Emotion in Teacher Learning and Professional Development.

The purpose of the feature is to highlight recent research and scholarship from outside the Life Sciences Education (LSE) community. In this installment, I draw together a collection of articles that explore the challenging emotions that emerge for teachers in learning and professional development contexts. Recent research has begun to deepen understandings of the role of emotions in learning-mostly studying students.

Ethical Dilemmas in Current Uses of AI in Science Education.

The purpose of the Current Insights feature is to highlight recent research and scholarship from outside the LSE community. In this installment, I review a series of recently published articles which examine ethical dilemmas concerning the use of artificial intelligence (AI), more specifically machine learning, in science education. The articles in this set are intended to stimulate discussions about whether and how AI can and should be used in education research.

Integrating Computation into Science Education.

The feature highlights diverse perspectives on education from beyond the community. In this installment, I have chosen articles that offer different perspectives on the surge of interest in integrating computation into science learning. These articles present theoretical frameworks, propose methodological approaches, and raise critical questions about the purpose and impact of making computation foundational to science education.

Addressing Racism in Human Genetics and Genomics Education.

This installment of summarizes recent research and scholarship in genetics and genomics education in order to stimulate critical discussions of the impact of genetics and genomics education on scientific racism. While it has been uncommon for genetics instruction to address issues of race explicitly, researchers suggest that a more humane, anti-racist approach to genetics and genomics education is needed and have begun to describe what it might look like. The articles in this set draw attention to the ongoing need for instructional design, careful research, and critical scholarship addressing racism in human genetics and genomics education.

Supporting Scientific Practice through Model-Based Inquiry: A Students'-Eye View of Grappling with Data, Uncertainty, and Community in a Laboratory Experience.

Modeling is a scientific practice that supports creative reasoning, motivates inquiry, and facilitates community sense-making. This paper explores students' perspectives on modeling in an undergraduate laboratory course, Authentic Inquiry through Modeling (AIM-Bio), in which they proposed, tested, and revised their own models. We conducted comparative case studies of eight students over a semester.

Political Identities and Science Learning.

Science instruction has largely avoided engaging students in political issues. Recent scholarship is drawing attention to the ways in which students' political identities influence science learning and the need for science learning that engages with students' political beliefs and values. In this I explore emerging work that provides a launching point for research and teaching at the intersection of political and science learning.

Antiracism and the Problems with "Achievement Gaps" in STEM Education.

Inspired by the biology education research community's collective reading of Kendi's , I draw together recent articles related to "achievement gaps"-a construct identified by Kendi as perpetuating racist ideas. At the same time, I recognize that, for many in science, technology, engineering, and mathematics (STEM) education, the notion that achievement gaps exist is evidence of a problem that motivates reform. My hope is that this small collection of recent work can stimulate critical reflection on what we mean by "achievement" in STEM, how we can understand the causes of "gaps," and what we might consider to be productive steps toward racial equity and justice.

Recent Progress in Learning Progressions Research.

Learning progressions (LPs) are hypothetical models that describe how learning in a domain may unfold over time. Over the past decade, LPs have grown in popularity. At the same time, there have been advances in LP research.

Learning in a Group, as a Group, and between Groups.

Learning in groups is a common feature of science classrooms. The three articles I have chosen to feature in this installment of reflect recent research of group learning at different scales. The first examines within-group dynamics, identifying interactions among students that allow scientific sense-making discussions to begin and continue.

Culture and Equity in Science Classrooms.

This installment of features recent examples of scholarship examining the intersections between culture and equity in science education.

Challenging Cognitive Construals: A Dynamic Alternative to Stable Misconceptions.

In biology education research, it has been common to model cognition in terms of relatively stable knowledge structures (e.g., mental models, alternative frameworks, deeply held misconceptions).

Teaching Assistant Attention and Responsiveness to Student Reasoning in Written Work.

Instructors communicate what they value about students' written work through their comments and feedback, and this feedback has the potential to direct how students approach writing assignments. In this study, we examined how graduate student teaching assistants (TAs) attended and responded to students' written lab reports in an introductory biology course. We collected and analyzed marked lab reports from five TAs and interviewed them about their marking decisions.

A framework for analyzing interdisciplinary tasks: implications for student learning and curricular design.

The national conversation around undergraduate science instruction is calling for increased interdisciplinarity. As these calls increase, there is a need to consider the learning objectives of interdisciplinary science courses and how to design curricula to support those objectives. We present a framework that can help support interdisciplinary design research.