Christa Haverly, Emily Rose Seeber, Angela M. Lyle, Elizabeth A. Davis
Equity is a core feature of science education reform initiatives in the United States, but there is not an agreed-upon definition of what equity is, resulting in different approaches for the benefit (and exclusion) of different groups. School district leaders, including district science coordinators (DSCs), play many important roles in implementing educational reform efforts, including with regard to equity. For this qualitative case study, we analyzed interview and observational data gathered from 13 DSCs located in school districts across the U.S. of varying sizes and geographic locations to better understand how DSCs understand and advance equity agendas in elementary science from their leadership positions. We found that while most DSCs held conceptions of equity as opportunity and engaged equity-focused leadership practice to promote this, there was variability. Though many DSCs relied on the district's curriculum materials to enact equity, some DSCs envisioned their role more broadly in the promotion of equity. Finally, though many DSCs conflated equity with equality, some DSCs resisted this prevailing norm to practice equity in more critical ways. Implications from this paper include the importance of DSCs constructing their roles as broader than provisioning curriculum materials and professional development when it comes to promoting equity in the district, and the important role that a diversity, equity, and inclusion department or leader can play in supporting a DSC's equity work.
{"title":"District Science Coordinators' Conceptions of and Levers for Advancing Equity Agendas at the Elementary Level","authors":"Christa Haverly, Emily Rose Seeber, Angela M. Lyle, Elizabeth A. Davis","doi":"10.1002/sce.70018","DOIUrl":"10.1002/sce.70018","url":null,"abstract":"<div>\u0000 \u0000 <p>Equity is a core feature of science education reform initiatives in the United States, but there is not an agreed-upon definition of what equity is, resulting in different approaches for the benefit (and exclusion) of different groups. School district leaders, including district science coordinators (DSCs), play many important roles in implementing educational reform efforts, including with regard to equity. For this qualitative case study, we analyzed interview and observational data gathered from 13 DSCs located in school districts across the U.S. of varying sizes and geographic locations to better understand how DSCs understand and advance equity agendas in elementary science from their leadership positions. We found that while most DSCs held conceptions of equity as opportunity and engaged equity-focused leadership practice to promote this, there was variability. Though many DSCs relied on the district's curriculum materials to enact equity, some DSCs envisioned their role more broadly in the promotion of equity. Finally, though many DSCs conflated equity with equality, some DSCs resisted this prevailing norm to practice equity in more critical ways. Implications from this paper include the importance of DSCs constructing their roles as broader than provisioning curriculum materials and professional development when it comes to promoting equity in the district, and the important role that a diversity, equity, and inclusion department or leader can play in supporting a DSC's equity work.</p>\u0000 </div>","PeriodicalId":771,"journal":{"name":"Science & Education","volume":"110 2","pages":"479-500"},"PeriodicalIF":3.4,"publicationDate":"2025-09-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"146154905","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Uncertainty has drawn substantial attention because of its potential to support conceptual progress and meaningful science work in science classrooms. Uncertainty has been conceptualized in a variety of ways: as central to scientific activity, as a design principle for science learning environments, and as an experience that supports individual and collective sensemaking. We argue that realizing uncertainty as a resource in learning environments requires working across multiple conceptions of uncertainty, specifically connecting uncertainty as designed for and uncertainty as experienced in the learning environment. We use an elementary school landforms investigation to apply design conjectures and develop an analytic method for following uncertainty from design through collective classroom engagement. We explore whether and how uncertainty was realized, made public, and taken up in classroom conversations. We highlight key findings that have continued to guide our work designing for productive uncertainty in classroom science. These include the interconnected nature of uncertainties in various parts of student investigations, the supportive role of consequential differences in helping students make uncertainty public, and teacher practices that impact how students make public and work with uncertainty.
{"title":"Connecting Design and Experience: Tracing Uncertainty Through Classroom Science Investigations","authors":"Eve Manz, Alessandra Ward, Andrea Wells","doi":"10.1002/sce.70015","DOIUrl":"https://doi.org/10.1002/sce.70015","url":null,"abstract":"<div>\u0000 \u0000 <p>Uncertainty has drawn substantial attention because of its potential to support conceptual progress and meaningful science work in science classrooms. Uncertainty has been conceptualized in a variety of ways: as central to scientific activity, as a design principle for science learning environments, and as an experience that supports individual and collective sensemaking. We argue that realizing uncertainty as a resource in learning environments requires working across multiple conceptions of uncertainty, specifically connecting <i>uncertainty as designed for</i> and <i>uncertainty as experienced in the learning environment</i>. We use an elementary school landforms investigation to apply design conjectures and develop an analytic method for following uncertainty from design through collective classroom engagement. We explore whether and how uncertainty was realized, made public, and taken up in classroom conversations. We highlight key findings that have continued to guide our work designing for productive uncertainty in classroom science. These include the interconnected nature of uncertainties in various parts of student investigations, the supportive role of consequential differences in helping students make uncertainty public, and teacher practices that impact how students make public and work with uncertainty.</p>\u0000 </div>","PeriodicalId":771,"journal":{"name":"Science & Education","volume":"110 2","pages":"557-579"},"PeriodicalIF":3.4,"publicationDate":"2025-09-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"146154898","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
In response to the limited research on English learners (ELs) with disabilities, we conducted a series of studies focused on their academic achievement across core content areas. This study reports on science achievement of ELs using longitudinal National Assessment of Educational Progress (NAEP) data from 2009 to 2019, in Grades 4 and 8. Comparing patterns in student performance across grades is particularly important in science, where conceptual understandings build on each other over time with an increasing level of complexity. NAEP science was administered to 4th graders in 2009, 2015, and 2019 (N = 159,980, 117,300, and 30,990, respectively); and to 8th graders in 2009, 2011, 2015, and 2019 (N = 154,660, 124,170, 112,740, and 31,960, respectively). Persistent lower science performance is noticed over the past decade in ELs and students with disabilities, with ELs with disabilities being the most academically vulnerable student group across years and grade levels. Both EL and student with disabilities statuses explained 15%–20% of the variance in student science performance, with increasing impacts over the past decade. Controlling for socioeconomic status, the percent of variance explained increased to 26-29%. School location accounted for 16%–20% of the variance in student performance, with increasing impacts over the past decade. Findings have implications for expanding access to grade-level science curriculum and linguistically-responsive science instruction and call for closing the opportunity gap for ELs with disabilities, beginning with teacher education programs promoting shared responsibility of all students.
{"title":"Opportunity Gap at the Intersection of Language, Disability, and Science","authors":"Yuliya Ardasheva, Shenghai Dai, Sara E. N. Kangas","doi":"10.1002/sce.70011","DOIUrl":"https://doi.org/10.1002/sce.70011","url":null,"abstract":"<p>In response to the limited research on English learners (ELs) with disabilities, we conducted a series of studies focused on their academic achievement across core content areas. This study reports on science achievement of ELs using longitudinal National Assessment of Educational Progress (NAEP) data from 2009 to 2019, in Grades 4 and 8. Comparing patterns in student performance across grades is particularly important in science, where conceptual understandings build on each other over time with an increasing level of complexity. NAEP science was administered to 4th graders in 2009, 2015, and 2019 (<i>N</i> = 159,980, 117,300, and 30,990, respectively); and to 8th graders in 2009, 2011, 2015, and 2019 (<i>N</i> = 154,660, 124,170, 112,740, and 31,960, respectively). Persistent lower science performance is noticed over the past decade in ELs and students with disabilities, with ELs with disabilities being the most academically vulnerable student group across years and grade levels. Both EL and student with disabilities statuses explained 15%–20% of the variance in student science performance, with increasing impacts over the past decade. Controlling for socioeconomic status, the percent of variance explained increased to 26-29%. School location accounted for 16%–20% of the variance in student performance, with increasing impacts over the past decade. Findings have implications for expanding access to grade-level science curriculum and linguistically-responsive science instruction and call for closing the opportunity gap for ELs with disabilities, beginning with teacher education programs promoting shared responsibility of <i>all</i> students.</p>","PeriodicalId":771,"journal":{"name":"Science & Education","volume":"110 2","pages":"400-417"},"PeriodicalIF":3.4,"publicationDate":"2025-09-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"146154679","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
In response to the limited research on English learners (ELs) with disabilities, we conducted a series of studies focused on their academic achievement across core content areas. This study reports on science achievement of ELs using longitudinal National Assessment of Educational Progress (NAEP) data from 2009 to 2019, in Grades 4 and 8. Comparing patterns in student performance across grades is particularly important in science, where conceptual understandings build on each other over time with an increasing level of complexity. NAEP science was administered to 4th graders in 2009, 2015, and 2019 (N = 159,980, 117,300, and 30,990, respectively); and to 8th graders in 2009, 2011, 2015, and 2019 (N = 154,660, 124,170, 112,740, and 31,960, respectively). Persistent lower science performance is noticed over the past decade in ELs and students with disabilities, with ELs with disabilities being the most academically vulnerable student group across years and grade levels. Both EL and student with disabilities statuses explained 15%–20% of the variance in student science performance, with increasing impacts over the past decade. Controlling for socioeconomic status, the percent of variance explained increased to 26-29%. School location accounted for 16%–20% of the variance in student performance, with increasing impacts over the past decade. Findings have implications for expanding access to grade-level science curriculum and linguistically-responsive science instruction and call for closing the opportunity gap for ELs with disabilities, beginning with teacher education programs promoting shared responsibility of all students.
{"title":"Opportunity Gap at the Intersection of Language, Disability, and Science","authors":"Yuliya Ardasheva, Shenghai Dai, Sara E. N. Kangas","doi":"10.1002/sce.70011","DOIUrl":"https://doi.org/10.1002/sce.70011","url":null,"abstract":"<div>\u0000 \u0000 <p>In response to the limited research on English learners (ELs) with disabilities, we conducted a series of studies focused on their academic achievement across core content areas. This study reports on science achievement of ELs using longitudinal National Assessment of Educational Progress (NAEP) data from 2009 to 2019, in Grades 4 and 8. Comparing patterns in student performance across grades is particularly important in science, where conceptual understandings build on each other over time with an increasing level of complexity. NAEP science was administered to 4th graders in 2009, 2015, and 2019 (<i>N</i> = 159,980, 117,300, and 30,990, respectively); and to 8th graders in 2009, 2011, 2015, and 2019 (<i>N</i> = 154,660, 124,170, 112,740, and 31,960, respectively). Persistent lower science performance is noticed over the past decade in ELs and students with disabilities, with ELs with disabilities being the most academically vulnerable student group across years and grade levels. Both EL and student with disabilities statuses explained 15%–20% of the variance in student science performance, with increasing impacts over the past decade. Controlling for socioeconomic status, the percent of variance explained increased to 26-29%. School location accounted for 16%–20% of the variance in student performance, with increasing impacts over the past decade. Findings have implications for expanding access to grade-level science curriculum and linguistically-responsive science instruction and call for closing the opportunity gap for ELs with disabilities, beginning with teacher education programs promoting shared responsibility of <i>all</i> students.</p>\u0000 </div>","PeriodicalId":771,"journal":{"name":"Science & Education","volume":"110 2","pages":"400-417"},"PeriodicalIF":3.4,"publicationDate":"2025-09-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"146154680","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Sujin Kim, Xiaowen Chen, Eden Langston, Kathleen A. Ramos, Cynthia Graville
This study examines how transmodalising multiliteracies pedagogy (TMP) using infographics can support multilingual learners' (MLs') engagement in disciplinary learning and literacy development in science. Collaborating with 5th grade science and ESOL teachers, this study asked: (1) How did students engage in science inquiry through creating infographics? (2) How did students' engagement and design choices evolve over time? (3) What affordances and semiotic implications were made available and manifested during the process? Drawing on qualitative data, including student-designed infographics, teacher interviews, observational field notes, and student reflections, we examined how students' disciplinary participation evolved across multiple stages of infographic design. Findings demonstrate that TMP facilitated multimodal and multilingual meaning-making, enabling MLs to draw from their full semiotic repertoires, including home languages, to communicate complex scientific ideas. Guided to design for authentic audiences, students enacted epistemic agency through purposeful visual storytelling, audience awareness, and creative design. Rather than being limited by standardized formats or dominant language norms, students crafted disciplinary messages that reflected their lived experiences and communicative intent. This study advances TMP as a critical equity-oriented pedagogy that repositions MLs as designers of science communication and active participants in disciplinary literacy.
{"title":"Multilingual Learners as Designers of Science Communication: Transmodalising Multiliteracies Pedagogy Using Infographics","authors":"Sujin Kim, Xiaowen Chen, Eden Langston, Kathleen A. Ramos, Cynthia Graville","doi":"10.1002/sce.70013","DOIUrl":"10.1002/sce.70013","url":null,"abstract":"<div>\u0000 \u0000 <p>This study examines how transmodalising multiliteracies pedagogy (TMP) using infographics can support multilingual learners' (MLs') engagement in disciplinary learning and literacy development in science. Collaborating with 5th grade science and ESOL teachers, this study asked: (1) How did students engage in science inquiry through creating infographics? (2) How did students' engagement and design choices evolve over time? (3) What affordances and semiotic implications were made available and manifested during the process? Drawing on qualitative data, including student-designed infographics, teacher interviews, observational field notes, and student reflections, we examined how students' disciplinary participation evolved across multiple stages of infographic design. Findings demonstrate that TMP facilitated multimodal and multilingual meaning-making, enabling MLs to draw from their full semiotic repertoires, including home languages, to communicate complex scientific ideas. Guided to design for authentic audiences, students enacted epistemic agency through purposeful visual storytelling, audience awareness, and creative design. Rather than being limited by standardized formats or dominant language norms, students crafted disciplinary messages that reflected their lived experiences and communicative intent. This study advances TMP as a critical equity-oriented pedagogy that repositions MLs as designers of science communication and active participants in disciplinary literacy.</p>\u0000 </div>","PeriodicalId":771,"journal":{"name":"Science & Education","volume":"110 2","pages":"441-458"},"PeriodicalIF":3.4,"publicationDate":"2025-09-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"146154658","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
This response to Davis and Philip, as part of the special issue Centering Affect and Emotion Toward Justice and Dignity in Science Education, takes seriously the idea that a core responsibility of science educators and researchers is to think carefully and critically about students’ socioscientific sensemaking and its relationship to coloniality. This response engages three dimensions of their writing, in particular. First, that emotions do things in learning and therefore demand closer analytic attention in research and teaching. Second, why the emergence of hyperrationality in students’ reasoning (as a specific emotional configuration) is a generative site for identifying when racism, patriarchy, and colonialism imbues STEM learning. Third and finally, this response considers how teachers and researchers might build capacity for the kind of interdisciplinary and interpretive analysis Davis and Philip reflect in their writing, and as is necessary for advancing justice and dignity in science education.
{"title":"Attending to Hyperrationality as Unraveling Coloniality in Science Education: A Response to Davis and Philip","authors":"Tesha Sengupta-Irving","doi":"10.1002/sce.70010","DOIUrl":"https://doi.org/10.1002/sce.70010","url":null,"abstract":"<p>This response to Davis and Philip, as part of the special issue Centering Affect and Emotion Toward Justice and Dignity in Science Education, takes seriously the idea that a core responsibility of science educators and researchers is to think carefully and critically about students’ socioscientific sensemaking and its relationship to coloniality. This response engages three dimensions of their writing, in particular. First, that emotions <i>do things</i> in learning and therefore demand closer analytic attention in research and teaching. Second, why the emergence of <i>hyperrationality</i> in students’ reasoning (as a specific emotional configuration) is a generative site for identifying when racism, patriarchy, and colonialism imbues STEM learning. Third and finally, this response considers how teachers and researchers might build capacity for the kind of interdisciplinary and interpretive analysis Davis and Philip reflect in their writing, and as is necessary for advancing justice and dignity in science education.</p>","PeriodicalId":771,"journal":{"name":"Science & Education","volume":"110 1","pages":"286-290"},"PeriodicalIF":3.4,"publicationDate":"2025-08-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1002/sce.70010","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145772414","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Although epigenetics represents an emerging field of biological research with a potentially large influence on society as well as conceptual implications on how genetics is understood, it is often not a part of the biology education provided at secondary schools. Therefore, this educational research design study describes the development of a teaching design about epigenetics, created in collaboration with researchers and practicing teachers, and included the aim of updating genetics education to appropriately mirror contemporary biology research frontiers. The study was conducted in 11 upper secondary school classes. The resulting teaching design consists of a set of “Big Ideas” and teaching and learning activities that can be used with different groups of students and integrated into regular genetics education. Despite the complex content, the students appreciated the topic and found it not only to be highly relevant, but also understandable. The teaching design, which centered on human biology and the interplay between genetics and the environment, resulted in participants articulating a nuanced understanding of these two topics, which indicates a potential shift in perspective away from genetic determinism. The design also provided better explanatory models for various biological phenomena that had already been included in the curriculum, such as cell differentiation. Teaching epigenetics based on contemporary research was reported to be inspiring by the teachers, and students felt that it was exciting to learn about concepts at the frontline of scientific research. Thus, epigenetics is also relevant as a context for teaching the nature of science. A challenge identified in the study was how to avoid conflicts between old and modern explanatory models in genetics, an issue that needs to be explored further.
{"title":"Introducing Epigenetics Into Secondary School Classrooms—An Educational Design Study","authors":"Karin Thörne, Niklas Gericke, Birgitta Mc Ewen","doi":"10.1002/sce.70009","DOIUrl":"https://doi.org/10.1002/sce.70009","url":null,"abstract":"<p>Although epigenetics represents an emerging field of biological research with a potentially large influence on society as well as conceptual implications on how genetics is understood, it is often not a part of the biology education provided at secondary schools. Therefore, this educational research design study describes the development of a teaching design about epigenetics, created in collaboration with researchers and practicing teachers, and included the aim of updating genetics education to appropriately mirror contemporary biology research frontiers. The study was conducted in 11 upper secondary school classes. The resulting teaching design consists of a set of “Big Ideas” and teaching and learning activities that can be used with different groups of students and integrated into regular genetics education. Despite the complex content, the students appreciated the topic and found it not only to be highly relevant, but also understandable. The teaching design, which centered on human biology and the interplay between genetics and the environment, resulted in participants articulating a nuanced understanding of these two topics, which indicates a potential shift in perspective away from genetic determinism. The design also provided better explanatory models for various biological phenomena that had already been included in the curriculum, such as cell differentiation. Teaching epigenetics based on contemporary research was reported to be inspiring by the teachers, and students felt that it was exciting to learn about concepts at the frontline of scientific research. Thus, epigenetics is also relevant as a context for teaching the nature of science. A challenge identified in the study was how to avoid conflicts between old and modern explanatory models in genetics, an issue that needs to be explored further.</p>","PeriodicalId":771,"journal":{"name":"Science & Education","volume":"110 2","pages":"379-399"},"PeriodicalIF":3.4,"publicationDate":"2025-08-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1002/sce.70009","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"146154782","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Although epigenetics represents an emerging field of biological research with a potentially large influence on society as well as conceptual implications on how genetics is understood, it is often not a part of the biology education provided at secondary schools. Therefore, this educational research design study describes the development of a teaching design about epigenetics, created in collaboration with researchers and practicing teachers, and included the aim of updating genetics education to appropriately mirror contemporary biology research frontiers. The study was conducted in 11 upper secondary school classes. The resulting teaching design consists of a set of “Big Ideas” and teaching and learning activities that can be used with different groups of students and integrated into regular genetics education. Despite the complex content, the students appreciated the topic and found it not only to be highly relevant, but also understandable. The teaching design, which centered on human biology and the interplay between genetics and the environment, resulted in participants articulating a nuanced understanding of these two topics, which indicates a potential shift in perspective away from genetic determinism. The design also provided better explanatory models for various biological phenomena that had already been included in the curriculum, such as cell differentiation. Teaching epigenetics based on contemporary research was reported to be inspiring by the teachers, and students felt that it was exciting to learn about concepts at the frontline of scientific research. Thus, epigenetics is also relevant as a context for teaching the nature of science. A challenge identified in the study was how to avoid conflicts between old and modern explanatory models in genetics, an issue that needs to be explored further.
{"title":"Introducing Epigenetics Into Secondary School Classrooms—An Educational Design Study","authors":"Karin Thörne, Niklas Gericke, Birgitta Mc Ewen","doi":"10.1002/sce.70009","DOIUrl":"https://doi.org/10.1002/sce.70009","url":null,"abstract":"<p>Although epigenetics represents an emerging field of biological research with a potentially large influence on society as well as conceptual implications on how genetics is understood, it is often not a part of the biology education provided at secondary schools. Therefore, this educational research design study describes the development of a teaching design about epigenetics, created in collaboration with researchers and practicing teachers, and included the aim of updating genetics education to appropriately mirror contemporary biology research frontiers. The study was conducted in 11 upper secondary school classes. The resulting teaching design consists of a set of “Big Ideas” and teaching and learning activities that can be used with different groups of students and integrated into regular genetics education. Despite the complex content, the students appreciated the topic and found it not only to be highly relevant, but also understandable. The teaching design, which centered on human biology and the interplay between genetics and the environment, resulted in participants articulating a nuanced understanding of these two topics, which indicates a potential shift in perspective away from genetic determinism. The design also provided better explanatory models for various biological phenomena that had already been included in the curriculum, such as cell differentiation. Teaching epigenetics based on contemporary research was reported to be inspiring by the teachers, and students felt that it was exciting to learn about concepts at the frontline of scientific research. Thus, epigenetics is also relevant as a context for teaching the nature of science. A challenge identified in the study was how to avoid conflicts between old and modern explanatory models in genetics, an issue that needs to be explored further.</p>","PeriodicalId":771,"journal":{"name":"Science & Education","volume":"110 2","pages":"379-399"},"PeriodicalIF":3.4,"publicationDate":"2025-08-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1002/sce.70009","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"146154783","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
<p>Science classrooms are embedded within larger, multilayered systems of district policies and assessments, local and state standards, and external standardized tests. In recent years, researchers argued that these assessment systems can support ongoing efforts to broaden students’ inclusion and access to equitable science learning environments (e.g., Grapin et al. <span>2023</span>; Marion et al. <span>2024</span>; Shepard et al. <span>2018</span>). Unfortunately, the first half of 2025 has seen unprecedented efforts by the Trump Administration to constrain these reforms while emphasizing English as the official national language (e.g., Exec. Order No. 14151, 90 F.R 8339, Order No. 14151. <span>2025</span>; Exec. Order No. 14224, 90 F.R. 11363, Order No. 14224. <span>2025</span>). We urge the science education community to redouble its efforts to promote equitable assessment systems for all learners, and particularly those who identify as multilingual.</p><p>The Framework for K-12 Science Education and its companion reports from the National Academies of Science, Engineering, and Medicine (NASEM) have encouraged educators to create opportunities for students to draw on their prior experiences as they learn about disciplinary core ideas, engage in science and engineering practices, and apply crosscutting concepts to figure out phenomena relevant to their lives (Harris et al. <span>2023</span>; Kober et al. <span>2023</span>; National Academies of Science, Engineering, and Medicine <span>2019</span>, <span>2025</span>). Formative assessment is key to this instructional approach because it offers educators a chance to understand and leverage students’ evolving understandings before more consequential summative assessment (National Research Council <span>2012</span>; Popham <span>2008</span>; Shepard et al. <span>2018</span>). As a classroom practice, formative assessment can create space for teachers and students to listen to each other's ideas and to make sense of both the science and the everyday examples students bring to school as resources for their learning (Deverel-Rico and Furtak <span>2025</span>).</p><p>In support of these reforms, science formative assessment has increasingly grappled with broadening access and opportunity (Furtak and Lee <span>2023</span>). This includes creating scaffolds that expand how learners can show what they know (Kang et al. <span>2014</span>; Lee et al. <span>2019</span>), seeking input directly from learners about authentic problems that are relevant to their lives (Edelson et al. <span>2021</span>), and creating learning experiences that integrate multiple ways of knowing and doing science (Tzou et al. <span>2021</span>; Warren et al. <span>2020</span>).</p><p>Despite this progress, assessment across content areas remains overwhelmingly dominated by English-language tasks, talk, and tools, limiting the space for multilingual learners across the range of English proficiency to show what they know (Schissel <
科学教室被嵌入到更大的、多层次的地区政策和评估系统、地方和州标准以及外部标准化测试中。近年来，研究人员认为，这些评估系统可以支持正在进行的努力，以扩大学生的包容性和获得公平的科学学习环境（例如，Grapin等人，2023；Marion等人，2024；Shepard等人，2018）。不幸的是，2025年上半年，特朗普政府在强调英语为官方语言的同时，采取了前所未有的努力来限制这些改革。第14151,90f号订单R 8339，订单号14151。2025年;执行。第14224号命令，90 F.R. 11363，第14224号命令。2025)。我们敦促科学教育界加倍努力，促进为所有学习者，特别是那些认为自己是多语种学习者提供公平的评估系统。《K-12科学教育框架》及其来自美国国家科学院、工程院和医学院（NASEM）的配套报告鼓励教育工作者为学生创造机会，让他们在学习学科核心思想、从事科学和工程实践、应用横切概念来找出与他们生活相关的现象时，利用他们以前的经验(Harris et al. 2023; Kober et al. 2023；美国国家科学、工程和医学院（2019年，2025年）。形成性评估是这种教学方法的关键，因为它为教育工作者提供了一个机会，让他们在进行更重要的总结性评估之前，了解和利用学生不断发展的理解（National Research Council 2012; Popham 2008; Shepard et al. 2018）。作为一种课堂实践，形成性评估可以为教师和学生创造空间，让他们倾听彼此的想法，并理解学生带到学校作为学习资源的科学和日常例子（Deverel-Rico和Furtak 2025）。为了支持这些改革，科学形成性评估越来越多地努力扩大获取和机会（Furtak和Lee 2023）。这包括创建扩展学习者如何展示他们所知道的内容的支架（Kang等人，2014；Lee等人，2019），直接从学习者那里寻求与他们生活相关的真实问题的输入（Edelson等人，2021），以及创建整合多种认识和从事科学的方式的学习体验（Tzou等人，2021；Warren等人，2020）。尽管取得了这些进展，但跨内容领域的评估仍然绝大多数由英语任务、会话和工具主导，限制了不同英语水平的多语种学习者展示他们所知道的东西的空间（Schissel 2019）。这意味着，尽管在设计更好的三维形成性评估任务和制定例程方面取得了进展，但我们仍然仅基于英语教学和评估来推断多语言学习者的科学知识（González-Howard和Suárez 2021； Grapin et al. 2023）。许多文章和评论都强调了美国K-12科学中的翻译是什么样子的。在最近一期的《科学教学研究杂志》特刊中，学者们通过各种公平的视角分析了译语研究（Grapin et al. 2025），并证明pedagogías entrenzadas以译语和批判性语言意识为中心，可以在过渡时期的双语高中物理科学课堂上为语言和科学的整体意义和批判创造机会（Bonilla and Morales-Doyle 2025）。同样，体现跨语言立场的教师动作可以重塑语言少数民族中学生课堂上的教与学互动（Kayumova et al. 2025）。虽然这项开创性的工作继续解决课堂的许多部分，但我们寻求将这一视角扩展到形成性评估。译语是多语言社区的动态交际规范，人们可能会根据语境和对话者灵活地使用命名语言和方言的组合（García和Wei， 2014）。虽然说多种语言的学生经常在操场上或在考试期间与同龄人在英语和母语之间转换，但他们经常被要求在课堂作业和评估中用英语表达自己的学术思想。译语课堂教学法明确地利用了学生的译语能力，使他们能够展示他们所知道的和可以在他们的符号学库中做的事情（García et al. 2017）。虽然译语起源于双语教育背景（García 2011），但科学教育学者越来越多地利用它来理解多语言学生使用符号资源进行语义构建的流动性（González-Howard et al. 2024; Jakobsson et al. 2022; psamurez et al. 2025）。 作为一种教学设计，译语是指教师如何明确地欢迎和鼓励学生使用他们的全部符语学（语言和非语言）来交流科学思想，包括在评估活动中（García et al. 2017； Pierson和Grapin 2021）。从公正的角度来看，译语是指教师将学生的多语言和多模态语义作为教学和评估的中心，即使在教育系统或更广泛的社会中，仍然会优先使用英语（Seltzer 2022）。如上所述，将译语理论引入形成性评估可以让我们更广泛地思考如何评估和解释学生的想法（Fine 2022; Fine et al. 2023; Fine and Braaten 2025）。我们认为，我们需要考虑开发评估任务之外的问题。在接下来的章节中，我们将整合这些框架，以帮助我们重新构想以形成性评估为中心的翻译语言科学课堂活动系统。在我们当前的社会政治背景下，比以往任何时候都更重要的是继续致力于重新定位课堂环境，以鼓励学生充分自我参与，包括他们的语言技能。最近美国国家科学院、工程院和医学院（2025）关于公平的报告阐明了五个“框架”或公平概念，以指导学习环境中的决策。我们在形成性评估中对译语的强调与以下三个框架相一致：通过重新设计课堂活动系统，鼓励学生充分利用他们的符号学技能，扩大机会和获取途径；包容异质性，为不同语言背景的学生创造参与和感受价值的空间；并利用STEM通过重新定位专业知识，使其远离仅限英语的评估，来促进正义。我们认识到，评估系统、政策和标准的外部层面可能与教师在自己的课堂上通过翻译语言扩大学生参与形成性评估的范围的努力存在紧张关系。例如，科罗拉多州的教师可能在积极支持跨语言的学区工作，这是他们使命和愿景的一部分，而亚利桑那州的教师可能在他们不得不悄悄地关起门来欢迎跨语言的环境中工作。现在不是我们的科学教育网络顺从或参与预期服从的时候。相反，我们必须继续听取多语言社区的意见并与之合作，同时建立以翻译语言为中心的健全的形成性评估体系。我们以一系列问题作为结束，并邀请同事们一起提出这些问题：我们如何相互支持，建立以跨语言为中心的科学形成性评估系统——特别是当我们在不同的社会政治背景下工作时，有不同的限制和支持？我们如何帮助科学教师将多语能力重新定义为一种资产，并建立拥抱这一方向的课堂评估环境？最后，如果我们的形成性评估系统在某些情况下，但不是所有情况下，都欢迎翻译语言，那么我们是否真的实现了对所有人公平公正的科学评估系统？凯特琳G. McC。精：构思、撰写—初稿、撰写—审稿、编辑。Erin M. Furtak：概念化，写作-原稿，写作-审查和编辑。作者声明无利益冲突。
{"title":"A Call to Reimagine Science Formative Assessment Systems Through Translanguaging","authors":"Caitlin G. McC. Fine, Erin M. Furtak","doi":"10.1002/sce.70008","DOIUrl":"https://doi.org/10.1002/sce.70008","url":null,"abstract":"<p>Science classrooms are embedded within larger, multilayered systems of district policies and assessments, local and state standards, and external standardized tests. In recent years, researchers argued that these assessment systems can support ongoing efforts to broaden students’ inclusion and access to equitable science learning environments (e.g., Grapin et al. <span>2023</span>; Marion et al. <span>2024</span>; Shepard et al. <span>2018</span>). Unfortunately, the first half of 2025 has seen unprecedented efforts by the Trump Administration to constrain these reforms while emphasizing English as the official national language (e.g., Exec. Order No. 14151, 90 F.R 8339, Order No. 14151. <span>2025</span>; Exec. Order No. 14224, 90 F.R. 11363, Order No. 14224. <span>2025</span>). We urge the science education community to redouble its efforts to promote equitable assessment systems for all learners, and particularly those who identify as multilingual.</p><p>The Framework for K-12 Science Education and its companion reports from the National Academies of Science, Engineering, and Medicine (NASEM) have encouraged educators to create opportunities for students to draw on their prior experiences as they learn about disciplinary core ideas, engage in science and engineering practices, and apply crosscutting concepts to figure out phenomena relevant to their lives (Harris et al. <span>2023</span>; Kober et al. <span>2023</span>; National Academies of Science, Engineering, and Medicine <span>2019</span>, <span>2025</span>). Formative assessment is key to this instructional approach because it offers educators a chance to understand and leverage students’ evolving understandings before more consequential summative assessment (National Research Council <span>2012</span>; Popham <span>2008</span>; Shepard et al. <span>2018</span>). As a classroom practice, formative assessment can create space for teachers and students to listen to each other's ideas and to make sense of both the science and the everyday examples students bring to school as resources for their learning (Deverel-Rico and Furtak <span>2025</span>).</p><p>In support of these reforms, science formative assessment has increasingly grappled with broadening access and opportunity (Furtak and Lee <span>2023</span>). This includes creating scaffolds that expand how learners can show what they know (Kang et al. <span>2014</span>; Lee et al. <span>2019</span>), seeking input directly from learners about authentic problems that are relevant to their lives (Edelson et al. <span>2021</span>), and creating learning experiences that integrate multiple ways of knowing and doing science (Tzou et al. <span>2021</span>; Warren et al. <span>2020</span>).</p><p>Despite this progress, assessment across content areas remains overwhelmingly dominated by English-language tasks, talk, and tools, limiting the space for multilingual learners across the range of English proficiency to show what they know (Schissel <","PeriodicalId":771,"journal":{"name":"Science & Education","volume":"109 6","pages":"1808-1814"},"PeriodicalIF":3.4,"publicationDate":"2025-08-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1002/sce.70008","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145271896","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"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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