In this paper, we argue that there is an emergent confusion in the literature in the use of the terms “argument'' and “explanation.” Drawing on a range of publications, we point to instances where these terms are either used inappropriately or conflated. We argue that the distinction between these two constructs is, however, important as a lack of clarity of fundamental concepts is problematic for a field. First, a lack of common conception hinders effective communication and, second, it makes defining the nature of the activity we might expect students to engage in more difficult. Drawing on a body of scholarship on argument and explanation, this paper is an attempt to clarify the distinction and to explain why such a distinction might matter. © 2011 Wiley Periodicals, Inc. Sci Ed 95:627–638, 2011

We conducted a mixed-methods study of matriculation issues for African-Americans in the STEM pipeline. The project compares the experiences of students currently majoring in science (N ¼ 304) with the experiences of those who have succeeded in earning science degrees (N ¼ 307). Participants were surveyed about their pipeline experiences based on theories that are commonly used to explain matriculation issues. The results of the study revealed that although both groups recognized the major role of race in their experiences, the primary factor distinguishing between students and professionals was their sense of Alignment with their respective community and their different experiences with subtle forms of racism (Microaggressions). African-American scientists were far more likely to report a weak sense of belonging to their community and were far more likely to report subtle encounters with racism. By contrast, African-American science students were more likely to feel comfortable with the science community and less likely to report subtle racist encounters. The findings of this study are indicative of the pervasive impact of racial bias and conflict as a gatekeeper in providing access to science careers. # 2015 Wiley Periodicals, Inc.

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Popular media influences ideas about science constructed by the public. To sway media productions, public policy organizations have increasingly promoted use of science consultants. This study contributes to understanding the connection from science consultants to popular media to public outcomes. A science-based television series was examined for intended messages of the creator and consulting scientist, and received messages among middle school and non-science university students. The results suggest the consulting scientist missed an opportunity to influence the portrayal of the cultural contexts of science and that middle school students may be reading these aspects uncritically-a deficiency educators could potentially address. In contrast, all groups discussed the science content and practices of the show, indicating that scientific facts were salient to both media makers and audiences. This suggests popular media may influence the public knowledge of science, supporting concerns of scientists about the accuracy of fictional television and film.

oticing is central to human thinking and activity. What we perceive, or fail to perceive, shapes our decisions and actions. As such, what teachers notice during everyday classroom life has important consequences for equitable pedagogies that sustain young people's dynamic multilingual literacies. Research has established that teacher noticing is highly selective and subjective. What teachers attend to is heavily shaped by their pedagogical commitments, what Erickson (2011) defined as teachers' philosophies of practice that comprise their basic beliefs and assumptions about learning and teaching. Pedagogical commitments influence teachers' professional vision (Goodwin, 1994) by highlighting particular things in their perceptual fields that teachers then use to construct narratives about learners and organize learning opportunities. Thus, the enactment of equitable instruction hinges on pedagogical commitments that enable teachers to notice students' varied linguistic and cultural-historical repertoires of practice (Gutiérrez & Rogoff, 2003) and take actions that leverage them (Martinez & Caraballo, 2018). A growing body of research has drawn attention to ways that teacher noticing can bolster or destabilize educational injustices for learners, particularly those from nondominant and marginalized backgrounds (Hand, 2012; Patterson Williams, 2019; van Es, Hand, & Mercado, 2017; Wager, 2014). Given the interconnected nature of pedagogical commitments, teacher noticing, and practice, the supports that teachers receive to foster equitable noticing are crucial. Collectively, we are former classroom teachers of English language arts and science. Currently, we are researchers and teacher educators who are part of a multiyear grant-funded project focused on how early-career teachers learn to develop dialogic instruction in diverse classrooms. As partners in a Teachers as Learners in Diverse Classrooms project, we offer a lens to guide noticing for equity that foregrounds pedagogical commitments that can help teachers notice students' rich, multilingual practices as learning resources. We build on and connect Winn's (2018a, 2018b) transformative