Research Worth Reading
NARST and NSTA have a shared mission to improve science education through research, that comes together around the Research Worth Reading joint initiative and recognition. Each year, JRST articles from every issue are nominated by the NARST Research Committee for their relevance and applicability to practitioners. Nominees are invited to submit an abstract of their work that highlights recommendations for educators. The abstracts are reviewed and several are selected for recognition by NARST and NSTA. This page features research by all Research Worth Reading nominees. Enjoy!
Original Articles Published in 2025
Understanding How Students Learn Atomic Structure Across Grade Levels
Emmanuel Echeverri-Jimenez, Morgan Balabanoff
Original article: Echeverri-Jimenez, E., & Balabanoff, M. (2024). Generating construct maps from a systematic review of atomic models. Journal of Research in Science Teaching,1–40.
https://doi.org/10.1002/tea.22016
Why do students struggle with atomic structure even after years of instruction? This research shows how students often blend ideas from multiple atomic models by using correct atomic structure vocabulary or diagrams while still drawing on ideas from earlier models. Read more to learn how to recognize those patterns and respond to students’ developing understanding.
Science Beyond English: How "Braided Pedagogies" Support Multilingual Learners
Diana Bonilla & Daniel Morales-Doyle
Original article: Bonilla, D., & Morales‐Doyle, D. (2025). Toward pedagogías entrenzadas: Braiding critical and asset‐based pedagogies of sciences, languages, and cultural responsiveness. Journal of Research in Science Teaching, 62(1), 49-85.
https://doi.org/10.1002/tea.22007
For many emergent bilingual students, science class can feel more like a language test than a place for inquiry. Recent research introduces Pedagogías Entrenzadas (Braided Pedagogies) – a framework for translanguaging, cultural responsiveness, and linguistic justice.
Research Worth Reading Awardee
Science Education for the Internet Age: Teaching Students to Evaluate Online Sources of Science (Mis)information
Daniel R. Pimentel
Original article: Pimentel, D. R. (2025). Learning to evaluate sources of science (mis) information on the internet: Assessing students' scientific online reasoning. Journal of Research in Science Teaching, 62(3), 684-720.
https://doi.org/10.1002/tea.21974
Learn how a 9th-grade biology teacher successfully integrated fact-checking strategies—like lateral reading and click restraint—directly into his regular lessons. By focusing on how science is funded and vetted, we can help students become critical consumers of information in the digital age.
How Professional Learning Communities Support Equity-Focused Science Teaching
Hannah Cooke, Todd Campbell, April Luehmann, Yang Zhang, Déana Scipio
Original article: Cooke, H., Campbell, T., Luehmann, A., Zhang, Y., & Scipio, D. (2025). “I sit here thinking I can do this”: Developing justice‐centered ambitious science teaching identities in professional professional learning communities. Journal of Research in Science Teaching, 62(4), 1040–1072.
https://doi.org/10.1002/tea.21991
How do teachers learn to teach for equity in science? This study shows how professional learning communities help educators build justice-centered teaching practices, strengthen their professional identity, and create more inclusive, engaging STEM classrooms.
Reconfiguring Biology Syllabi to Promote Student Success in STEM
Sharday Ewell, Alayna Harvey, Amanda Clark, Megan E. Maloney, Laurie S. Stevison, Cissy J. Ballen
Original article: Ewell, S. N., Harvey, A., Clark, A., Maloney, M. E., Stevison, L. S., & Ballen, C. J. (2025). Instructor recommendations for student learning strategies and metacognition: An analysis of undergraduate biology syllabi. Journal of Research in Science Teaching, 62(4), 1132–1158.
https://doi.org/10.1002/tea.21996
Could your syllabus be doing more to help students? This study reveals how many biology syllabi miss opportunities to support student learning—and how small changes can improve study skills and encourage help-seeking. Recent research highlights the powerful role syllabi can play in improving student success in biology and across higher education STEM courses. By making syllabi more learner-centered and actionable, instructors can better support all students—especially those who may still be developing effective learning strategies.
Research Worth Reading Awardee
Understanding Student "Resistance": Differing Expectations in Science Classes
Jessica L. Alzen, Jason Y. Buell, Kelsey Edwards, Brian J. Reiser, Cynthia Passmore, William R. Penuel, Chris D. Griesemer, Yang Zhang
Original article: Alzen, J. L., Buell, J. Y., Edwards, K., Reiser, B. J., Passmore, C., Penuel, W. R., Griesemer, C.D., & Zhang, Y. (2025). Characterizing variations in the figured worlds of teachers and students in science class. Journal of Research in Science Teaching, 62(6), 1654-1679.
https://doi.org/10.1002/tea.22022
While you might be looking for "sensemaking" and messy, incomplete ideas, your students might still be hunting for the "right answer." Learn how to bridge this gap by bringing "community sensemaking" to your classroom culture—helping everyone get on the same page about how we learn science together.
Helping Students Understand What Makes a Strong Scientific Model
Danielle Murphy, Ravit Golan Duncan, Clark A. Chinn, Joshua Danish , Cindy E. Hmelo-Silver, Jinzhi Zhou, Ryan Zachary
Original article: Murphy, D., Duncan, R. G., Chinn, C. A., Danish, J., Hmelo Silver, C. E., Zhou, J., & Ryan, Z. (2025). Elementary Students' Metacognitive Knowledge of Epistemic Criteria. Journal of Research in Science Teaching, 62(7), 1721-1742.
https://onlinelibrary.wiley.com/doi/full/10.1002/tea.22030
What makes a strong scientific model? Recent research shows how fifth-grade students can build models and evaluate them. Discover how this student-centered approach to science teaching fosters critical thinking and prepares students to make sense of real-world science.
Helping Teachers Notice Student Thinking in Science Classrooms
Miray Tekkumru-Kisa & Jennifer Richards
Original article: Tekkumru‐Kisa, M., & Richards, J. (2025). Multidimensional Noticing for Teaching Science‐as‐Practice. Journal of Research in Science Teaching, 62(8), 1982-1998
https://doi.org/10.1002/tea.70008
How can teachers better understand what students are really thinking in science class? This research introduces a multidimensional teacher noticing framework that helps educators support student sensemaking, improve science instruction, and create more meaningful classroom discussions.
Research Worth Reading Awardee
Building a Bridge to Belonging: Making Science Truly Relevant to Every Student
Regina P. McCurdy
Original article: McCurdy, R. P. (2025). The science relevancy bridge: Connecting intersectionality and science identity in science learning experiences. Journal of Research in Science Teaching, 62(9), 2103-2124.
https://doi.org/10.1002/tea.70015
We are often told to make science "relevant," but actually putting that into practice can feel vague. This article introduces a research-based tool called the Science Relevancy Bridge (SRB) to help teachers connect a student’s cultural identity with their growing identity as a scientist.
Supporting Multilingual Learners in Inquiry-Based Science Classrooms
Lulu Garah, Shulamit Kapon
Original article: Garah, L., & Kapon, S. (2025). Why do minoritized students shift between languages during a physics inquiry? Journal of Research in Science Teaching, 62(10), 2147-2168.
https://doi.org/10.1002/tea.70016
What does it really mean when multilingual students switch languages in science class? This study reveals how language use reflects students’ perceptions of risk and belonging—with important implications for teaching. Aiming to create a more inclusive environment for multilingual learners in science? Learn about the role language switching as part of active sensemaking, and how you can create classrooms that value student voice and epistemic agency.
Navigating Uncertainty in Science: A Practical Framework for the Classroom
Simon Blauza, Kerstin Kremer, & Benedikt Heuckmann
Original article: Blauza, S., Kremer, K., & Heuckmann, B. (2025). An integrative framework for navigating uncertainty in science education. Journal of Research in Science Teaching, 62(10), 2216–2237.
https://doi.org/10.1002/tea.70025
Is uncertainty a problem in science—or a powerful teaching tool? Discover how science educators can turn uncertainty into an opportunity to boost critical thinking, student engagement, and understanding of how science really works.
Original Articles Published in 2024
Making Science Relevant Through Family Engagement and Everyday Experiences
Idit Adler & Christopher Karam
Original Article: Adler, I., & Karam, C. (2024). Djaji mahsheye, moghrabeye, and labaneh: Making science relevant. Journal of Research in Science Teaching, 61(1), 103-136.
https://doi.org/10.1002/tea.21866
Students often see school science as abstract and disconnected from their daily lives. But new research shows that inviting families into the learning process through simple home experiments can help students see science as more meaningful - and more their own. That’s the key finding from a study by researchers at Tel Aviv University, who developed a program called Together with Science.
Shaping ambitious science teaching to be culturally sustaining and productive in a rural context
Luehmann, A., Zhang, Y., Boyle, H., Tulbert, E., Merliss, G., & Sullivan, K.
Original article: Luehmann, A., Zhang, Y., Boyle, H., Tulbert, E., Merliss, G., & Sullivan, K. (2024). Toward a justice‐centered ambitious teaching framework: Shaping ambitious science teaching to be culturally sustaining and productive in a rural context. Journal of Research in Science Teaching, 61(2), 319-357.
https://doi.org/10.1002/tea.21917
With many schools adopting the Next Generation Science Standards (NGSS) and implementing Ambitious Science Teaching (AST), we have a real opportunity to shift science education toward deeper, more meaningful, and justice-oriented learning. However, NGSS and AST alone do not fully address equity and social justice—critical components for engaging all students, especially those from historically marginalized communities.
A framework for identifying how metadiscourse facilitates uncertainty navigation during knowledge building discussions
Ko, M.-L. M., & Luna, M. J.
Original article: Ko, M.-L. M., & Luna, M. J. (2024). The glue that makes it “hang together”: A framework for identifying how metadiscourse facilitates uncertainty navigation during knowledge building discussions. Journal of Research in Science Teaching, 61(2), 457–486.
https://doi.org/10.1002/tea.21893
Classroom discussions are one of the most powerful tools for student engagement in science learning, but they can also be messy. Students often raise questions, share partial ideas, or express uncertainty as they work together to make sense of scientific concepts. This study introduces a framework that helps teachers recognize the “glue” that holds these discussions together: metadiscourse markers (MDMs)—the small but important words and phrases students and teachers use to manage uncertainty and build knowledge.
Latinx young women co‐construct science storylines in high school chemistry
Jasmine Nation & Hosun Kang
Original article: Nation, J., & Kang, H. (2024). “We need to step it up—We are basically the future”: Latinx young women co‐construct science storylines in high school chemistry. Journal of Research in Science Teaching, 61(4), 873-904.
https://doi.org/10.1002/tea.21921
This article shows how co-constructed science storylines can create space for rich scientific thinking. “Co-constructed science storyline” refers to a storyline emerging from the classroom interactions driven by students’ identities, developing ideas, and concerns. Through co-constructing storylines, teachers can support equity and authentic scientific identity construction—especially for Latinx youth and other groups underrepresented in STEM.
Students’ knowledge and awareness of intuitions support scientific understanding of evolution
Tim Hartelt, Helge Martens
Original article: Hartelt, T., & Martens, H. (2024). Influence of self-assessment and conditional metaconceptual knowledge on students' self-regulation of intuitive and scientific conceptions of evolution. Journal of Research in Science Teaching, 61(5), 1134–1180.
https://doi.org/10.1002/tea.21938
Students often apply everyday thinking to scientific topics—but in the case of evolution, this can lead to persistent misconceptions. New research shows that helping students become metacognitively aware of their intuitive ideas—and teaching them when these ideas do or don’t apply—can significantly improve their understanding of evolution.
Computational Thinking for Science: Positioning Coding as a Tool for Doing Science
Ari Krakowski, Eric Greenwald, Natalie Roman, Christina Morales, Suzanna Loper
Original article: Krakowski, A., Greenwald, E., Roman, N., Morales, C., & Loper, S. (2024). Computational Thinking for Science: Positioning coding as a tool for doing science. Journal of Research in Science Teaching, 61(7), 1574-1608.
https://doi.org/10.1002/tea.21907
This study introduces the Computational Thinking for Science (CT+S) model, a powerful teaching approach designed to help students develop coding and computational thinking (CT) skills through science learning. The CT+S model offers a scalable, equity-driven approach to STEM education that connects classroom learning to future opportunities in science, technology, engineering, and math.
Persuasive Effects of Role Play on Students' Attitude and Behavior Regarding a Socioscientific Issue
Steube, M., Wilde, M., & Basten, M.
Original article: Steube, M., Wilde, M., & Basten, M. (2024). Does role play manipulate students? Persuasive effects of role play on students' attitude and behavior regarding a socioscientific issue. Journal of Research in Science Teaching, 61(7), 1609-1640.
https://doi.org/10.1002/tea.21910
This study explored the use of role-playing to engage secondary school students in socioscientific issues (SSIs). These SSIs represent complex dilemmas that exist at the intersection of science and society, such as climate change, gene editing, or organ donation. Navigating SSIs requires students to weigh evidence, consider ethical perspectives, and practice informed decision-making. Role-playing offers a promising strategy because it allows students to take on different viewpoints, argue from multiple perspectives, and engage with real-world issues.
Exploring the predictiveness of curiosity and interest in science learning in and after class
Jihoon Kang and Jina Kim
Original article: Jihoon Kang and Jina Kim (2024). Exploring the predictiveness of curiosity and interest in science learning in and after class. Journal of Research in Science Teaching, 61(8), 1821-1857 (2024),
https://doi.org/10.1002/tea.21920
Science teachers often aim to make lessons exciting and meaningful, but it’s not always easy to satisfy every student’s curiosity within a single class period. This study highlights a powerful insight: When curiosity isn't fully resolved during class, it can actually motivate students to keep learning on their own afterward.
Exploring Science Teachers’ Efforts to Frame Phenomena in the Community
Clark, H. F., Gyles, S. A., Tieu, D., Venkatesh, S., & Sandoval, W. A.
Original article: Clark, H. F., Gyles, S. A., Tieu, D., Venkatesh, S., & Sandoval, W. A. (2024). Exploring science teachers' efforts to frame phenomena in the community. Journal of Research in Science Teaching, 61(9), 2104-2132.
https://doi.org/10.1002/tea.21945
By using community-oriented framing, teachers can help students connect science learning to everyday life, social and political systems, and students’ diverse knowledge and experiences—making science meaningful and empowering for all learners.
Middle school students' use of the energy concept to engage in new learning: What ideas matter?
Jeffrey Nordine, Marcus Kubsch, David Fortus, Joseph Krajcik, Knut Neumann
Original article: Nordine, J., Kubsch, M., Fortus, D., Krajcik, J., & Neumann, K. (2024). Middle school students' use of the energy concept to engage in new learning: What ideas matter? Journal of Research in Science Teaching, 61(9), 2191–2222.
https://doi.org/10.1002/tea.21950
The authors’ research shows that a shift in how we teach energy—moving away from forms and focusing instead on energy transfers within and between systems—can significantly improve how middle school students learn and apply energy ideas.