Journal of Research in Science Teaching

JRST is moving to BlueSky. Find us @jrstpub.bsky.social.

New article: People who have more science education rely less on misinformation Check it out here doi.org/10.1002/tea.21…

New Position paper: Preparing students for the modern information landscape and navigating science–technology–society issues Check the following research brief and visual abstract to explore more!

New article: Students' awareness and conceptions of science-related communication mechanisms on social media check it out here doi.org/10.1002/tea.21…

This new study shows how a community-engaged, interdisciplinary course helps grad students tackle misinformation with inclusive, relational approaches. #misinformation Check it out here onlinelibrary.wiley.com/doi/epdf/10.10…

New study alert! How do students evaluate online science info? This new study explores how teaching scientific online reasoning (SOR) helps students distinguish credible sources from misinformation. 🔗 onlinelibrary.wiley.com/doi/epdf/10.10…

This article investigated how individuals’ belief in climate change claims and trust in the sources of those claims were influenced by their own political ideology, their beliefs about knowledge, and the political leaning of the claims’ sources.

DUE SOON: @JRSTpub is seeking dedicated scholars to join our Editorial Board! Consider contributing to the profession, shaping the field, & ensuring the quality of science education research. 🔗Apply by 𝗠𝗮𝗿𝗰𝗵 𝟭𝟬, 𝟮𝟬𝟮𝟱: shorturl.at/gjQ1F ❓Contact jrst@nd.edu

New Study Alert!!! Misinformation spreads like a virus, but can we inoculate learners against it? Check this study out here to get more insights on fighting misinformation in science education onlinelibrary.wiley.com/doi/10.1002/te…

The March issue is now live and ready for you to explore. Dive in here: onlinelibrary.wiley.com/toc/10982736/2…

New article: Experiences of marginalized women pursuing doctoral degrees in chemistry: The critical role of recognition Check here to explore more doi.org/10.1002/tea.21…

New article: “Powered by emotions”: Exploring emotion induction in out-of-school authentic science learning Check it out here doi.org/10.1002/tea.21…

New article: Science Teachers' Conceptions of Science: An Analysis at the Intersection of Nature of Science and Culturally Relevant Science Teaching Check it out to see more doi.org/10.1002/tea.21…

New article: “Getting along” and “using evidence”: Elementary engineering as contentious practice Check it out here doi.org/10.1002/tea.21…

New article: “I feel listened to and heard”: How social support fosters a sense of belonging for low-income STEM majors Check it more here doi.org/10.1002/tea.21…

Our first S'25 Faculty Spotlight features Dr. @heatherfclark, Asst. Prof. in Teacher Education. Dr. Clark recently received the @NSTA/@NARSTorg 'Research Worth Reading' award by @JRSTpub for her publication “Exploring science teachers' efforts to frame phenomena in the community”

Honored to join Journal of Research in Science Teaching @JRSTpub as an Associate Editor! Looking forward to contributing to the advancement of #ScienceEd

@JRSTpub is seeking dedicated scholars to join our Editorial Board! Consider contributing to the profession, shaping the field, & ensuring the quality of science education research. 🔗 Apply by 𝗠𝗮𝗿𝗰𝗵 𝟭𝟬, 𝟮𝟬𝟮𝟱: shorturl.at/gjQ1F ❓Contact jrst@nd.edu

New article: Being a physicist: Gendered identity negotiations on the pathways to becoming an elite female physicist in the United Kingdom Check it out here doi.org/10.1002/tea.21…

This study extends prior modeling-based sequences to propose the IPM (Instruction Performance Modeling) cycle, facilitating the design and implementation of instructional sequences that engage students in rich and productive modeling practices.