Heather F. Clark, Symone A. Gyles, Darlene Tieu, Shriya Venkatesh, William A. Sandoval

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JRST VOL. 61 (9), PP. 2104-2132 (2024)

Overview: Community-oriented framing is a pedagogical approach for organizing science instruction around local issues and helping students understand science as relevant to their community and themselves

Audience: K-12 science teachers, Professional development providers, Teacher educators

Maggie S. Mahmood, Hamideh Talafian, Devyn Shafer, Eric Kuo, Morten Lundsgaard, Tim Stelzer

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JRST VOL.61 (9), PP. 2223-2257 (2024)

Overview: In teacher professional development, socio-emotional risks can arise during collaborative science content reasoning tasks. This exploratory case study elaborates the comfort-building moves used by teachers to productively navigate tense moments.

Caitlin G. M. Fine, Erin M. Furtak

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JRST VOL.61 (9), PP. 2133-2161(2024)

Overview: This study illuminates the ways in which asset- and deficit-based discourse about students' science ideas and abilities manifested in the process of formative assessment task co-design with high school teachers.

Joseph A. Taylor, G. Michael Bowen, Marcus Kubsch, Ryan Summers, Asli Sezen-Barrie, Patricia Patrick, Cathy Lachapelle, AbdiRizak Warfa, S. Selcen Guzey

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JRST VOL. 61 (7), PP.1727-1754(2024)

Overview: This study (a) examined authorship of publications written by researchers for teacher journals, and by teachers for academic journals, and (b) the use of academic research in practitioner journals.

Steven L. Kramer, Janie Scull, Andrew Porter, Christine M. Massey, F. Joseph Merlino, John Y. Baker

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JRST VOL. 61 (7), PP.1543-1573 (2024)

Overview: Students in science classrooms that used three cognitive-science principles learned more science than either: A) Students whose teachers participated in PD to increase their content knowledge; or B) Students in Business-as-usual classrooms.

Katherine E. Castellano, Jamie N. Mikeska

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JRST VOL. 61 (6), PP.1389-1426 (2024)

Overview: To address the need for assessing and developing teachers’ content knowledge for teaching (CKT) in science, we examine validity evidence to support the future use of a CKT about matter assessment.

Audience: Assessment developers, Professional development providers, Researchers/Researcher supervisors, Science education leaders, Teacher educators, Elementary science teachers

A. Lynn Stephens

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JRST VOL. 61 (5), PP. 1206-1233 (2024)

Overview: When students observed patterns in their graphed data that seemed not to align with the actions they had taken to produce those data, they appeared to shift to a deeper, more sophisticated engagement with their graphs.

Audience: District science coordinators, Instructional designers, Researchers/Researcher supervisors, Secondary science teachers, Teacher educators, Physics educators, STEM educators

Vaughan Prain & Russell Tytler

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JRST VOL.61 (5), PP.1181-1205 (2024)

Overview: We identified how school science teachers can guide students to make meanings across actional, visual, mathematical, spoken, and written modes by focusing on sign features and functions in these modes.

Audience: K-12 science teachers, Secondary science teachers, Teacher educators, Physics educators, Elementary science teachers

Tim Hartelt, Helge Martens

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JRST VOL. 61 (5), PP.1134-1180 (2024)

Overview: We investigated to what extent two self-regulatory and metacognitive instructional approaches can enable students to become aware of and self-regulate their intuitive thinking in the scientific context of evolution.

Audience: Instructional designers, K-12 science teachers, Secondary science teachers, Biology educators

K. Rende Mendoza, Carla C. Johnson

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JRST VOL. 61 (4), PP.937-971 (2024)

Overview: This study explored the pedagogical practices of 10 transgender science teachers with the purpose of learning from their experiences creating gender-inclusive curriculum

Audience: Administrators (K-12), District science coordinators, Formal educators, K-12 science teachers, Science education leaders, Secondary science teachers, Teacher educators, Biology educators