Attending #NARST2026? Join us at the awards ceremony on Monday at 12:30 in the Grand Ballroom where we will honor Dr. Sadler and our other #NARSTAwards winners!

Prior to his work at UNC, Sadler was a faculty member at the U. of Florida and the U. of Missouri and served as the director of a STEM education research center. And last, but not least, Dr. Sadler in the 2026-2027 President Elect.

Congratulations to Dr. Sadler for this well-deserved honor.

socio-scientific issues-based teaching, professional learning for supporting issues-based teaching, and the development of frameworks and curriculum for socio-scientific issues teaching.

Dr. Sadler is a professor of science education at the University of North Carolina at Chapel Hill. His research focuses on how students negotiate complex socio-scientific issues and how these issues may be used as contexts for learning. He also explores questions associated with how teachers take up

Congrats to Dr. Troy Sadler, who is recognized with the NARST Distinguished Contributions to Research Award. DCRA recognizes an individual who, through research, has made outstanding & continuing contributions, provided notable leadership, & made substantial impact in the area of science education.

The Research Worth Reading initiative, a joint effort between NARST and the National Science Teaching Association, highlights recent publications in the Journal of Research in Science Teaching

#ResearchMatters #ResearchWorthReading

Can we teach students to spot science misinformation online? 🧐 New research says yes — a classroom intervention helped 9th graders meaningfully improve their ability to evaluate the credibility of online scientific sources.

Research Worth Reading 2026 Finalist: Learning to evaluate sources of science (mis) information on the internet: Assessing students' scientific online reasoning
By Daniel R. Pimentel

Read the full article here: onlinelibrary.wiley.com/doi/10.1002/...

and Deep Learning and Subject Teaching: Approaches to Disciplinary Literacy (Routledge).

Attending #NARST2026? Join us at the awards ceremony on Monday at 12:30 in the Grand Ballroom where we will honor Dr. Erduran and our other #NARSTAwards winners!

for science teaching, learning and professional development. She published extensively in peer-reviewed research journals, interdisciplinary outlets, blogs and practitioner magazines. Her upcoming edited books are Contending Perspectives in Science Education (Edward Edgar)

and attracted funding from the Wellcome Trust and Templeton World Charity Foundation, among others. She values mentorship of early career researchers in their research journeys, and as a former chemistry teacher, she has a keen interest in transforming research findings into practical resources

and BA in Biochemistry (Northwestern University). Erduran’s research focuses on the understanding and infusion of epistemic practices of science in science education to enhance scientific literacy. Her work received recognition through awards from NARST and EASE,

as well as the Directorship of the National Centre for STEM Education in Ireland. Her higher education was completed in the USA where she received her PhD in Science Education & Philosophy (Vanderbilt University), MSc in Food Science & Chemistry (Cornell University)

and the Editor-in-Chief of Science & Education. Her elected roles included membership of the NARST Board and IHPST Council. Erduran had a range of international academic experiences through Visiting Professorships at universities in France, Hong Kong, Italy, Norway, Sweden, Taiwan and Türkiye

Dr. Erduran is a Professor of Science Education at University of Oxford, UK. She is a Fellow of the American Educational Research Association and the Academy of Social Sciences, and Editor of International Journal of Science Education. Previously she served as the President of ESERA

Congratulations to Dr. Sibel Erduran, who is recognized with the NARST Distinguished Contributions to Research Award, given to recognize an individual who has made outstanding and continuing contributions, provided notable leadership, and made a substantial impact in the area of science education.

The Research Worth Reading initiative, a joint effort between NARST and the National Science Teaching Association, highlights recent publications in the Journal of Research in Science Teaching

#ResearchMatters #ResearchWorthReading

How does a student's understanding of the atom actually develop — from 3rd grade to grad school? A 50-year systematic review of 112 studies maps out the path, the misconceptions, and the breakthroughs. Implications for how we teach and assess chemistry.

Research Worth Reading: Generating construct maps from a systematic review of atomic models

By Emmanuel Echeverri-Jimenez and Morgan Balabanoff

Read the full article here: onlinelibrary.wiley.com/doi/full/10....
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Dr. Chiu holds 3 patents in science education technology and has supervised 100+ doctoral and master’s students.

Attending #NARST2026? Join us at the awards ceremony on Monday at 12:30 in the Grand Ballroom where we will honor Dr. Chiu and our other #NARSTAwards winners!

She co-edited special issues for JRST, the International Journal of Science Education, and the International Journal of Science Education and Mathematics Education; served on numerous professional committees; and delivered plenary and keynote presentations worldwide.

Dr. Chiu is a leader in science education, as evidenced by her service as the President of NARST, her initiation of NARST’s flagship “Linking Science Educators Program (LSEP)” to advance science education in emerging countries, &her organization of the Sandra K. Abell Institute for doctoral students

In addition, she has employed facial micro-expression techniques to identify critical moments of conceptual change, to optimize science teaching and learning. More recently, her research has focused on the application of artificial intelligence to automatic scoring and textbook analysis.

She has led large-scale research projects, including diagnosing alternative conceptions in chemistry. She also developed a modeling competence framework designed to scaffold meaningful, active, and authentic learning, thereby enhancing students’ engagement in scientific practices.

Dr. Chiu, Professor Emerita of the National Taiwan Normal University, has made significant contributions through research on students’ conceptual understanding and conceptual change, modeling-based instruction, and facial micro-expressions in science learning.

Congratulations to Dr. Mei-Hung Chiu, who is recognized with the NARST Distinguished Contributions to Research Award, which is given to recognize an individual who has made outstanding & continuing contributions, provided notable leadership, & made a substantial impact in the area of science ed.

The Research Worth Reading initiative, a joint effort between NARST and the National Science Teaching Association, highlights recent publications in the Journal of Research in Science Teaching

#ResearchMatters #ResearchWorthReading

Why do students resist progressive teaching — even when it's meant to empower them? 🤔 New research uses figured worlds theory to show how mismatched expectations between teachers and students can silently undermine classroom reform.

Read the article here: onlinelibrary.wiley.com/doi/full/10....

Research Worth Reading 2026 Finalist: Characterizing variations in the figured worlds of teachers and students in science class
By Jessica L. Alzen, Jason Y. Buell, Kelsey Edwards, Brian J. Reiser, Cynthia Passmore, William R. Penuel, Chris D. Griesemer, and Yang Zhang

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Doctoral Students: NARST will award two scholarships this year. Each scholarship has a maximum amount of $2,500, which may be applied toward costs for travel, accommodation, and participation. Any costs beyond this amount are the responsibility of the individual student.