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Direct linkCullinane, Alison; Erduran, Sibel – Journal of Science Teacher Education, 2023
Understanding Nature of Science (NOS) is a requisite for improving scientific literacy, and as such, it is increasingly being included in science curricula worldwide. It is now therefore important that teachers understand NOS so that intended learning outcomes become visible in the classroom. Pre-service teachers also need an opportunity to…
Descriptors: Science Instruction, Scientific Principles, Teacher Workshops, Lesson Plans
Pleasants, Jacob – Journal of Science Teacher Education, 2023
Recent science education reforms emphasize the goal of developing students' science and engineering practices. To foreground those practices during science instruction, teachers need conceptual tools to guide their instructional decision-making. In this conceptual paper, I propose that thinking about science and engineering activities as educative…
Descriptors: Science Education, Educational Change, Decision Making, Engineering Education
Koirala, Kamal Prasad – Journal of Science Teacher Education, 2023
This study focuses on teaching and learning science in three secondary public school classrooms with mostly culturally marginalized students from Gurung and Magar communities in a semirural district in Nepal. The study aims to understand how three science teachers in different schools engage students in culturally relevant transformative science…
Descriptors: Science Instruction, Student Diversity, Cultural Differences, Foreign Countries
Kang, Hosun; Nation, Jasmine McBeath – Journal of Science Teacher Education, 2023
In this study, we present a conceptual tool for guiding teachers' principled pedagogical actions toward equitable instruction, referred to as the "Transforming Science Learning" (TSL) framework. The TSL framework was developed to address the challenges of enacting an ideological commitment in local contexts--promoting equity and justice…
Descriptors: Educational Change, Equal Education, Science Instruction, Teaching Methods
Vo, Tina; Hammack, Rebekah – Journal of Science Teacher Education, 2022
National reform documents and shifts in educational standards have continued to highlight the importance of engineering and engineering practices within science literacy. High-quality engineering opportunities must be present in formal education due to their association with problem-solving and critical thinking. Given this directive to reach…
Descriptors: Academic Standards, Engineering, Scientific Literacy, Educational Quality
Tsaliki, Christina; Papadopoulou, Pinelopi; Malandrakis, George; Kariotoglou, Petros – Journal of Science Teacher Education, 2022
In the last 30 years, there has been an ongoing discussion about the effectiveness of Professional Development (PD) programs, which aims to promote reform-based Science Education (SE). Among the many, different trends of reform-based science teaching, inquiry-based approaches hold a dominant role. This study shows how teachers' practices were…
Descriptors: Faculty Development, Science Teachers, Educational Change, Science Instruction
Saeleset, Johannes; Friedrichsen, Patricia – Journal of Science Teacher Education, 2022
Specialized science courses (SSCs) integrate content knowledge (CK) with pedagogical content knowledge (PCK) and prepare pre-service teachers (PSTs) for reform-oriented teaching. Studies of individual SSCs report positive short-term outcomes, including an increase in self-efficacy and CK. However, few studies explore the longer-term impact of SSCs…
Descriptors: Case Studies, Science Education, Teaching Methods, Decision Making
Macias, Christina; Shin, Myunghwan; Bennett, Lisa H. – Journal of Science Teacher Education, 2022
This study explored how preservice teachers engaged in collaborative inquiry with elementary students to facilitate social justice and equity in science education. By inviting elementary students as key stakeholders into collaborative inquiry, we examined how preservice teachers uncovered critical problems of science education in underserved…
Descriptors: Preservice Teachers, Elementary School Students, Social Justice, Equal Education
Fick, Sarah J.; Chiu, Jennifer L.; McElhaney, Kevin W. – Journal of Science Teacher Education, 2022
Recent national reforms focus on learning disciplinary core ideas through engaging in science and engineering practices. These reforms also call for students and teachers to use crosscutting concepts (CCCs), or analytical lenses, that support scientific sensemaking and connections across disciplines. The "Framework for K-12 Science…
Descriptors: STEM Education, Kindergarten, Elementary Secondary Education, Units of Study
Dalvi, Tejaswini; Silva Mangiante, Elaine; Wendell, Kristen – Journal of Science Teacher Education, 2021
The Next Generation Science Standards articulate a new vision for K-12 science learning that engages students in disciplinary practices to encourage deeper participation in and understandings of science and engineering. Teacher educators have a major responsibility in helping pre-service teachers (PSTs) develop knowledge of these practices and…
Descriptors: Criticism, Educational Change, Curriculum Development, Preservice Teachers
Allen, Carrie D.; Heredia, Sara C. – Journal of Science Teacher Education, 2021
A growing body of work regarding teacher learning and implementation of reform has pointed to the significant role organizational contexts play in shaping teachers' engagement with reform and their implementation decisions. Within science education, the adoption of the Next Generation Science Standards (NGSS) and standards reflective of the…
Descriptors: Barriers, Science Education, Educational Change, Organizational Climate
Nordine, Jeffrey; Sorge, Stefan; Delen, Ibrahim; Evans, Robert; Juuti, Kalle; Lavonen, Jari; Nilsson, Pernilla; Ropohl, Mathias; Stadler, Matthias – Journal of Science Teacher Education, 2021
Recent research and reform efforts in science education have consistently stressed the importance of coherent science instruction, in which learning opportunities are connected and contextualized by meaningful phenomena, focus on a small set of core ideas over time, and generate a need-to-know about new ideas through a set of connected lessons.…
Descriptors: Science Instruction, Teaching Methods, Educational Change, Science Teachers
Kite, Vance; Park, Soonhye; McCance, Katherine; Seung, Elsun – Journal of Science Teacher Education, 2021
The Next Generation Science Standards (NGSS) emphasize engaging students in science practices through which students can develop content, procedural, and epistemic knowledge of science. To accomplish this goal, science teachers must embed science content in authentic science practice. Successfully integrating content and practice will require…
Descriptors: Science Education, Standards, Scientific Principles, Science Teachers
Miller, Emily C.; Severance, Samuel; Krajcik, Joseph – Journal of Science Teacher Education, 2021
In "A Framework for K-12 Science Education," researchers call for teachers to make dramatic shifts in practice -- and sustain in these changes in practice -- so students can engage in rigorous and equitable three-dimensional science learning. Project-Based Learning (PBL) motivates students from diverse backgrounds to persist in learning.…
Descriptors: Elementary School Teachers, Science Curriculum, Science Instruction, Educational Change
Edelson, Daniel C.; Reiser, Brian J.; McNeill, Katherine L.; Mohan, Audrey; Novak, Michael; Mohan, Lindsey; Affolter, Renee; McGill, Tara A. W.; Buck Bracey, Zoë E.; Deutch Noll, Jamie; Kowalski, Susan M.; Novak, Dawn; Lo, Abraham S.; Landel, Carolyn; Krumm, Andrew; Penuel, William R.; Van Horne, Katie; González-Howard, María; Suárez, Enrique – Journal of Science Teacher Education, 2021
OpenSciEd is an ambitious effort to implement the vision of the "Framework for K-12 Science Education" and the "Next Generation Science Standards" broadly across the United States. The premise of OpenSciEd is that high quality instructional materials can play a critical role in transforming science teaching and learning at a…
Descriptors: Curriculum Development, Evidence Based Practice, Instructional Materials, Educational Change
