This study examined a case of GeoMapApp-based assessment to investigate a learning progression for middle school students' understanding of geoscience content and geocognition (spatial, temporal, and retrospective reasoning and system thinking). A 2-year GeoMapApp-based assessment process was administered along with a double-round of the construct…

The study aimed to identify the level of science and mathematics teachers' employment of artificial intelligence applications in the educational process in Jordan from their point of view. The study followed the descriptive method to achieve the objectives of the study. A questionnaire consisting of 22 items was developed, and the study sample…

Demographic data show an increasingly diverse student population in all urban settings. On the other hand, there continues to be a discrepancy about the student population and the teacher force, as the majority of the US teachers are predominately middle class, female, monolingual, and of European ancestry. This discrepancy adds complexity to an…

This study investigated the nature of the pedagogical content knowledge (PCK) development among 22 prospective teachers enrolled in an elementary science methods course. The nature of prospective teachers' PCK development was investigated in relation to their experiences in planning, enacting, and reflecting upon a Physical science lesson. The…

Professional teaching competence is significantly influenced by beliefs about teaching and learning. Prospective teachers start their teacher training with quite persistent beliefs about learning processes. These beliefs are mainly influenced by the way they experienced their own lessons as a student at school. Previous biology lessons at school…

The present research aimed to analyse the perception of science teachers on socio-scientific issues and teaching them. The study group of the research consists of 22 science teachers (14 females, 8 males) working in 7 secondary schools in Sinop, who were determined according to the convenience sampling method. The case study as one of the…

This study explores the role of conceptual coherence in science teacher learning of science-specific formative assessment. Conceptual coherence refers to the alignment of ideas about teaching and learning and may be difficult with certain teaching practices, like formative assessment, that have a central role in accountability mechanisms in…

Prior research on Indiana secondary science teachers', students', and parents' behavioral intentions towards teaching and learning about climate change is inadequate. Therefore, this study investigated the following four research questions: RQ1. What are secondary science teachers', students', and parents' perspectives on teaching and learning…

This paper reports an empirical study of teacher development in the process of implementing an integrated science curriculum in a junior high school in China. Six science teachers with different subject backgrounds were invited to participate in this study. A pragmatic model of teacher learning that includes both cognitive and situated-learning…

Teachers' ability to effectively enact the ambitious vision of the NGSS depends on their understanding of the conceptual and instructional shifts required, and their interpretation of how to implement these shifts in their classrooms. Thus, understanding teachers' practical knowledge regarding the shifts is an important step in supporting them to…

Science teachers' practical knowledge of inquiry-based learning influence their beliefs about science teaching and learning. The Indonesian Curriculum released in 2013 has required teachers to teach science via inquiry-based approaches. In fact, some previous studies have found that teachers have difficulties in practically implementing the…

The use of effective questions is an essential attribute of successful early years science teaching. In this case study, we analyse the questions and dialogues generated by four preschool teachers from two schools in Buenos Aires, Argentina, of contrasting socioeconomic contexts (one privileged and one underprivileged). We looked at the…

Today, science education demands preparation of scientifically literate people, emphasizing more the process of working with information than owning it. Such a task requires a deep understanding of pedagogical content knowledge by science teachers. This study focuses on revealing the beliefs of prospective chemistry teachers during their teaching…

A task force of physiology educators from 25 Australian universities generated an Australia-wide consensus on seven core concepts for physiology curricula. One adopted core concept was "cell membrane," defined as "Cell membranes determine what substances enter or leave the cell and its organelles. They are essential for cell…

The purpose of this descriptive case study was to develop pre-service chemistry teachers' Technological Pedagogical Science Knowledge (TPASK) through novel computational chemistry modules. The study consisted of two phases starting with designing a computational chemistry based learning environment followed by a case study where students'…