Pub Date : 2026-02-06DOI: 10.1007/s11165-025-10314-5
Anders Eriksson, Niklas Gericke, Daniel Olsson
The teaching of photosynthesis in secondary schools often follows a mechanistic, decontextualized approach that lacks integration with the broader implications of this biochemical process on societal and sustainability issues. Contemporary science education frequently overlooks the significance of photosynthesis for life on Earth and human society. This study aims to identify a Photosynthesis Literacy Framework —a research-based curricular framework designed to promote a more relevant and engaging photosynthesis education that fosters scientific literacy. A Delphi study was conducted to determine pertinent content themes concerning photosynthesis and its essential role in life and human society. A panel of 29 experts, including 12 science educators, nine green scientists, and eight sustainability scientists, reached consensus after three iterative rounds. The study identified four overarching themes, comprising 25 content categories with aligned learning objectives, connected to the three visions of scientific literacy. These themes are: Photosynthesis as a natural science phenomenon; Photosynthesis as a driving force in biological and geological processes and cycles; Photosynthesis and its importance to sustainability; and Photosynthesis from a societal perspective . We propose that the Photosynthesis Literacy Framework be implemented in secondary science education to promote photosynthesis literacy, which plays a vital role in developing informed and responsible citizenship.
{"title":"The Photosynthesis Literacy Framework – Updating Educational Perspectives on Photosynthesis Education","authors":"Anders Eriksson, Niklas Gericke, Daniel Olsson","doi":"10.1007/s11165-025-10314-5","DOIUrl":"https://doi.org/10.1007/s11165-025-10314-5","url":null,"abstract":"The teaching of photosynthesis in secondary schools often follows a mechanistic, decontextualized approach that lacks integration with the broader implications of this biochemical process on societal and sustainability issues. Contemporary science education frequently overlooks the significance of photosynthesis for life on Earth and human society. This study aims to identify a <jats:italic>Photosynthesis Literacy Framework</jats:italic> —a research-based curricular framework designed to promote a more relevant and engaging photosynthesis education that fosters scientific literacy. A Delphi study was conducted to determine pertinent content themes concerning photosynthesis and its essential role in life and human society. A panel of 29 experts, including 12 science educators, nine green scientists, and eight sustainability scientists, reached consensus after three iterative rounds. The study identified four overarching themes, comprising 25 content categories with aligned learning objectives, connected to the three visions of scientific literacy. These themes are: <jats:italic>Photosynthesis as a natural science phenomenon; Photosynthesis as a driving force in biological and geological processes and cycles; Photosynthesis and its importance to sustainability;</jats:italic> and <jats:italic>Photosynthesis from a societal perspective</jats:italic> . We propose that the Photosynthesis Literacy Framework be implemented in secondary science education to promote photosynthesis literacy, which plays a vital role in developing informed and responsible citizenship.","PeriodicalId":47988,"journal":{"name":"Research in Science Education","volume":"59 1","pages":""},"PeriodicalIF":2.3,"publicationDate":"2026-02-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"146138665","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 : 2026-02-05DOI: 10.1007/s11165-026-10320-1
Nabeh Al-Atawna, Elon Langbeheim
How does a modified curricular unit about energy change in chemical processes influence self-efficacy, attitudes toward chemistry and learning gains among 9th-grade students? Four 9 th grade classrooms studied a modified energy-change curricular unit: two classrooms in a public school, and two other classrooms in a science magnet school. The modified curricular unit was divided into two chapters: the first addressed the phenomenon of energy change in chemical reactions using several laboratory experiments. The second chapter focused on theoretical explanations of energy change using the model of dissociation / formation of chemical bonds. In contrast, conventional teaching of this unit integrates theory and experiments concurrently throughout the unit and includes little active experimentation. We find that students’ self-efficacy and attitudes toward chemistry increased when learning the modified unit, compared to a control group from the magnet school that learned the same topic using a conventional teaching approach. In addition, we found that the magnet school students’ performance on the posttest was better than the regular school students, but comprehension of energy change improved among students in both groups. Finally, we found that the self-efficacy of students who chose the physics specialization in the subsequent year, were higher than those of students who did not choose physics, but their attitudes towards chemistry - were less favorable. We discuss these results within the Expectancy-Value Theory (EVT) of motivation, and the big fish little pond effect (BFLPE).
{"title":"Attitudes Towards Chemistry among Low and High Achieving 9th Grade Students in Laboratory Investigations and Theoretical Explanations","authors":"Nabeh Al-Atawna, Elon Langbeheim","doi":"10.1007/s11165-026-10320-1","DOIUrl":"https://doi.org/10.1007/s11165-026-10320-1","url":null,"abstract":"How does a modified curricular unit about energy change in chemical processes influence self-efficacy, attitudes toward chemistry and learning gains among 9th-grade students? Four 9 <jats:sup>th</jats:sup> grade classrooms studied a modified energy-change curricular unit: two classrooms in a public school, and two other classrooms in a science magnet school. The modified curricular unit was divided into two chapters: the first addressed the phenomenon of energy change in chemical reactions using several laboratory experiments. The second chapter focused on theoretical explanations of energy change using the model of dissociation / formation of chemical bonds. In contrast, conventional teaching of this unit integrates theory and experiments concurrently throughout the unit and includes little active experimentation. We find that students’ self-efficacy and attitudes toward chemistry increased when learning the modified unit, compared to a control group from the magnet school that learned the same topic using a conventional teaching approach. In addition, we found that the magnet school students’ performance on the posttest was better than the regular school students, but comprehension of energy change improved among students in both groups. Finally, we found that the self-efficacy of students who chose the physics specialization in the subsequent year, were higher than those of students who did not choose physics, but their attitudes towards chemistry - were less favorable. We discuss these results within the Expectancy-Value Theory (EVT) of motivation, and the big fish little pond effect (BFLPE).","PeriodicalId":47988,"journal":{"name":"Research in Science Education","volume":"9 1","pages":""},"PeriodicalIF":2.3,"publicationDate":"2026-02-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"146138666","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 : 2026-02-03DOI: 10.1007/s11165-026-10322-z
{"title":"Recognition of Reviewers for 2025","authors":"","doi":"10.1007/s11165-026-10322-z","DOIUrl":"https://doi.org/10.1007/s11165-026-10322-z","url":null,"abstract":"","PeriodicalId":47988,"journal":{"name":"Research in Science Education","volume":"58 1","pages":""},"PeriodicalIF":2.3,"publicationDate":"2026-02-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"146101531","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 : 2026-01-24DOI: 10.1007/s11165-025-10316-3
Muhammet Davut Gül
This study presents the development, description, application, and discussion of a practical analytical framework to design, select and examine challenging scientific texts for middle school gifted students. Although arranging appropriate levels of challenging texts is required to satisfy the academic needs of gifted students and nurture their higher-order thinking skills, there is a paucity of research on how to design these challenging texts. Hence, depending on the theory of systemic functional linguistics, literature findings, and empirical data corpus of teachers’ generated scientific texts, a practical analytical framework is developed to describe and categorize features of these texts and how to manipulate these patterns to guide teachers and researchers. The application of this framework will be exemplified by two teachers’ generated scientific texts in the topics of photosynthesis and the albedo effect. Finally, the affordances of the analytical framework are discussed.
{"title":"A Practical Analytical Framework for Designing, Selecting and Examining Challenging Scientific Texts for Gifted Students","authors":"Muhammet Davut Gül","doi":"10.1007/s11165-025-10316-3","DOIUrl":"https://doi.org/10.1007/s11165-025-10316-3","url":null,"abstract":"This study presents the development, description, application, and discussion of a practical analytical framework to design, select and examine challenging scientific texts for middle school gifted students. Although arranging appropriate levels of challenging texts is required to satisfy the academic needs of gifted students and nurture their higher-order thinking skills, there is a paucity of research on how to design these challenging texts. Hence, depending on the theory of systemic functional linguistics, literature findings, and empirical data corpus of teachers’ generated scientific texts, a practical analytical framework is developed to describe and categorize features of these texts and how to manipulate these patterns to guide teachers and researchers. The application of this framework will be exemplified by two teachers’ generated scientific texts in the topics of photosynthesis and the albedo effect. Finally, the affordances of the analytical framework are discussed.","PeriodicalId":47988,"journal":{"name":"Research in Science Education","volume":"2 1","pages":""},"PeriodicalIF":2.3,"publicationDate":"2026-01-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"146048481","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 : 2026-01-24DOI: 10.1007/s11165-026-10319-8
Anssi Salonen, Tuula Keinonen, Katri Varis, Jingoo Kang
Student engagement with science remains a critical concern in science education policy and practice. This study explores how Finnish lower secondary school students construct their emerging science identities across out-of-school and school science contexts. We first screened questionnaire responses from 401 seventh-grade students to examine their interest and self-perceptions in science. A purposefully selected sample of 26 students was then interviewed to explore their science identity constructions in greater depth. The results uncover nuanced and unexpected positive identity expressions. Students described emotionally meaningful experiences particularly through nature-oriented engagement. Parental influence and pedagogical approaches were also found to shape students’ science identities in both supportive and limiting ways. Four identity positions emerged: Engaged Science Members, Unconfident Science Participants, Reluctant Science Achievers, and Disconnected Science Observers. The findings highlight the relational and dynamic nature of science identity development. The study underscores the importance of recognising and supporting diverse science identity trajectories through both formal instruction and informal, lived experiences with science. Implications for science education practice and identity support are discussed.
{"title":"Emerging Science Identities: A Study of Secondary School Students’ Positioning in Relation to Science","authors":"Anssi Salonen, Tuula Keinonen, Katri Varis, Jingoo Kang","doi":"10.1007/s11165-026-10319-8","DOIUrl":"https://doi.org/10.1007/s11165-026-10319-8","url":null,"abstract":"Student engagement with science remains a critical concern in science education policy and practice. This study explores how Finnish lower secondary school students construct their emerging science identities across out-of-school and school science contexts. We first screened questionnaire responses from 401 seventh-grade students to examine their interest and self-perceptions in science. A purposefully selected sample of 26 students was then interviewed to explore their science identity constructions in greater depth. The results uncover nuanced and unexpected positive identity expressions. Students described emotionally meaningful experiences particularly through nature-oriented engagement. Parental influence and pedagogical approaches were also found to shape students’ science identities in both supportive and limiting ways. Four identity positions emerged: Engaged Science Members, Unconfident Science Participants, Reluctant Science Achievers, and Disconnected Science Observers. The findings highlight the relational and dynamic nature of science identity development. The study underscores the importance of recognising and supporting diverse science identity trajectories through both formal instruction and informal, lived experiences with science. Implications for science education practice and identity support are discussed.","PeriodicalId":47988,"journal":{"name":"Research in Science Education","volume":"1 1","pages":""},"PeriodicalIF":2.3,"publicationDate":"2026-01-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"146048480","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 : 2026-01-23DOI: 10.1007/s11165-025-10317-2
Seppe Goddaert
{"title":"The Negotiation of Anxiety After Science Stance-taking in Teacher–pupil Afterclass Interactions","authors":"Seppe Goddaert","doi":"10.1007/s11165-025-10317-2","DOIUrl":"https://doi.org/10.1007/s11165-025-10317-2","url":null,"abstract":"","PeriodicalId":47988,"journal":{"name":"Research in Science Education","volume":"291 1","pages":""},"PeriodicalIF":2.3,"publicationDate":"2026-01-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"146048482","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 : 2026-01-23DOI: 10.1007/s11165-026-10318-9
Rebecca Kahmann, Mienke Droop, Ard W. Lazonder
Elementary school children can differ greatly in their science knowledge and skills. This requires their teachers to differentiate, thus to adjust their lessons to the various educational needs. The extent to which teachers actually differentiate is assumed to be related to a number of teacher characteristics. The present study examined whether and how the variation in how often teachers report to differentiate their instruction during elementary science lessons is attributable to four teacher characteristics: the use of formative assessment, self-efficacy in science teaching, growth mindset, and subject matter knowledge. A survey was filled out by 61 Dutch elementary school teachers who teach science education. Linear regression analysis showed that the teachers’ self-efficacy beliefs in their science teaching as well as their use of formative assessment predicted the variation in their teachers’ differentiation practices. The more the teachers felt self-efficacious and the more they used formative assessment, the more they reported to differentiate their science lessons. Contrary to expectations, the teachers’ growth mindset and subject matter knowledge did not predict the variation in reported differentiation practices. Professional development programs should address self-efficacy and differentiation practices in tandem, and curriculum materials should provide teachers with help and tools for formative assessment.
{"title":"Differentiating Elementary Science Education: Dutch Teachers’ Perceived Practices","authors":"Rebecca Kahmann, Mienke Droop, Ard W. Lazonder","doi":"10.1007/s11165-026-10318-9","DOIUrl":"https://doi.org/10.1007/s11165-026-10318-9","url":null,"abstract":"Elementary school children can differ greatly in their science knowledge and skills. This requires their teachers to differentiate, thus to adjust their lessons to the various educational needs. The extent to which teachers actually differentiate is assumed to be related to a number of teacher characteristics. The present study examined whether and how the variation in how often teachers report to differentiate their instruction during elementary science lessons is attributable to four teacher characteristics: the use of formative assessment, self-efficacy in science teaching, growth mindset, and subject matter knowledge. A survey was filled out by 61 Dutch elementary school teachers who teach science education. Linear regression analysis showed that the teachers’ self-efficacy beliefs in their science teaching as well as their use of formative assessment predicted the variation in their teachers’ differentiation practices. The more the teachers felt self-efficacious and the more they used formative assessment, the more they reported to differentiate their science lessons. Contrary to expectations, the teachers’ growth mindset and subject matter knowledge did not predict the variation in reported differentiation practices. Professional development programs should address self-efficacy and differentiation practices in tandem, and curriculum materials should provide teachers with help and tools for formative assessment.","PeriodicalId":47988,"journal":{"name":"Research in Science Education","volume":"143 1","pages":""},"PeriodicalIF":2.3,"publicationDate":"2026-01-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"146048483","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 : 2026-01-17DOI: 10.1007/s11165-025-10312-7
Sophie Schuster, Sascha Schroeder, Susanne Bögeholz
German science teachers often teach interdisciplinary science without being specifically qualified for interdisciplinary science teaching. Instead, they study one or two science-subjects out of biology, chemistry, and physics. Hence, science teachers need out-of-field teaching expertise within the sciences for interdisciplinary science teaching in Germany. We developed a questionnaire on self-rated content knowledge based on an interdisciplinary science curriculum for lower secondary education. Self-rated content knowledge is investigated as it is a proxy for actual content knowledge and a part of science academic self-concept. We surveyed 312 German pre-service science teachers to find out, to what extent they feel prepared to teach science interdisciplinarily. We confirmed the reliability and the validity of the questionnaire for self-rated content knowledge. We identified three disciplinary science-subject-related factors corresponding to biology, chemistry, and physics in a confirmatory factor analysis. Pre-service teachers, who studied different disciplinary science-subjects varied in their self-rated content knowledge for those three factors. They rated their content knowledge the highest for the subject they studied. Pre-service biology teachers’ self-rated content knowledge related to non-studied science-subjects was the lowest compared to all other groups. Our hypothesis that self-rated content knowledge for out-of-field science-subjects is more challenging for higher than for lower school years was only partially confirmed. Instead, disciplinary educated pre-service teachers displayed a more differentiated pattern depending on the subjects and school years. The paper argues for further developing interdisciplinary science teacher education in and beyond Germany.
{"title":"Self-Rated Content Knowledge for Interdisciplinary Science Teaching: An Instrument and Perceptions of Disciplinarily Educated Pre-Service Science Teachers","authors":"Sophie Schuster, Sascha Schroeder, Susanne Bögeholz","doi":"10.1007/s11165-025-10312-7","DOIUrl":"https://doi.org/10.1007/s11165-025-10312-7","url":null,"abstract":"German science teachers often teach interdisciplinary science without being specifically qualified for interdisciplinary science teaching. Instead, they study one or two science-subjects out of biology, chemistry, and physics. Hence, science teachers need out-of-field teaching expertise within the sciences for interdisciplinary science teaching in Germany. We developed a questionnaire on self-rated content knowledge based on an interdisciplinary science curriculum for lower secondary education. Self-rated content knowledge is investigated as it is a proxy for actual content knowledge and a part of science academic self-concept. We surveyed 312 German pre-service science teachers to find out, to what extent they feel prepared to teach science interdisciplinarily. We confirmed the reliability and the validity of the questionnaire for self-rated content knowledge. We identified three disciplinary science-subject-related factors corresponding to biology, chemistry, and physics in a confirmatory factor analysis. Pre-service teachers, who studied different disciplinary science-subjects varied in their self-rated content knowledge for those three factors. They rated their content knowledge the highest for the subject they studied. Pre-service biology teachers’ self-rated content knowledge related to non-studied science-subjects was the lowest compared to all other groups. Our hypothesis that self-rated content knowledge for out-of-field science-subjects is more challenging for higher than for lower school years was only partially confirmed. Instead, disciplinary educated pre-service teachers displayed a more differentiated pattern depending on the subjects and school years. The paper argues for further developing interdisciplinary science teacher education in and beyond Germany.","PeriodicalId":47988,"journal":{"name":"Research in Science Education","volume":"99 1","pages":""},"PeriodicalIF":2.3,"publicationDate":"2026-01-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"146006106","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 : 2026-01-08DOI: 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}
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