SCIENCE EDUCATION科学教育
SCIENCE EDUCATION(英文缩写 SCI EDUC),ISSN 0036-8326,eISSN 1098-237X,中文译名:科学教育 是一本学术期刊。本页汇总该期刊的最新影响因子、分区信息以及最新收录于 PubMed 的文献,帮助您快速了解期刊全貌。
发文量统计区间：2025-09-27 至 2026-09-27，按本站收录文献的发表日期统计。
期刊介绍
历年影响因子趋势
| JCR 数据年份 | 影响因子 | JCR 分区 |
|---|---|---|
| 2021 | 6.000 | Q1 |
| 2022 | 4.300 | Q1 |
| 2023 | 3.100 | Q1 |
| 2024 | 3.400 | Q1 |
| 2025 | 4.000 | Q1 |
SCIENCE EDUCATION 最新收录文献
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1. Fostering Scientist Identity Development and Compatibility in an Undergraduate Research Experience Program.
PMID:日期:2025-09-25Undergraduate research experience programs can provide students with significant opportunities to engage in research and further develop scientist identities. Grounded in theoretical frames of identity compatibility, interactionist approach, and intersectionality we present findings from an undergraduate research experience program intentionally designed to promote the development of a student's scientist identity while welcoming other personal and social identities. Student participants engaged in a reflection activity up to three times over the course of their 2 years in the program. The analysis of their essays revealed students brought with them many personal and social identities to the program and they found ways to make their scientist identity co-exist with their other identities that felt right for them, despite starting the program with feelings of incompatibility. Unlike previous research, how our participants incorporated scientist identity with their other identities suggested qualitatively different selves that included scientist identities. Lastly, participants recognized the importance of the program, university, and greater research community contexts in their identity development. We discuss connections with other identity integration constructs and suggest implications for research and undergraduate research experience programs.
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2. The role of habitus, structure, and agency in the implementation of science reform practices.
PMID:日期:2025-07-01"This paper is part of the special issue on Teacher Learning and Practice within Organizational Contexts." Theorizing and exploring teacher learning contexts is critical to understanding reform-based instructional changes. Research on professional learning, organizational contexts, and science reform has grown over the years, particularly since the unveiling of the Framework for K-12 Science Education in the United States. In this article, the authors present the case of Mr. Gray-a veteran middle school science teacher-to explore factors that influence the implementation of professional learning tools and resources. Using the theoretical constructs of , the study offers insight into the acquisition of reform-aligned teaching practices and illuminates why it is challenging to change science pedagogy. While professional learning was a supportive structure, especially for availing new schemas and supporting agency, this paper highlights the importance of considering agency-related constraints beyond professional learning. Students' ways of participation, assessments, and a teacher's existing habitus were found to be influential structures that constrained Mr. Gray's agency toward reform. The authors argue that structures have differential power in influencing change and that structures may work together in unpredictable ways, across different teaching contexts, to limit or facilitate change of teaching habitus. The interplay of habitus, structure, and agency explored in this research has implications for professional learning design and teacher education programs.
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3. The role of embodied scaffolding in revealing "enactive potentialities" in intergenerational science exploration.
PMID:日期:2024-03-01Although adults are known to play an important role in young children's development, little work has focused on the enactive features of scaffolding in informal learning settings, and the embodied dynamics of intergenerational interaction. To address this gap, this paper undertakes a microinteractional analysis to examine intergenerational collaborative interaction in a science museum setting. The paper presents a fine-grained moment-by-moment analysis of video-recorded interaction of children and their adult carers around science-themed objects. Taking an enactive cognition perspective, the analysis enables access to subtle shifts in interactants' perception, action, gesture, and movement to examine how young children engage with exhibits, and the role adult action plays in supporting young children's engagement with exhibits and developing ideas about science. Our findings demonstrate that intergenerational "embodied scaffolding" is instrumental in making "enactive potentialities" in the environment more accessible for children, thus deepening and enriching children's engagement with science. Adult action is central to revealing scientific dimensions of objects' interaction and relationships in ways that expose novel types of perception and action opportunities in shaping science experiences and meaning making. This has implications for science education practices since it foregrounds not only "doing" science, through active hands-on activities, but also speaks to the interconnectedness between senses and the role of the body in thinking. Drawing on the findings, this paper also offers design implications for informal science learning environments.
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4. Changing the gendered status quo in engineering? The encouraging and discouraging experiences of young women with engineering aspirations.
PMID:日期:2022-11-01Young women remain underrepresented among engineering bachelor's degree holders. While there is a relatively large body of extant research on the many factors that curtail young women's interest in pursuing engineering, less is known about high school girls who are on an engineering pathway. Therefore, this study focuses on a select group of precollege young women who express a strong interest in engineering. Specifically, informed by theories of gender as a social system and previous empirical research, this mixed-methods study explores the constellation of significant actors within the daily lives of these young women, to understand from whom and how they are supported in pursuing this gender-atypical field, and simultaneously, from whom and how they are discouraged. To do so, the researchers analyzed survey and interview data from a sample of diverse high school girls who participate in the Society of Women Engineers' (SWE) SWENext programme. Quantitative results indicate that young women report high levels of encouragement from most sources, including parents, teachers, and other young women. However, across various peer contexts, they receive much more support from other young women than from young men. Qualitative results further reveal that parents and teachers stand out in young women's recollections of encouragement, often through advocating their participation in engineering activities or providing mentoring support. In contrast, young men in engineering spaces were recalled as particularly discouraging of their engineering participation, by socially or physically excluding them or refusing to provide recognition. Implications for future research and practice are discussed.
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5. Theoretical perspectives for developing antiracist teaching dispositions and practices in preservice teacher education.
PMID:日期:2022-09-01For some time, scholars who are guided by critical theories and perspectives have called out how white supremacist ideologies and systemic racism work to (re)produce societal inequities and educational injustices across science learning contexts in the United States. Given the sociopolitical nature of society, schooling, and science education, it is important to address the racist and settled history of scientific disciplines and science education. To this end, we take an antiracist stance on science teaching and learning and seek to disrupt forms of systemic racism in science classrooms. Since teachers do much of the daily work of transforming science education for minoritized learners, we advocate for preparing teachers who understand what it means to engage in antiracist, justice-oriented science teaching. In this article, we share our framework for supporting preservice teachers in understanding, developing, and implementing antiracist teaching dispositions and instructional practices. In alignment with other researchers in teacher education who emphasize the importance of anchoring teacher education practice and research in prominent educational theory, we highlight the theories undergirding our approach to antiracist science teaching. We offer considerations for how researchers and science teacher educators can use this framework to transform science teacher education.
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6. Changing the field: A Bourdieusian analysis of educational practices that support equitable outcomes among minoritized youth on two informal science learning programs.
PMID:日期:2021-01-01Supporting more equitable participation in science, technology, engineering, and mathematics (STEM) remains a key, persistent educational challenge. This paper employs a sociological Bourdieusian lens to explore how equitable youth outcomes might be supported through informal science learning (ISL). Drawing on multimodal, ethnographic data from four case study youth aged 11-14 from two ISL programs, we identify four areas of practice that were enacted to a greater or lesser extent in the programs in support of equitable youth outcomes. We identify how the equitable potential of these practices was realized through a disruption of dominant power relations. It is argued that ISL should focus on changing the , rather than young people. Affordances and limitations of the Bourdieusian lens are discussed.
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7. Illuminating political clarity in culturally relevant science instruction.
PMID:日期:2019-11-01Failure to improve achievement in K-12 science for racially minoritized students and students living in poverty continues to challenge the inclusionary rhetoric of . Science education researchers, teacher educators, and educators must consider the racialized and classed inequalities that continue to limit students' opportunities to learn. To achieve this, we must be able to conceptualize sociopolitical pedagogical approaches and learn from empirical examples of science teachers who consciously attend to their students' realities in empowering rather than deficit-oriented ways. We argue for the importance of utilizing culturally relevant pedagogy (CRP) and attending to and theorizing an educator's sociopolitical consciousness and enactments of political clarity in science instruction. Our analysis highlights how an African American male science teacher responds to his middle school students' realities and identities as African American youth and children growing up contexts with limited economic resources. Through classroom observations and interviews with the teacher, we nuance our understanding of , the third tenet of CRP, as reliant upon a teacher's political clarity and examine how, through instruction, science teachers can position students and their realities as consonant with knowing and doing science and being scientists.
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8. Science expectancy, value, and cost profiles and their proximal and distal relations to undergraduate science, technology, engineering, and math persistence.
PMID:日期:2019-03-01Despite efforts to attract and maintain diverse students in the science, technology, engineering and math (STEM) pipeline, issues with attrition from undergraduate STEM majors persist. The aim of this study was to examine how undergraduate science students' competence beliefs, task values, and perceived costs in science combine into motivational profiles and to consider how such profiles relate to short and long-term persistence outcomes in STEM. We also examined the relations between underrepresented group membership and profile membership. Using latent profile analysis, we identified three profiles that characterized 600 participants' motivation during their first semester in college: and The profile was associated with the completion of fewer STEM courses and lower STEM GPAs relative to the other profiles after one year and after four years of college. Furthermore, underrepresented minority students were overrepresented in the profile. Findings contribute to our understanding of how science competence beliefs, task values, and perceived costs may coexist and what combinations of these variables may be adaptive or deleterious for STEM persistence and achievement.
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9. Interaction rituals and inquiry-based science instruction: Analysis of student participation in small-group investigations in a multilingual classroom.
PMID:日期:2018-09-01Language learners participating in inquiry-based science instruction are often faced with the challenge of interacting in a language they have not yet mastered. With this challenge at the fore, this study uses interaction ritual theory to examine a plurilingual student's participation in inquiry-based science. Interaction ritual analysis of the focal student's interactions with peers during small-group science investigations at the microlevel (tenths of a second) and in real-time revealed that positive interaction rituals failed to form at first. Over a period of 6 months, his persistent use of nonverbal and verbal participation strategies, and opportunities to engage diverse communicative resources, resulted in higher levels of synchrony with his classmates and successful interactions in the language of instruction. The findings present novel information about the nuances of the silent, embodied participation of language learners in inquiry-oriented instruction. Further, the findings elaborate the claim that inquiry-based science pedagogies created space for students to form successful interaction rituals that, in turn, supported the focal student's science engagement and language development.
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10. The conundrum of social class: Disparities in publishing among STEM students in undergraduate research programs at a Hispanic majority institution.
PMID:日期:2018-03-01Research on the science, technology, engineering, and math (STEM) student development pipeline has largely ignored social class and instead examined inequalities based on gender and race. We investigate the role of social class in undergraduate student research publications. Data come from a sample of 213 undergraduate research participants majoring in STEM at a Hispanic-majority institution. Based on generalized estimating equations that adjust for student demographics, research confidence, mentoring experiences, duration/number of research experiences, and clustering by major, we find that higher income students and continuing-generation students (vs. first-generation students) were significantly more likely to publish. Continuing-generation students had an even greater likelihood of publishing than first-generation students as students accrued more research confidence, spent more hours/week with faculty mentors, and conducted research for more months. Results suggest that undergraduate research programs designed to enhance diversity may help close some gaps (e.g., gender) but inadvertently reproduce class inequalities.