Embracing Asset Perspectives in Science Education Research

A Call for Change

Datos Bibliográficos

ID21392637
AutoresRon E Gray (0000-0002-0512-063X, Department of STEM Education Northern Arizona University Flagstaff Arizona USA, autor de correspondencia), Scott Mcdonald (0000-0001-9887-7481, Department of Curriculum & Instruction The Pennsylvania State University University Park Pennsylvania USA), David Stroupe (0000-0002-3471-0049, Department of Educational Psychology The University of Utah Salt Lake City Utah USA)
Año2026
Volumen110
Número2
Páginas351-356
Fecha de publicación2026-03-01
Peer ReviewedSí
Open AccessSí
TipoARTICLE
RevistaScience Education (JOURNAL)
Identificadores de la revistaISSN: 0036-8326 • E-ISSN: 1098-237X
EditorialWiley (PUBLISHER • GB)
DOI10.1002/sce.70031
OpenAlexW4415616517
IdiomaEN
Citas recibidas3
Referencias citadas12

This editorial urges a shift in science education research from deficit‐oriented framings, which portray learners in terms of what they lack, to asset‐based perspectives that recognize and build on the cultural, social, and cognitive resources learners bring. Deficit framings obscure diverse ways of knowing and reinforce systemic inequities through narrow accountability structures. Drawing on recent studies, we show how asset perspectives can reveal learners' strengths, challenge dominant norms, and support equity‐focused educational change. We provide practical guidance for designing asset‐framed research questions, selecting appropriate theoretical lenses, and making methodological choices that center participants' voices and contexts. Reflecting on our own prior work, we illustrate how reframing findings around existing strengths can transform both analysis and implications. By advancing research that honors learners' competencies, identities, and experiences, the field can promote inclusion, justice, and meaningful participation in science

Accountability · Asset (computer security) · Cognitive reframing · Educational research · Field (mathematics) · Science education · Educator Training and Historical Pedagogy · Neuroscience, Education and Cognitive Function · Science Education and Pedagogy