The field of science education has long grappled with tensions and complexities, such as:

• Advocating for messy, uncertain, authentic science in classrooms while recognizing the need for curricula, standards, and assessment; and
• Encouraging expansive participation in science while recognizing the plurality of knowledge systems about the natural world.

We encourage an emphasis on science education research that affords individuals and communities the resources, tools, and support needed to engage in scientific problem-solving that upholds dignity and promotes equity and justice. We seek scholarship that not only expands our knowledge base but also challenges our theoretical conceptions of the problems we face and offers actionable strategies for change. We see the choice of asset-based approaches to educational scholarship as potentially transformative in the way our field relates to the communities in which we work. This shift in emphasis will require profound changes to how we approach our work so science education research can better guide all aspects of contemporary science teaching and learning. Alicia Garza (2020) posed this question: "How do we make new mistakes and learn new lessons, rather than continue to repeat the same mistakes and be disillusioned to learn that they merely produce the same results?" (p. xiv). Our response to Garza's question is to elevate Science Education's embrace of epistemological diversity to meet these global challenges. Garza, A. (2020). The Purpose of Power. One World/Ballantine.

Science Education News

Wiley and Science Education are pleased to announce the journal's new Co-Editors from January 2025! David Stroupe, Ron Gray and Scott McDonald are taking over from Sherry Southerland and John Settlage.