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A Pedagogical Reasoning Framework for Teaching and Mentoring STEM Research

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Title: A Pedagogical Reasoning Framework for Teaching and Mentoring STEM Research
Language: English
Authors: Le Grande Dolino (ORCID 0000-0002-9537-9206), Wilbert Lareza Jeresano (ORCID 0009-0006-8764-3886), Bench Go Fabros (ORCID 0000-0001-6196-5816), Eufemio Adarayan Dura (ORCID 0009-0002-2322-2688), Ariel Nerizon Millare (ORCID 0009-0001-6124-6608), Erickson Mahinay Noseñas (ORCID 0009-0003-9756-6237), Valarie Akerson (ORCID 0000-0002-0945-6149)
Source: Discover Education. 2025 4.
Availability: Springer. Available from: Springer Nature. One New York Plaza, Suite 4600, New York, NY 10004. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-460-1700; e-mail: customerservice@springernature.com; Web site: https://link.springer.com/
Peer Reviewed: Y
Page Count: 26
Publication Date: 2025
Document Type: Journal Articles
Reports - Research
Education Level: High Schools
Secondary Education
Descriptors: STEM Education, Scientific Research, Science Teachers, Science Instruction, High School Students, Mentors, Foreign Countries, Computer Science, Biological Sciences, Physical Sciences, Thinking Skills, Abstract Reasoning, Teaching Methods, Decision Making
Geographic Terms: Philippines
DOI: 10.1007/s44217-025-00790-2
ISSN: 2731-5525
Abstract: Pre-tertiary students conducting authentic scientific research is an internationally occurring phenomenon, but it is currently poorly reported and understood in the literature. Consequently, how science teachers may best support students in their learning during authentic inquiry is functionally still opaque and not well-developed, and this paints a bleak image of in-service teachers being unimportant to the development of authentic scientist capacity. In this paper, we propose a pedagogical framework to navigate the uncertainty involved in mentoring high school students in STEM research. Five teachers from the Philippines mentoring students in authentic projects in the computational, life, and physical sciences critically investigated their empirical teaching episodes. Using the language of inferentialism, a novel interpretation we pursued as method for pedagogical reasoning, this paper proposes pragmatic steps that teachers may follow to be more intentional and explicit in their pedagogical decision-making as they navigate the uncertainties of scientific research. These findings may not only be directly helpful to "teacher scientists," but also could scaffold future work in the teaching of STEM research to students at the secondary level and beyond.
Abstractor: As Provided
Entry Date: 2026
Accession Number: EJ1491478
Database: ERIC
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  Data: A Pedagogical Reasoning Framework for Teaching and Mentoring STEM Research
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  Data: <searchLink fieldCode="AR" term="%22Le+Grande+Dolino%22">Le Grande Dolino</searchLink> (ORCID <externalLink term="http://orcid.org/0000-0002-9537-9206">0000-0002-9537-9206</externalLink>)<br /><searchLink fieldCode="AR" term="%22Wilbert+Lareza+Jeresano%22">Wilbert Lareza Jeresano</searchLink> (ORCID <externalLink term="http://orcid.org/0009-0006-8764-3886">0009-0006-8764-3886</externalLink>)<br /><searchLink fieldCode="AR" term="%22Bench+Go+Fabros%22">Bench Go Fabros</searchLink> (ORCID <externalLink term="http://orcid.org/0000-0001-6196-5816">0000-0001-6196-5816</externalLink>)<br /><searchLink fieldCode="AR" term="%22Eufemio+Adarayan+Dura%22">Eufemio Adarayan Dura</searchLink> (ORCID <externalLink term="http://orcid.org/0009-0002-2322-2688">0009-0002-2322-2688</externalLink>)<br /><searchLink fieldCode="AR" term="%22Ariel+Nerizon+Millare%22">Ariel Nerizon Millare</searchLink> (ORCID <externalLink term="http://orcid.org/0009-0001-6124-6608">0009-0001-6124-6608</externalLink>)<br /><searchLink fieldCode="AR" term="%22Erickson+Mahinay+Noseñas%22">Erickson Mahinay Noseñas</searchLink> (ORCID <externalLink term="http://orcid.org/0009-0003-9756-6237">0009-0003-9756-6237</externalLink>)<br /><searchLink fieldCode="AR" term="%22Valarie+Akerson%22">Valarie Akerson</searchLink> (ORCID <externalLink term="http://orcid.org/0000-0002-0945-6149">0000-0002-0945-6149</externalLink>)
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  Data: <searchLink fieldCode="DE" term="%22STEM+Education%22">STEM Education</searchLink><br /><searchLink fieldCode="DE" term="%22Scientific+Research%22">Scientific Research</searchLink><br /><searchLink fieldCode="DE" term="%22Science+Teachers%22">Science Teachers</searchLink><br /><searchLink fieldCode="DE" term="%22Science+Instruction%22">Science Instruction</searchLink><br /><searchLink fieldCode="DE" term="%22High+School+Students%22">High School Students</searchLink><br /><searchLink fieldCode="DE" term="%22Mentors%22">Mentors</searchLink><br /><searchLink fieldCode="DE" term="%22Foreign+Countries%22">Foreign Countries</searchLink><br /><searchLink fieldCode="DE" term="%22Computer+Science%22">Computer Science</searchLink><br /><searchLink fieldCode="DE" term="%22Biological+Sciences%22">Biological Sciences</searchLink><br /><searchLink fieldCode="DE" term="%22Physical+Sciences%22">Physical Sciences</searchLink><br /><searchLink fieldCode="DE" term="%22Thinking+Skills%22">Thinking Skills</searchLink><br /><searchLink fieldCode="DE" term="%22Abstract+Reasoning%22">Abstract Reasoning</searchLink><br /><searchLink fieldCode="DE" term="%22Teaching+Methods%22">Teaching Methods</searchLink><br /><searchLink fieldCode="DE" term="%22Decision+Making%22">Decision Making</searchLink>
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  Data: <searchLink fieldCode="DE" term="%22Philippines%22">Philippines</searchLink>
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  Data: 2731-5525
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  Data: Pre-tertiary students conducting authentic scientific research is an internationally occurring phenomenon, but it is currently poorly reported and understood in the literature. Consequently, how science teachers may best support students in their learning during authentic inquiry is functionally still opaque and not well-developed, and this paints a bleak image of in-service teachers being unimportant to the development of authentic scientist capacity. In this paper, we propose a pedagogical framework to navigate the uncertainty involved in mentoring high school students in STEM research. Five teachers from the Philippines mentoring students in authentic projects in the computational, life, and physical sciences critically investigated their empirical teaching episodes. Using the language of inferentialism, a novel interpretation we pursued as method for pedagogical reasoning, this paper proposes pragmatic steps that teachers may follow to be more intentional and explicit in their pedagogical decision-making as they navigate the uncertainties of scientific research. These findings may not only be directly helpful to "teacher scientists," but also could scaffold future work in the teaching of STEM research to students at the secondary level and beyond.
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      – SubjectFull: STEM Education
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