Pub Date : 2026-01-08DOI: 10.1007/s11165-025-10315-4
Sriparna Saha, Sara Tolbert, Ben Kennedy
{"title":"Variance in Teachers’ Implementation of Culturally Responsive Digital Curriculum Tools in Aotearoa New Zealand","authors":"Sriparna Saha, Sara Tolbert, Ben Kennedy","doi":"10.1007/s11165-025-10315-4","DOIUrl":"https://doi.org/10.1007/s11165-025-10315-4","url":null,"abstract":"","PeriodicalId":47988,"journal":{"name":"Research in Science Education","volume":"29 1","pages":""},"PeriodicalIF":2.3,"publicationDate":"2026-01-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145947284","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 : 2026-01-01Epub Date: 2025-05-31DOI: 10.1007/s11165-025-10259-9
K N Blankendaal-Tran, R F G Meulenbroeks, W R van Joolingen
Digital Research Skills (DRS) are a subset of digital skills that are essential for performing and communicating research in science. This study focuses on the current level of DRS as evidenced by 12th grade pre-university science students in their science project reports (SPRs). 88 SPRs in the fields of the physical sciences were collected. A rubric was constructed using a bottom-up method and served as a coding scheme to systematically assess the levels of DRS demonstrated in students' SPRs. To ensure validity, the rubric was reviewed by two experts, and inter-rater reliability was assessed. The results demonstrate students' difficulties in digitally analysing, transforming and visualizing content/data, as well as in writing a research paper using digital tools. Examples are problems with the proper construction of graphs and formulas to an extent that they might confuse the content of the report. The level of DRS as evidenced in students' reports is generally found wanting. Key deficiencies include inadequate referencing, inadequate figures, and a lack of proficiency in data handling and analysis. The observed deficiencies in DRS in science project reports can lead to significant confusion. We therefore advocate increased attention to DRS in secondary education.
{"title":"Digital Research Skills: Application in Secondary Science Reports.","authors":"K N Blankendaal-Tran, R F G Meulenbroeks, W R van Joolingen","doi":"10.1007/s11165-025-10259-9","DOIUrl":"10.1007/s11165-025-10259-9","url":null,"abstract":"<p><p>Digital Research Skills (DRS) are a subset of digital skills that are essential for performing and communicating research in science. This study focuses on the current level of DRS as evidenced by 12th grade pre-university science students in their science project reports (SPRs). 88 SPRs in the fields of the physical sciences were collected. A rubric was constructed using a bottom-up method and served as a coding scheme to systematically assess the levels of DRS demonstrated in students' SPRs. To ensure validity, the rubric was reviewed by two experts, and inter-rater reliability was assessed. The results demonstrate students' difficulties in digitally analysing, transforming and visualizing content/data, as well as in writing a research paper using digital tools. Examples are problems with the proper construction of graphs and formulas to an extent that they might confuse the content of the report. The level of DRS as evidenced in students' reports is generally found wanting. Key deficiencies include inadequate referencing, inadequate figures, and a lack of proficiency in data handling and analysis. The observed deficiencies in DRS in science project reports can lead to significant confusion. We therefore advocate increased attention to DRS in secondary education.</p>","PeriodicalId":47988,"journal":{"name":"Research in Science Education","volume":"56 1","pages":"261-291"},"PeriodicalIF":2.3,"publicationDate":"2026-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC12852163/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"146108027","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2025-12-15DOI: 10.1007/s11165-025-10313-6
Mouhamadou Thiam, Nicole T. Lirette-Pitre
{"title":"Validation of a French Version of the Situational Interest Survey for Physics","authors":"Mouhamadou Thiam, Nicole T. Lirette-Pitre","doi":"10.1007/s11165-025-10313-6","DOIUrl":"https://doi.org/10.1007/s11165-025-10313-6","url":null,"abstract":"","PeriodicalId":47988,"journal":{"name":"Research in Science Education","volume":"46 1","pages":""},"PeriodicalIF":2.3,"publicationDate":"2025-12-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145753119","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 : 2025-12-15DOI: 10.1007/s11165-025-10310-9
Özlem Özdemir, Devrim Güven
{"title":"Informal Reasoning and Nature of Science in Proximal and Distal Socio-scientific Issues","authors":"Özlem Özdemir, Devrim Güven","doi":"10.1007/s11165-025-10310-9","DOIUrl":"https://doi.org/10.1007/s11165-025-10310-9","url":null,"abstract":"","PeriodicalId":47988,"journal":{"name":"Research in Science Education","volume":"151 1","pages":""},"PeriodicalIF":2.3,"publicationDate":"2025-12-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145753235","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 : 2025-12-09DOI: 10.1007/s11165-025-10304-7
Maria Jafari, Maren Koberstein-Schwarz, Christina Priert, Florian Böttcher, René Leubecher, Jürgen Menthe, Anke Meisert
There is a need for support in addressing complex socio-scientific issues (SSIs) in science lessons. Therefore, this study analyzes the quality of students’ group discussions against the background of functionally varying degrees of instruction to enhance both complexity management and broad participation. The instructional approach comprises a process-structuring tool, target-mat, as the core of the teaching strategy. The corresponding intervention was conducted in 29 group discussions regarding a local biodiversity conflict among 8th-grade students. On the basis of qualitative content analysis and subsequent code quantification, the results indicate that directly instructed discussion activities, such as compliance with discussion phases, were successfully realized. In addition, discussion activities that were not explicitly instructed, such as active participation and referring to peers’ statements in terms of transactivity, were, nevertheless, frequently observed. Furthermore, the frequency of these noninstructed activities correlates significantly with the controversial character of the discussion topic. These results are attributed to the balanced combination of guided and student-directed activities and are interpreted as core features of discussion quality. The implications for teaching and educational research are discussed.
{"title":"Transactivity Despite Complexity: Promoting Group Discussions in the Context of Socioscientific Issues","authors":"Maria Jafari, Maren Koberstein-Schwarz, Christina Priert, Florian Böttcher, René Leubecher, Jürgen Menthe, Anke Meisert","doi":"10.1007/s11165-025-10304-7","DOIUrl":"https://doi.org/10.1007/s11165-025-10304-7","url":null,"abstract":"There is a need for support in addressing complex socio-scientific issues (SSIs) in science lessons. Therefore, this study analyzes the quality of students’ group discussions against the background of functionally varying degrees of instruction to enhance both complexity management and broad participation. The instructional approach comprises a process-structuring tool, target-mat, as the core of the teaching strategy. The corresponding intervention was conducted in 29 group discussions regarding a local biodiversity conflict among 8th-grade students. On the basis of qualitative content analysis and subsequent code quantification, the results indicate that directly instructed discussion activities, such as compliance with discussion phases, were successfully realized. In addition, discussion activities that were not explicitly instructed, such as active participation and referring to peers’ statements in terms of transactivity, were, nevertheless, frequently observed. Furthermore, the frequency of these noninstructed activities correlates significantly with the controversial character of the discussion topic. These results are attributed to the balanced combination of guided and student-directed activities and are interpreted as core features of discussion quality. The implications for teaching and educational research are discussed.","PeriodicalId":47988,"journal":{"name":"Research in Science Education","volume":"3 1","pages":""},"PeriodicalIF":2.3,"publicationDate":"2025-12-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145703866","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 : 2025-11-22DOI: 10.1007/s11165-025-10311-8
Xiangyu Wang, Jan Van Driel, David F. Treagust
{"title":"Correction: The Changing Landscape of Science Education Research in Australia and New Zealand","authors":"Xiangyu Wang, Jan Van Driel, David F. Treagust","doi":"10.1007/s11165-025-10311-8","DOIUrl":"https://doi.org/10.1007/s11165-025-10311-8","url":null,"abstract":"","PeriodicalId":47988,"journal":{"name":"Research in Science Education","volume":"139 1","pages":""},"PeriodicalIF":2.3,"publicationDate":"2025-11-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145575660","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 : 2025-11-17DOI: 10.1007/s11165-025-10309-2
Jina Chang, Kok-Sing Tang, Joonhyeong Park
{"title":"Epistemic Design Features of Virtual Reality-Based Scientific Inquiry Across Different Types of Reasoning: A Multimodal Perspective","authors":"Jina Chang, Kok-Sing Tang, Joonhyeong Park","doi":"10.1007/s11165-025-10309-2","DOIUrl":"https://doi.org/10.1007/s11165-025-10309-2","url":null,"abstract":"","PeriodicalId":47988,"journal":{"name":"Research in Science Education","volume":"127 1","pages":""},"PeriodicalIF":2.3,"publicationDate":"2025-11-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145532014","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 : 2025-11-15DOI: 10.1007/s11165-025-10306-5
Sevgi Aydin‑Gunbatar, Elif Selcan Oztay, Esra Kizilay
{"title":"The Conceptual Connection between Science and Engineering: Analysis of Middle School Science Teachers’ Integration of Engineering Design Process into Science Units","authors":"Sevgi Aydin‑Gunbatar, Elif Selcan Oztay, Esra Kizilay","doi":"10.1007/s11165-025-10306-5","DOIUrl":"https://doi.org/10.1007/s11165-025-10306-5","url":null,"abstract":"","PeriodicalId":47988,"journal":{"name":"Research in Science Education","volume":"173 1","pages":""},"PeriodicalIF":2.3,"publicationDate":"2025-11-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145515845","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 : 2025-11-12DOI: 10.1007/s11165-025-10307-4
Ho-Yin Chan, Sibel Erduran
Artificial intelligence (AI) has become a central topic in scientific and public discourse, raising important questions about its impact on science, society, and education. The paper reports an empirical study on 151 scientist commentaries published from 2021 to 2024 in the top scientific outlets of Nature and Science to examine evolving trends in AI-related communication in science. Using epistemic network analysis, we explored how scientists’ narratives frame the nature of science (NOS), a central area of science education research since at least the 1960s. The current impact of AI on science needs to be understood in order to ensure that contemporary depictions of NOS in science education are consistent with the fast-changing landscape of scientific research. Findings show that expert commentaries address multiple dimensions of NOS, with scientific practices as the central concept. Surrounding these practices, scientific and social values emerge as key considerations for utilising AI as a tool for scientific research and social contributions. While epistemic aspects of NOS remain a focus, the findings suggest that the launch of ChatGPT in late 2022 shifted attention toward social-institutional dimensions, emphasising more the social and political structures that underpin NOS. These trends highlight the evolving relationship between epistemic and societal aspects of AI, reflecting broader debates on ethics, governance, and applications. Expert commentaries serve as valuable resources for aligning science education with contemporary accounts of scientific research, and as such they signal a new era for science education in the age of AI where the social and institutional aspects of science play a major role. The implications for science education are discussed highlighting how socially embedded NOS can potentially prepare future scientists and citizens to critically engage with AI and other emerging technologies.
{"title":"How Scientists’ Narratives on AI Signal a New Era for Science Education","authors":"Ho-Yin Chan, Sibel Erduran","doi":"10.1007/s11165-025-10307-4","DOIUrl":"https://doi.org/10.1007/s11165-025-10307-4","url":null,"abstract":"Artificial intelligence (AI) has become a central topic in scientific and public discourse, raising important questions about its impact on science, society, and education. The paper reports an empirical study on 151 scientist commentaries published from 2021 to 2024 in the top scientific outlets of <jats:italic>Nature</jats:italic> and <jats:italic>Science</jats:italic> to examine evolving trends in AI-related communication in science. Using epistemic network analysis, we explored how scientists’ narratives frame the nature of science (NOS), a central area of science education research since at least the 1960s. The current impact of AI on science needs to be understood in order to ensure that contemporary depictions of NOS in science education are consistent with the fast-changing landscape of scientific research. Findings show that expert commentaries address multiple dimensions of NOS, with scientific practices as the central concept. Surrounding these practices, scientific and social values emerge as key considerations for utilising AI as a tool for scientific research and social contributions. While epistemic aspects of NOS remain a focus, the findings suggest that the launch of ChatGPT in late 2022 shifted attention toward social-institutional dimensions, emphasising more the social and political structures that underpin NOS. These trends highlight the evolving relationship between epistemic and societal aspects of AI, reflecting broader debates on ethics, governance, and applications. Expert commentaries serve as valuable resources for aligning science education with contemporary accounts of scientific research, and as such they signal a new era for science education in the age of AI where the social and institutional aspects of science play a major role. The implications for science education are discussed highlighting how socially embedded NOS can potentially prepare future scientists and citizens to critically engage with AI and other emerging technologies.","PeriodicalId":47988,"journal":{"name":"Research in Science Education","volume":"22 1","pages":""},"PeriodicalIF":2.3,"publicationDate":"2025-11-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145492511","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 : 2025-11-10DOI: 10.1007/s11165-025-10308-3
Xiangyu Wang, Jan Van Driel, David F. Treagust
{"title":"The Changing Landscape of Science Education Research in Australia and New Zealand","authors":"Xiangyu Wang, Jan Van Driel, David F. Treagust","doi":"10.1007/s11165-025-10308-3","DOIUrl":"https://doi.org/10.1007/s11165-025-10308-3","url":null,"abstract":"","PeriodicalId":47988,"journal":{"name":"Research in Science Education","volume":"98 1","pages":""},"PeriodicalIF":2.3,"publicationDate":"2025-11-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145478294","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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