, Sensory Experience
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Ilona Ilowiecka-Tanska; Katarzyna Potega vel Zabik – Science Education, 2025
How is it that the millions of visitors who flock to science centers each year are able to make use of the exhibits there? How do they discover the properties of previously unknown machines? How much time does it take? What is the significance of the process? An issue of particular interest to us is how visitors figure out what they can do with an…
Descriptors: Exhibits, Experiential Learning, Children, Psychomotor Skills
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Day Greenberg; Won Jung Kim; Sinead Brien; Angela Calabrese Barton; Micaela Balzer; Louise Archer – Science Education, 2025
We explore how experienced informal educators worked towards equitable and consequential opportunities for learning in informal STEM settings through pedagogical practice. Drawing from a justice-centered social practice stance we argue that pedagogical practice that promotes social transformation towards more just futures must confront and respond…
Descriptors: STEM Education, Social Justice, Informal Education, Equal Education
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Tejaswini Dalvi; Kristen Wendell – Science Education, 2024
An understanding of how sensemaking unfolds when elementary students engage in engineering design tasks is crucial to advancing engineering teaching and learning at K-12 levels. Sensemaking has been widely studied in the context of science as a discipline. In this paper, we seek to contribute to the more nascent efforts to build theory about the…
Descriptors: Elementary School Students, Grade 3, Comprehension, Science Education
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Hendra Y. Agustian; Bente Gammelgaard; Muhammad Aswin Rangkuti; Jonas Niemann – Science Education, 2025
Affect and emotions matter to science learning. They also matter because they are integral to science identity formation and sense of belonging. This study aims to foreground the epistemic and affective character of laboratory work in higher science education by conceptualizing it as epistemic practice, in which students activate their body and…
Descriptors: College Students, Chemistry, Science Instruction, Laboratory Experiments
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Brett Criswell; Kadir Demir; Michelle Zoss – Science Education, 2025
This qualitative case study delved into students' understanding and positioning while they participated in solving an authentic, conceptually-based problem in a high-school chemistry class. Verbal and nonverbal cues, particularly gestures, offered broader awareness of students' engagement in sensemaking during the learning experience. The…
Descriptors: High School Students, Chemistry, Science Instruction, Student Attitudes
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Kason Ka Ching Cheung; Alis Oancea; Sibel Erduran – Science Education, 2025
Students' understanding of nature of science (NOS) has been largely examined primarily in written or verbal modes. The visual, verbal, and written modes are essential for students' meaning-making of NOS. However, research has sidelined the interaction among these three modes in understanding students' collaborative discourse of NOS. Informed by…
Descriptors: Foreign Countries, Learning Modalities, Scientific Principles, Grade 7
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Kok-Sing Tang – Science Education, 2024
Research in languages and literacies in science education (LLSE) has developed substantial theoretical and pedagogical insights into how students learn science through language, discourse, and multimodal representations. At the same time, language is central to the functioning of generative artificial intelligence (GenAI). On this common basis…
Descriptors: Artificial Intelligence, Meta Analysis, Science Education, Language Usage
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Ryan S. Nixon; Adam Bennion – Science Education, 2025
Although teachers have opportunities to learn about many things through teaching experience, we know little about how they develop science subject matter knowledge in this setting. With both limited opportunities to learn science subject matter knowledge before becoming teachers and minimal science professional development available while working…
Descriptors: Elementary School Teachers, Elementary School Science, Knowledge Base for Teaching, Faculty Development
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Cara E. Schwarz; Kimberly S. DeGlopper; Nicole C. Greco; Rosemary S. Russ; Ryan L. Stowe – Science Education, 2025
To prepare students to use science knowledge in their later personal or professional lives, we must attend to what they believe it means to know and learn science (i.e., epistemology). Unfortunately, we have little understanding of how students' epistemologies shift and are stabilized as they navigate their science courses. Researchers have made…
Descriptors: College Science, Modeling (Psychology), Undergraduate Students, Organic Chemistry
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Heide Sasse; Anke M. Weber; Timo Reuter; Miriam Leuchter – Science Education, 2025
In primary science education, inquiry-based science instruction stands out as an optimal learning environment for fostering domain-specific content and procedural knowledge. Recognizing the effectiveness of different forms of teacher guidance, there is an ongoing debate about the planning of high (structured inquiry) and low (guided inquiry)…
Descriptors: Scaffolding (Teaching Technique), Elementary School Students, Active Learning, Inquiry
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Hui Luan; Yi-Lun Syu; Min-Hsien Lee; Chin-Chung Tsai – Science Education, 2025
The core function of science education is to equip students with scientific literacy, enabling them to understand complex environmental challenges and actively engage in proenvironmental behaviors. Therefore, understanding students' conceptions of environmental education is crucial for advancing environmental education. In this study, we explored…
Descriptors: Undergraduate Students, Student Attitudes, Scientific Literacy, Environmental Education
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Adam Bennion; Elizabeth A. Davis – Science Education, 2024
Preservice elementary teachers enter their science methods courses with a range of prior experience with science practice. Those prior experiences likely inform much of their science pedagogy and goals. In this study, the authors examine how a cohort of preservice elementary teachers engaged in science practice as they learned content in a physics…
Descriptors: Preservice Teachers, Elementary Education, Physics, Science Instruction
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