Research indicates that teachers lack a sophisticated understanding of Nature of Science (NOS), which in turn, can impact their instructional decisions and students' understanding of NOS. The aim of the study was to investigate United Arab Emirates (UAE) early years' science teacher's (N = 433) perceptions about the NOS. Results obtained from a…

Many Liberian teachers have limited experiences and low efficacy for teaching science, technology, engineering, and mathematics (STEM), which results in students receiving little preparation and having low levels of motivation to pursue STEM careers in Liberia. Teacher attitudes are central for efficient teaching STEM. However, little is known…

Scientific reasoning and aesthetics are not mutually exclusive disciplines, as scientists' achievements are based not only on cognitive ability, but also on creativity, imagination, and embodied thought through various experiences. With the aim of investigating the role of aesthetic experience in the learning processes involved in the integration…

Argumentation is widely recognised as a core practice of science, but the relation between argumentation in the teaching of science in contrast to the teaching of other school subjects has not been sufficiently addressed. In this study, we investigate science and religious education (RE) teachers' instructional practices related to argumentation…

As a myriad of student-centred practices in primary science education have been established as valuable, effective cornerstones of teachers' repertoires, there is now space to further consider student choice in science education. This paper seeks to examine the role of student choice in primary science education by exploring the relationship…

Recently, the chemistry education community has focused considerable effort on incorporating systems thinking into chemistry education as a means to address global challenges such as sustainability. In this project, a series of exploratory workshops was held with secondary educators (N = 12) and tertiary educators and researchers (N = 16),…

Researchers have provided many arguments for why drawing may contribute to science learning. However, little is known about how teachers in early childhood education (ECE) make use of drawing for science learning purposes. This article examines how teachers' views and framing of drawing activities influence the science learning opportunities…

As more and more science teachers in the United States are now expected to implement STEM education in their classrooms, it is important to understand how teachers conceptualise STEM education. This information can then be used to provide teachers with meaningful support as they move towards implementation of STEM education. Understanding that not…

Preschool teachers' science-specific competences have been shown to influence their science instruction, which in turn appear directly related to the development of children's science competences. Initial teacher education and in-service professional development may include learning opportunities to acquire science-specific competences necessary…

There is worldwide agreement that the understanding of the Nature of Science (NOS) is a critical component of scientific literacy. However, evidence indicates that both pre-service and in-service science teachers hold naïve views about NOS. Even so, the characteristics of pre-service teachers that influence their learning of NOS are not fully…

Bringing design practices to chemistry education is gaining interest with recent science curriculum reforms emphasising design, and calls for integrated STEM education. Design is a central practice in the chemistry discipline, and could foster meaningful chemistry education. Although chemistry teachers are key in bringing design to chemistry…

Children in low-income neighbourhoods experience an intersection of socio-structural factors that delimit their engagement with out-of-school (informal) science education. Using Bourdieu's framework of habitus, this paper explores how informal science educators and children in a given low-income community in western Canada described the attitudes,…

Non-formal science education provides an ever-growing network of different educational opportunities that makes it a valuable instrument to increase scientific education quality and to promote scientific literacy among students. This study analysed teachers' conceptions about the goals they set prior to participating in a crystal-growing…

Research on understanding the full extent that an authentic science research experience engages students in how scientists think and act is sparse. 'Learning-science-by-doing-science' (LSDS) is an emerging self-guided process-learning model in postsecondary science education. It offers authentic science research opportunities that drive students…

Systems thinking is an important skill in science and engineering education. Our study objectives were (1) to create the basis for a systems thinking language common to both science education and engineering education, and (2) to apply this language to assess science and engineering teachers' systems thinking. We administered two assignments to…