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Education Sciences
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Rethinking Science Education: Pedagogical Shifts and Novel Strategies
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Rethinking Science Education: Pedagogical Shifts and Novel Strategies

A special issue of Education Sciences (ISSN 2227-7102). This special issue belongs to the section "STEM Education".

Deadline for manuscript submissions: closed (1 June 2026) | Viewed by 8346

Editor

Prof. Dr. Susannah Sandrin

E-Mail Website
Guest Editor
School of Mathematical and Natural Sciences, Arizona State University, Tempe, AZ 85282, USA
Interests: science and art (STEAM) education; college transfer student success; gender and science; science and culture; science and language; science identity and belongingness

Special Issue Information

Dear Colleagues,

This Special Issue will provide a spotlight on novel strategies for reaching a diverse audience in science education. Research papers from multiple contexts are welcome, including those from formal or informal educational environments with kindergarten through college-aged students. Many students struggle to develop their science identity or to feel included in traditional science education environments. Furthermore, students and families are more likely to opt in to out-of-school science activities if they already have expertise or familiarity with the subject area. In order to cultivate a robust and creative cohort of future scientists, science education must adapt to appeal to a broader audience. This Special Issue will focus on pedagogies and outreach initiatives that reach non-traditional or underserved audiences in science, as well as strategies for retaining these students long-term. Topics may include, but are not limited to, the intersection of natural science and other fields of study (such as art, social sciences, and creative writing), the influence of culture, ethnicity, or gender on science identity and belongingness, the success and retention of non-traditional college students in STEM (such as transfer students), and unique environments/strategies for science outreach opportunities.

Prof. Dr. Susannah Sandrin
Guest Editor

Manuscript Submission Information

Manuscripts should be submitted online at www.mdpi.com by registering and logging in to this website. Once you are registered, click here to go to the submission form. Manuscripts can be submitted until the deadline. All submissions that pass pre-check are peer-reviewed. Accepted papers will be published continuously in the journal (as soon as accepted) and will be listed together on the special issue website. Research articles, review articles as well as short communications are invited. For planned papers, a title and short abstract (about 250 words) can be sent to the Editorial Office for assessment.

Submitted manuscripts should not have been published previously, nor be under consideration for publication elsewhere (except conference proceedings papers). All manuscripts are thoroughly refereed through a double-anonymized peer-review process. A guide for authors and other relevant information for submission of manuscripts is available on the Instructions for Authors page. Education Sciences is an international peer-reviewed open access monthly journal published by MDPI.

Please visit the Instructions for Authors page before submitting a manuscript. The Article Processing Charge (APC) for publication in this open access journal is 2000 CHF (Swiss Francs). Submitted papers should be well formatted and use good English. Authors may use MDPI's English editing service prior to publication or during author revisions.

Keywords

  • STEAM education
  • college transfer
  • gender
  • culture
  • informal science education
  • science outreach
  • non-traditional students
  • science pedagogy

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Published Papers (7 papers)

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Research

22 pages, 354 KB  
Article
Formation of Children’s Interests in Physical Versus Life Sciences: Significance of Parent, Gender and Ethnicity Influences
by Susannah Sandrin and Katherine Short-Meyerson
Educ. Sci. 2026, 16(8), 1240; https://doi.org/10.3390/educsci16081240 - 5 Aug 2026
Viewed by 273
Abstract
Women and Hispanic people in the United States (U.S.) are underrepresented in many physical science and engineering fields, despite higher representation in life science fields. This study examines how science topic (physical vs. life science) influences the role that parents play in the [...] Read more.
Women and Hispanic people in the United States (U.S.) are underrepresented in many physical science and engineering fields, despite higher representation in life science fields. This study examines how science topic (physical vs. life science) influences the role that parents play in the development of their elementary school-age (fourth grade) children’s science-related interests, attitudes, and problem-solving strategies, including differences related to parent and child ethnicity (Hispanic and non-Hispanic) and gender. The participants were 153 girls and boys in fourth grade and their parents in the Phoenix metropolitan area of the United States. Each parent–child dyad’s behaviors as they completed hands-on physical science and life science activities together were examined. Parents and children were more talkative during physical science activities than during life science activities (for parents M = 13.70, SD = 54.99, p = 0.004, and for children M = 20.88, SD = 34.93, p < 0.001), where M = the difference between the number of utterances during physical versus life science problems. In addition, parents provided more explanations/answers, asked more questions to prompt their children, and asked more questions about their child’s understanding during physical science activities as compared to life science activities. Regarding problem-solving strategies, the dyads used their existing knowledge/experience more during physical science activities, whereas they used assumptions more during life science activities. Interactions that occurred between topic and ethnicity or gender, and implications for representation of women and Hispanic students in physical versus life science majors in later years, are also presented. Full article
(This article belongs to the Special Issue Rethinking Science Education: Pedagogical Shifts and Novel Strategies)
21 pages, 908 KB  
Article
The Impact of Active Learning on Student Course Performance in STEM Varies by Type and Intensity: A Meta-Analysis
by Shangmou Xu, Vicente Velasco, Mariah J. Hill, Elisa Tran, Sweta Agrawal, E. Nicole Arroyo, Shawn Behling, Nyasha Chambwe, Dianne Laboy Cintrón, Jacob D. Cooper, Gideon Dunster, Jared A. Grummer, Kelly M. Hennessey, Jennifer Hsiao, Nicole Iranon, Leonard Jones II, Hannah Jordt, Marlowe Keller, Melissa E. Lacey, Caitlin E. Littlefield, Alexander T. Lowe, Shannon Newman, Vera Okolo, Savannah Olroyd, Brandon R. Peecook, Sarah B. Pickett, David L. Slager, Kathryn E. Stanchak, Vasudha Sundaravaradan, Camila Valdebenito, Claire R. Williams, Kaitlin A. Zinsli, Scott Freeman and Elli J. Theobaldadd Show full author list remove Hide full author list
Educ. Sci. 2026, 16(7), 1044; https://doi.org/10.3390/educsci16071044 - 1 Jul 2026
Viewed by 1073
Abstract
Active learning in undergraduate STEM courses boosts student achievement and narrows gaps for underrepresented students compared to traditional lecturing. This meta-analysis aims to further understand the role of active learning practices by interrogating features of the classroom context (e.g., introductory vs. upper-level courses, [...] Read more.
Active learning in undergraduate STEM courses boosts student achievement and narrows gaps for underrepresented students compared to traditional lecturing. This meta-analysis aims to further understand the role of active learning practices by interrogating features of the classroom context (e.g., introductory vs. upper-level courses, class size, and discipline) and active learning practices (e.g., type and intensity of active learning) that are correlated with student learning in undergraduate STEM classrooms. After systematically reviewing the literature that was published between 2010 and 2016, and meta-analyzing 134 admitted studies, we found that active learning had a positive impact on student outcomes regardless of class size, course level, or STEM discipline, with an overall effect of roughly half a standard deviation on exam scores (g=0.519, p<0.001, df=231). More importantly, we highlighted two novel results regarding active learning practices. First, student performance was significantly better in courses that employed mid- (g=0.583) or high-intensity (g=0.593) active learning versus lower-intensity (g=0.246), as judged by the amount of class time studies reported students were actively engaged in course activities. Additionally, there was significant heterogeneity in efficacy across different types of active learning employed (QM=120.5, df=7, p<0.001; I2=59.8%). We conclude that most, if not all, types of active learning are effective, and that active learning intensity is associated with stronger effects, although this association may be confounded with other aspects of course redesign. These results suggest that when innovating in their classes, instructors should continually work to increase active learning intensity. Finally, the evidence presented here for active learning’s impact on student outcomes creates a strong foundation for faculty professional development and evaluation. Full article
(This article belongs to the Special Issue Rethinking Science Education: Pedagogical Shifts and Novel Strategies)
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20 pages, 1291 KB  
Article
State of the STEM Intervention: Alliance Insights on Supporting STEM Transfer Through Intentional Institutional Practice
by Victoria E. Callais, Norma López, Jonathan J. Okstad, Carter Olson, Dre Parker and Demetri L. Morgan
Educ. Sci. 2026, 16(6), 963; https://doi.org/10.3390/educsci16060963 - 17 Jun 2026
Viewed by 326
Abstract
The state of STEM interventions focused on broadening participation remains uncertain due to federal funding cuts made by the Trump administration. Though long-standing STEM interventions, such as Louis Stokes Alliances for Minority Participation, no longer exist in the same format, we argue that [...] Read more.
The state of STEM interventions focused on broadening participation remains uncertain due to federal funding cuts made by the Trump administration. Though long-standing STEM interventions, such as Louis Stokes Alliances for Minority Participation, no longer exist in the same format, we argue that evidence from these interventions can assist researchers and educators in their pursuit of STEM equity moving forward, especially concerning STEM transfer students. Our qualitative embedded multi-case study sought to investigate how racially minoritized STEM vertical transfer students (i.e., community college transfer to 4-year institutions) navigate the transfer process within institutions that make up the Illinois Louis Stokes Alliances for Minority Participation. Leveraging Perna’s college access and choice model and Ray’s theory of racialized organizations, our study was guided by the following research questions: (1) How do racially minoritized students experience and interpret the transfer process from a two-year institution to a four-year Alliance institution, particularly in relation to organizational structures, practices, and interactions? (2) How does the Alliance organize, enact, and institutionalize transfer support across partner two-year and four-year institutions, and how do these processes shape racially minoritized students’ transfer experiences? Findings highlight a racialized transfer process that includes multiple contextual layers. Contextual layers are discussed in relation to the current state of STEM interventions, and considerations moving forward are provided. Full article
(This article belongs to the Special Issue Rethinking Science Education: Pedagogical Shifts and Novel Strategies)
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24 pages, 322 KB  
Article
“It Was Changing [My] Embedded Inner Culture”: Culturally Informed Training in STEMM
by Judith C. P. Lin, Carrie L. Saetermoe, Sophia E. Lucas, Armando Gonzalez, Jr., David Boyns, Yolanda Vasquez-Salgado and Shu-Sha Angie Guan
Educ. Sci. 2026, 16(3), 427; https://doi.org/10.3390/educsci16030427 - 11 Mar 2026
Cited by 1 | Viewed by 945
Abstract
While scholars have written about programs that support community college (CC) students in STEMM and their transition to four-year institutions, less attention has been paid to culturally informed approaches addressing cultural mismatch and leveraging community cultural wealth (CCW). This paper presents results from [...] Read more.
While scholars have written about programs that support community college (CC) students in STEMM and their transition to four-year institutions, less attention has been paid to culturally informed approaches addressing cultural mismatch and leveraging community cultural wealth (CCW). This paper presents results from qualitative research conducted through five focus groups with 43 CC students who attended a summer program over three summers. Grounded in strategies that address cultural mismatch by drawing on CCW and ancestral strengths to foster STEMM success, the summer program provides CC students with professional tools and skills for their educational trajectories and supports them as they pursue a STEMM pathway. The findings revealed that learning about multiple pathways through faculty members’ academic journeys, bonding with peers, and gaining the language to describe home–school mismatch experiences allowed students to reduce intimidation and self-blame, increase self-efficacy, develop a stronger science identity invested in social justice, and demonstrate greater willingness to engage with institutional actors. In sum, humanizing STEMM not only portrays a holistic picture of the field but also demystifies the notion of STEMM as a “cold” career, enabling students to more readily see themselves in role models and envision themselves on a viable career path. Full article
(This article belongs to the Special Issue Rethinking Science Education: Pedagogical Shifts and Novel Strategies)
26 pages, 823 KB  
Article
Investigating Choice of and Perceived Efficacy of Learning Strategies Used by STEM Students
by Luotong Hui, Iro Ntonia, Anique B. H. de Bruin, Michael F. J. Fox and Magda Charalambous
Educ. Sci. 2026, 16(3), 415; https://doi.org/10.3390/educsci16030415 - 9 Mar 2026
Viewed by 1280
Abstract
The use of appropriate learning strategies that accommodate working memory capacity is crucial for successful long-term learning. To our knowledge, there is little evidence in the literature showing which learning strategies STEM students use and their perceived effectiveness of these strategies. This paper [...] Read more.
The use of appropriate learning strategies that accommodate working memory capacity is crucial for successful long-term learning. To our knowledge, there is little evidence in the literature showing which learning strategies STEM students use and their perceived effectiveness of these strategies. This paper addresses this gap by applying a mixed-methods design to gain insight into STEM students’ learning behaviour in terms of the use and perceived effectiveness of available learning strategies. Specifically, we collected quantitative scoping survey data, complemented by qualitative focus group data to gain a rich, holistic understanding of students’ perceptions and rationales for using learning strategies. Students rated content blocking and problem-solving attempts as more effective than interleaving and using worked examples, respectively. Students differentiated their use of different learning strategies, using more worked examples than problem-solving attempts and more rereading than retrieval practice. Additionally, the extent to which they used a strategy was positively correlated with their knowledge about its effectiveness. Our data also show that the use of both highly and moderately effective learning strategies positively predicted grades. The focus group findings highlighted the complexity of learning behaviour in that students used a variety of learning strategies, depending on their learning habits, the nature of their courses, their motivation and interests. Students evaluated the effectiveness of a strategy based on whether it improved their grades and by the combination of perceived and actual effort required to use it. Overall, STEM students have limited knowledge of learning strategies and ultimately need support to engage with their learning in an efficient and productive way. Full article
(This article belongs to the Special Issue Rethinking Science Education: Pedagogical Shifts and Novel Strategies)
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26 pages, 2791 KB  
Article
Data-Rich Science Instruction: Current Practices and Professional Learning Needs for Middle and High School Earth Science
by Nicole Wong, Rasha Elsayed, Leticia R. Perez, Katy Nilsen, Kirsten R. Daehler and Svetlana Darche
Educ. Sci. 2026, 16(1), 171; https://doi.org/10.3390/educsci16010171 - 22 Jan 2026
Viewed by 1231
Abstract
Data fluency—the ability and confidence to actively make sense of and use data—is increasingly recognized as essential for students’ civic participation and scientific literacy, yet questions remain about implementing data-rich instruction effectively. This exploratory mixed-methods study examined current practices and professional learning needs [...] Read more.
Data fluency—the ability and confidence to actively make sense of and use data—is increasingly recognized as essential for students’ civic participation and scientific literacy, yet questions remain about implementing data-rich instruction effectively. This exploratory mixed-methods study examined current practices and professional learning needs through surveys with 155 secondary Earth science educators across the United States and focus groups with 21 participants. Educators reported comprehensive engagement with data practices (91% using 5+ practice categories) but showed critical gaps: only 39% used pre-existing datasets despite their importance for investigating large-scale phenomena, 45% employed dynamic visualization tools that could democratize data exploration, and 18% did not foster dispositions for student data agency. Teachers recognized diverse student assets for data work, including community-based knowledge and problem-solving approaches, with 42% seeking support for community-connected pedagogy. Barriers included accessing relevant datasets (53%), time constraints (42%), and integrating data into lessons (47%)—challenges that reflect systemic rather than individual limitations. These findings reveal that while educators serving diverse communities envision data science as an opportunity to value different strengths and ways of knowing, realizing this transformative potential requires systematic support including accessible tools, relevant datasets, and professional learning that bridges recognition of student assets with classroom implementation. Full article
(This article belongs to the Special Issue Rethinking Science Education: Pedagogical Shifts and Novel Strategies)
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18 pages, 309 KB  
Article
Humanizing STEM Education Amidst Environmental Crises: A Case Study of a Rural Hispanic-Serving Institution (HSI) in New Mexico
by Elvira J. Abrica, Deryl K. Hatch-Tocaimaza, Sarah Corey-Rivas and Justine Garcia
Educ. Sci. 2025, 15(10), 1362; https://doi.org/10.3390/educsci15101362 - 14 Oct 2025
Cited by 1 | Viewed by 1582
Abstract
This study investigates how a rural Hispanic-Serving Institution (HSI) in New Mexico created and maintained a humanizing STEM educational environment amidst repeated and overlapping natural disasters between 2020 and 2024. Specifically, we explore the impacts of the COVID-19 pandemic, severe wildfires, water contamination, [...] Read more.
This study investigates how a rural Hispanic-Serving Institution (HSI) in New Mexico created and maintained a humanizing STEM educational environment amidst repeated and overlapping natural disasters between 2020 and 2024. Specifically, we explore the impacts of the COVID-19 pandemic, severe wildfires, water contamination, and a chemical leak on a STEM initiative known as SomosSTEM (“We are STEM”), a five-year, NSF-funded program at New Mexico Highlands University (NMHU). SomosSTEM integrates culturally responsive, research-intensive educational experiences throughout the critical first two years of undergraduate life science programs. Through qualitative analysis of institutional practices and student experiences, we found that SomosSTEM exemplifies a humanizing educational approach defined by authentic care, commitment, and intentional relationship-building by faculty, staff, and administrators. Importantly, our findings underscore that humanizing education must be inherently place-based and attend to the inherent interconnectedness of educational environments with their physical and ecological contexts. This understanding promotes a more expansive and placed-based understanding of humanizing education and highlights the disproportionate effects of environmental crises on rural, resource-limited institutions serving marginalized communities. We emphasize the critical need for integrating environmental justice, STEM equity, and sustainability in higher education. Full article
(This article belongs to the Special Issue Rethinking Science Education: Pedagogical Shifts and Novel Strategies)
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