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Education Sciences
Special Issues
Equitable Science Education for Engaging All Learners in Science
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Equitable Science Education for Engaging All Learners in Science

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

Deadline for manuscript submissions: 30 June 2026 | Viewed by 1473

Special Issue Editors

Prof. Dr. Laurinda Leite

E-Mail Website
Guest Editor
Institute of Education, Research Center on Education, University of Minho, 4710-057 Braga, Portugal
Interests: science education; science teacher education; science curriculum materials; problem-based learning; context-based learning; history of science in science education; practical work in science education
Special Issues, Collections and Topics in MDPI journals
Dr. Luís Dourado

E-Mail Website
Guest Editor
Institute of Education, Research Center on Education, University of Minho, 4710-057 Braga, Portugal
Interests: science education; science teacher education; science curriculum materials; problem-based learning; context-based learning; history of science in science education; practical work in science education
Special Issues, Collections and Topics in MDPI journals

Special Issue Information

Dear Colleagues,

Science is all around us. We depend on science for living, working, communicating, and entertaining. Scientific knowledge can improve citizens' quality of life, and this effect may be maximized if they hold a good level of scientific literacy. For this reason, all citizens should learn some science.

Science education is a scientific area focused on the teaching and learning of science, from preschool children to university students and the general public. To attain this goal, science education should be equitable, which means that it should ensure all students have the opportunity to learn, engage, and succeed in science according to their backgrounds and aspirations.

This Special Issue aims to promote equitable science education by fostering and putting together research on several key dimensions of this broad and relevant topic. It is seeking papers on engaging all learners in science education and training knowledgeable teachers able to deal with diverse and multicultural classes and create conditions for students’ success.

Topics covered and welcome for submission include the following:

  • Foundations of equitable science education;
  • The state of the art in equitable science education;
  • Inclusive science education environments;
  • Digital technologies and equity in science education;
  • Engaging low achievers and gifted students in science education;
  • Gender issues in science education;
  • Using culturally relevant materials and contexts;
  • Connecting school science to students' daily lives and interests;
  • Teacher education for equitable science education;
  • Assessment challenges in equitable science education.

Prof. Dr. Laurinda Leite
Dr. Luís Dourado
Guest Editors

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-blind 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 1800 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

  • equity
  • science education
  • scientific literacy
  • science careers
  • learning needs
  • cognitive challenges
  • contextualized science
  • teacher education
  • diversity
  • inclusion

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Further information on MDPI's Special Issue policies can be found here.

Published Papers (2 papers)

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Research

21 pages, 432 KB  
Article
Teacher Practices, Equity, and Female Students’ Learning Experiences in Secondary Physics: Findings from a Multiple Case Study
by Ana Maia Fernandes and José Luís Araújo
Educ. Sci. 2026, 16(5), 792; https://doi.org/10.3390/educsci16050792 - 18 May 2026
Viewed by 111
Abstract
Girls remain significantly underrepresented in Physics, a phenomenon linked to sociocultural barriers, classroom dynamics, and stereotyped perceptions of scientific competence. This multiple case study investigates how girl-friendly teaching strategies are implemented in secondary Physics classrooms and how female students experience these practices. Three [...] Read more.
Girls remain significantly underrepresented in Physics, a phenomenon linked to sociocultural barriers, classroom dynamics, and stereotyped perceptions of scientific competence. This multiple case study investigates how girl-friendly teaching strategies are implemented in secondary Physics classrooms and how female students experience these practices. Three 10th grade Physics and Chemistry teachers and their respective classes participated in the study (one class per teacher). Data were collected through a diagnostic test, non-participant classroom observations, semi-structured interviews with female students, and teachers’ questionnaires. There are substantial differences between classes in terms of the implementation of inclusive practices and their impact on girls’ engagement and performance. The two classes in which teachers employed a wider range of girl-friendly strategies, such as equitable feedback, contextualized examples, socio-scientific tasks, and supportive teacher–student interactions, showed higher autonomy and stronger performance among girls. In contrast, in the class where fewer strategies were implemented, girls were relegated to passive roles, reported lower confidence, and demonstrated weaker diagnostic test results. Overall, findings suggest that consistent use of inclusive pedagogical strategies can contribute to reducing the gender gap in Physics by fostering participation, confidence, and interest among female students. Given the small sample size (three teachers and their respective classes), findings should be interpreted as exploratory and context-specific rather than generalizable. Full article
(This article belongs to the Special Issue Equitable Science Education for Engaging All Learners in Science)
27 pages, 1688 KB  
Article
Conceptualizing Science in Higher Education: Structural Relationships Between Understanding, Ethics, and Social Appropriation Among Undergraduates
by Catya Torres Cordero and Juan Ibujés-Villacís
Educ. Sci. 2026, 16(3), 413; https://doi.org/10.3390/educsci16030413 - 9 Mar 2026
Viewed by 644
Abstract
This study examines the perceptions, learning sources, ethical–social associations, and academic influences that shape Ecuadorian undergraduate students’ relationship with science, incorporating a gender perspective. A cross-sectional quantitative design was employed using a survey administered to undergraduate students from four urban universities in Quito, [...] Read more.
This study examines the perceptions, learning sources, ethical–social associations, and academic influences that shape Ecuadorian undergraduate students’ relationship with science, incorporating a gender perspective. A cross-sectional quantitative design was employed using a survey administered to undergraduate students from four urban universities in Quito, Ecuador. Participants were recruited through institutional mailing lists and academic coordination channels, resulting in a non-probabilistic, institutionally distributed sample of 212 complete responses. Data were analyzed using descriptive statistics and Structural Equation Modeling (SEM) to test the hypothesized relationships among latent constructs. The findings indicate an absence of statistically significant differences between genders, thereby suggesting a homogeneous perception of science. The results demonstrated that a robust correlation exists between conceptual understanding and ethical–social awareness. Furthermore, they indicated a significant relationship between the academic impact of science and personal and social appropriation. The originality of the study lies in its critical, intersectional and situated approach to conceptualizing science, with a focus on factors such as gender and educational context. The findings provide valuable insights for the design of educational policies that promote the social appropriation of science in Ecuador and Latin America. Full article
(This article belongs to the Special Issue Equitable Science Education for Engaging All Learners in Science)
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