Science

In this chapter, we argue that the learning sciences and science education have coevolved, a co-evolution that began with the emergence of the learning sciences in the 1990s and that continues today. Our chapter begins with a discussion of four areas of educational scholarship in which the learning sciences and science education have worked in mutually beneficial ways to shape each other’s scholarship, resulting in advantageous outcomes for both fields.

The worldwide COVID-19 pandemic has highlighted the importance of mathematical models in predicting the spread of the coronavirus (Srinivas 2020; Stevens & Muyskens 2020) and assessing the effectiveness of various safety measures in reducing that spread (Li et al 2020). These models can be extremely sophisticated, drawing on the expertise of applied mathematicians, epidemiologists, public health experts, and others, but at its core, there is a notion of exponential growth that is relevant for the secondary mathematics curriculum.

This study explores two teachers participating in professional development workshops implementing SocioScientific Issues (SSI) into STEM classrooms. Two research questions were investigated: (a) To what extent did teachers implement SSI into their lesson plans and (b) In what ways did lessons change from the beginning of the workshop?

This study explores two teachers participating in professional development workshops implementing SocioScientific Issues (SSI) into STEM classrooms. Two research questions were investigated: (a) To what extent did teachers implement SSI into their lesson plans and (b) In what ways did lessons change from the beginning of the workshop?

As distinct communities of practice (COP), science education research (SER) and environmental education research (EER) have both matured a great deal in recent decades, coming to include a greater diversity of theoretical perspectives, worldviews, and researcher and participant voices. In this paper, we present a view of theoretical inclusivity that promises a rich, robust research landscape for both EER and SER through the deliberate inclusion of non-Western theories.

We explored how preservice teachers in a middle school science methods course learned and applied computational thinking (CT) concepts and activities during a month-long
intervention. In the intervention, preservice teachers learned about CT concepts through an hour-long lecture in their methods class, practiced a computing-integration activity for

Teaching about wave structure and function is a critical element of any physical science curriculum and supported by Next Generation Science Standards (NGSS) PS4: Waves and Their Applications in Technologies for Information Transfer. Often, instruction focused on these concepts involves identifying and describing several aspects of wave structure, including amplitude, frequency, and wavelength. To support students’ learning of these ideas, teachers often rely on developing graphic models of a wave with students identifying different aspects of wave structure.

Osborne, J. & Reigh, E. (2021). Towards improving science discussions: A framework to guide instructional decision making [Stand-alone paper]. National Association for Research in Science Teaching conference, Orlando, FL, United States.

Osborne, J. & Reigh, E. (2021). Towards improving science discussions: A framework to guide instructional decision making [Stand-alone paper]. National Association for Research in Science Teaching conference, Orlando, FL, United States.

Wilsey, M., Delhaye, C., Collins, M., Allan, S., Reigh, E., Borko, H., & Osborne, J. (2021). Changes in elementary teachers' perceptions and facilitation of argumentation throughout year-long participation in professional learning [Stand-alone paper]. American Educational Research Association annual meeting, Orlando, FL, United States.