Pub Date : 2026-09-04DOI: 10.1007/s11165-026-10375-0
Mehmet Koca, İsmail Türkoğlu
{"title":"Investigation of Science Education Using Educational Robotics and Design Thinking Applications in Terms of STEM Attitudes and Scientific Process Skills","authors":"Mehmet Koca, İsmail Türkoğlu","doi":"10.1007/s11165-026-10375-0","DOIUrl":"https://doi.org/10.1007/s11165-026-10375-0","url":null,"abstract":"","PeriodicalId":47988,"journal":{"name":"Research in Science Education","volume":"45 1","pages":""},"PeriodicalIF":2.3,"publicationDate":"2026-09-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148883596","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2026-09-02DOI: 10.1007/s11165-026-10377-y
Ayça Fackler, Emily Adah Miller
{"title":"Figuring Science Across Worlds: A Case of Newcomer Multilingual Learners’ Meaning-Making in Online Science Learning","authors":"Ayça Fackler, Emily Adah Miller","doi":"10.1007/s11165-026-10377-y","DOIUrl":"https://doi.org/10.1007/s11165-026-10377-y","url":null,"abstract":"","PeriodicalId":47988,"journal":{"name":"Research in Science Education","volume":"5 1","pages":""},"PeriodicalIF":2.3,"publicationDate":"2026-09-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148883597","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2026-09-02DOI: 10.1007/s11165-026-10373-2
Luwei Bai, Sara Hennessy, Alison Twiner
Although virtual laboratories (VLs) have been widely promoted as tools for expanding inquiry-based science learning, their potential for supporting dialogic inquiry in limited resource areas remains underexplored. This study investigates how the affordances of VLs are enacted through dialogic inquiry in Brazilian upper-secondary physics classrooms. Drawing on a practitioner-led design-based research project with local teachers, the paper reports an analysis of VL-supported physics lessons in small-town municipal public schools in Rio Grande do Sul, Brazil. Guided by the Activity-Centred Analysis and Design (ACAD) framework, the analysis integrates three dimensions of classroom activity: epistemic task phases, dialogic interaction, and digital tool use. Epistemic Network Analysis and Lag Sequential Analysis were used to examine structural relationships and temporal pathways, complemented by evidence from teacher reflections and student interviews. The findings show that VL use shifted classroom discourse towards experimentation-centred and evidence-oriented inquiry. Manipulation-based actions were primarily associated with procedural coordination, whereas visualisation-focused affordances were more closely linked to observation, questioning, reasoning, and collaborative explanation. Observation-based exploratory talk emerged as a key mediating practice between simulation interaction and conceptual dialogue. The study contributes to understanding how technological affordances, inquiry pedagogy, and classroom dialogue interact in technology-mediated science learning, and how educators can capitalise on this to support knowledge construction.
尽管虚拟实验室作为扩展探究性科学学习的工具被广泛推广，但它们在有限资源领域支持对话探究的潜力仍未得到充分开发。本研究探讨了在巴西高中物理课堂中，对话探究是如何实现虚拟语言的启示的。本文借鉴了一个由从业人员主导的、以设计为基础的研究项目，与当地教师合作，报告了对巴西南大德州（里约热内卢Grande do Sul）小城镇市政公立学校中vl支持的物理课程的分析。在以活动为中心的分析与设计（ACAD）框架的指导下，该分析整合了课堂活动的三个维度：认知任务阶段、对话互动和数字工具使用。认知网络分析和滞后序列分析用于检查结构关系和时间路径，并辅以教师反思和学生访谈的证据。研究结果表明，VL的使用使课堂话语转向以实验为中心和以证据为导向的探究。基于操作的行为主要与程序协调有关，而以视觉为中心的启示与观察、质疑、推理和协作解释更密切相关。基于观察的探索性谈话成为模拟互动和概念对话之间的关键中介实践。该研究有助于理解技术支持、探究教学法和课堂对话如何在技术介导的科学学习中相互作用，以及教育者如何利用这一点来支持知识构建。
{"title":"From Manipulation to Meaning-Making: Dialogic Inquiry in Virtual-Lab-Supported Physics Classrooms in Brazil","authors":"Luwei Bai, Sara Hennessy, Alison Twiner","doi":"10.1007/s11165-026-10373-2","DOIUrl":"https://doi.org/10.1007/s11165-026-10373-2","url":null,"abstract":"Although virtual laboratories (VLs) have been widely promoted as tools for expanding inquiry-based science learning, their potential for supporting dialogic inquiry in limited resource areas remains underexplored. This study investigates how the affordances of VLs are enacted through dialogic inquiry in Brazilian upper-secondary physics classrooms. Drawing on a practitioner-led design-based research project with local teachers, the paper reports an analysis of VL-supported physics lessons in small-town municipal public schools in Rio Grande do Sul, Brazil. Guided by the Activity-Centred Analysis and Design (ACAD) framework, the analysis integrates three dimensions of classroom activity: epistemic task phases, dialogic interaction, and digital tool use. Epistemic Network Analysis and Lag Sequential Analysis were used to examine structural relationships and temporal pathways, complemented by evidence from teacher reflections and student interviews. The findings show that VL use shifted classroom discourse towards experimentation-centred and evidence-oriented inquiry. Manipulation-based actions were primarily associated with procedural coordination, whereas visualisation-focused affordances were more closely linked to observation, questioning, reasoning, and collaborative explanation. Observation-based exploratory talk emerged as a key mediating practice between simulation interaction and conceptual dialogue. The study contributes to understanding how technological affordances, inquiry pedagogy, and classroom dialogue interact in technology-mediated science learning, and how educators can capitalise on this to support knowledge construction.","PeriodicalId":47988,"journal":{"name":"Research in Science Education","volume":"9 1","pages":""},"PeriodicalIF":2.3,"publicationDate":"2026-09-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148885559","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2026-09-01DOI: 10.1007/s11165-026-10378-x
Tang Wee Teo, Sherwin John San Buenaventura Mabulo, Kang Sheng Low, Aik-Ling Tan
{"title":"Epistemic Infrastructure of Cross-boundary STEM Teacher Professional Development","authors":"Tang Wee Teo, Sherwin John San Buenaventura Mabulo, Kang Sheng Low, Aik-Ling Tan","doi":"10.1007/s11165-026-10378-x","DOIUrl":"https://doi.org/10.1007/s11165-026-10378-x","url":null,"abstract":"","PeriodicalId":47988,"journal":{"name":"Research in Science Education","volume":"43 1","pages":""},"PeriodicalIF":2.3,"publicationDate":"2026-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148883598","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2026-08-22DOI: 10.1007/s11165-026-10369-y
Yu Chen, Tang Wee Teo
{"title":"The Connections Between STEM Learning Outcomes in a STEM Hackathon","authors":"Yu Chen, Tang Wee Teo","doi":"10.1007/s11165-026-10369-y","DOIUrl":"https://doi.org/10.1007/s11165-026-10369-y","url":null,"abstract":"","PeriodicalId":47988,"journal":{"name":"Research in Science Education","volume":"74 1","pages":""},"PeriodicalIF":2.3,"publicationDate":"2026-08-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148769063","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2026-08-20DOI: 10.1007/s11165-026-10367-0
Jina Chang
{"title":"Integrating Augmented Reality in STEM Inquiry: A Focus on Scaffolding for Design Practices","authors":"Jina Chang","doi":"10.1007/s11165-026-10367-0","DOIUrl":"https://doi.org/10.1007/s11165-026-10367-0","url":null,"abstract":"","PeriodicalId":47988,"journal":{"name":"Research in Science Education","volume":"63 1","pages":""},"PeriodicalIF":2.3,"publicationDate":"2026-08-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148768931","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2026-08-12DOI: 10.1007/s11165-026-10371-4
Nurcan Kahraman
{"title":"Mapping the Evolution of Science Education: A 35-Year Topic Modeling Analysis of Research Trends","authors":"Nurcan Kahraman","doi":"10.1007/s11165-026-10371-4","DOIUrl":"https://doi.org/10.1007/s11165-026-10371-4","url":null,"abstract":"","PeriodicalId":47988,"journal":{"name":"Research in Science Education","volume":"72 1","pages":""},"PeriodicalIF":2.3,"publicationDate":"2026-08-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148728803","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2026-08-07DOI: 10.1007/s11165-026-10366-1
Kason Ka Ching Cheung, Chen Jiahao Enzo, Young Hoan Cho, Wan Zhi Hong, Cheung Ho Wai, Pang Wai Fung
{"title":"Affordances and Challenges of GenAI Feedback in Primary Students’ Scientific Drawing","authors":"Kason Ka Ching Cheung, Chen Jiahao Enzo, Young Hoan Cho, Wan Zhi Hong, Cheung Ho Wai, Pang Wai Fung","doi":"10.1007/s11165-026-10366-1","DOIUrl":"https://doi.org/10.1007/s11165-026-10366-1","url":null,"abstract":"","PeriodicalId":47988,"journal":{"name":"Research in Science Education","volume":"27 1","pages":""},"PeriodicalIF":2.3,"publicationDate":"2026-08-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148693287","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2026-07-29DOI: 10.1007/s11165-026-10365-2
Chenghao Liu, Huiling Xu, Yiheng Zeng, Jianbing Wu, Fanghao Su, Dan Liu, Zengze Liu, Sudong Pan
{"title":"Differential Roles of Spatial Visualization and Spatial Orientation in Conceptual Understanding of Newtonian Mechanics","authors":"Chenghao Liu, Huiling Xu, Yiheng Zeng, Jianbing Wu, Fanghao Su, Dan Liu, Zengze Liu, Sudong Pan","doi":"10.1007/s11165-026-10365-2","DOIUrl":"https://doi.org/10.1007/s11165-026-10365-2","url":null,"abstract":"","PeriodicalId":47988,"journal":{"name":"Research in Science Education","volume":"63 1","pages":""},"PeriodicalIF":2.3,"publicationDate":"2026-07-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148693288","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2026-07-23DOI: 10.1007/s11165-026-10363-4
Sadie Hundemer, M. C. Monroe, K. J. Crippen, J. R. Brown, E. K. Ebert, S. Tolppanen
{"title":"Climate Education for Agency: The Power of Emotion","authors":"Sadie Hundemer, M. C. Monroe, K. J. Crippen, J. R. Brown, E. K. Ebert, S. Tolppanen","doi":"10.1007/s11165-026-10363-4","DOIUrl":"https://doi.org/10.1007/s11165-026-10363-4","url":null,"abstract":"","PeriodicalId":47988,"journal":{"name":"Research in Science Education","volume":"120 1","pages":""},"PeriodicalIF":2.3,"publicationDate":"2026-07-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148587208","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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