Machine learning (ML) has become commonplace in educational research and science education research, especially to support assessment efforts. Such applications of machine learning have shown their promise in replicating and scaling human-driven codes of students' work. Despite this promise, we and other scholars argue that machine learning has…

Our study explores how US science education has evaluated multilingual students' languages as deficits and/or assets by comparing them against normative ideals. As a raciolinguistic genealogy, the study situates current premises of language in science education (e.g., as problem versus resource) within epistemological practices shaping the field's…

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…

This study pursued two major objectives. The first was to use bibliometric techniques to examine bidirectionality in the relationship between teachers and researchers, as indicated by collaborative authorship among these communities. The second was to explore more deeply knowledge mobilization to classrooms by documenting the extent to which…

In a sample of 455 Taiwanese upper-secondary school students, latent variable structural equation modeling was used to test hypothesized relationships between beliefs about knowledge in science, beliefs about justification for knowing in science, and justification of knowledge claims concerning science encountered on the Internet. Results…

At the 2015 "NARST: A Worldwide Organization for Improving Science Teaching and Learning Through Research" Annual International Conference, a group of scholars held an extended pre-conference workshop to discuss key challenges and future directions faced by argumentation researchers around the world. This wide-ranging group of…

Imprecise constructs abound in science education research in part due to reliance on stipulative definitions that neglect fine distinctions between closely related constructs and overlook important meanings and hidden values embedded in language. Lack of conceptual clarity threatens construct validity, hampers theory development, and prevents…

Discipline-based education research (DBER) conducted by faculty within geoscience departments can address identified needs in undergraduate geoscience education. This study explores the evolution of undergraduate geoscience education research (GER) from 1985 to 2016, primarily in terms of the types of published research and secondarily in terms of…