The importance of the philosophy of science in science teacher education has long been argued for by science educators. In particular, understanding how scientific knowledge is generated, negotiated, and developed is a key area of the philosophy of science that is relevant to science teaching. However, research on the nature of scientific…

The integration of engineering into existing school science curricula is arguably an effort to move beyond a mono-disciplinary goal of learning to one that teaches real-world applications and problem-solving in science. This study adopted dual theoretical lenses to scrutinize and compare the distribution of engineering elements in past and present…

Given the need to educate future critical thinkers, it is necessary to explore preschool teachers' level of argumentation about socioscientific issues in order to facilitate their use of appropriate strategies for effective argumentation in their own classrooms. To achieve this aim, it is also necessary to propose the use of a set of previously…

The paper reports how a teacher and her students use drawings as a resource for observations and how such observations are connected to different epistemic practices in science lessons. Interactional data in a 1st grade classroom were analyzed based on Ethnography in Education. Results show that the use of drawings materialized children's…

Scientific thinking and critical thinking are two intellectual processes that are considered keys in the basic and comprehensive education of citizens. For this reason, their development is also contemplated as among the main objectives of science education. However, in the literature about the two types of thinking in the context of science…

Sexuality education (SE) takes place in fields of tension where biology, legislation, norms, and values intersect. Drawing on Ahmed's phenomenological account of whiteness, this article examines how Swedish whiteness is constructed and reproduced within SE. In Sweden, SE is formalised as an overarching, subject-integrated knowledge area where the…

Science education in China has undergone a new round of reform in recent years, emphasizing the development of students' scientific literacy, of which the nature of science (NOS) is an essential component. Curriculum standards are the source of top-down curriculum reform, and the Ministry of Education of the People's Republic of China promulgated…

This autoethnographic study is part of a funded project involving a school science teacher and university science education researchers. In this project, we incorporated nature of science (NOS) into the fifth-grade curriculum and implemented it for a semester at a public school in Turkey. We adopted Reconceptualized Family Resemblance Approach to…

Creating a culture of argumentation in the science classroom requires adequate argumentation competence among future teachers. This study analyzes the impact of instruction based on a validated learning progression on the argumentation competence of preservice elementary science teachers. The focus for the instructional module was the…

In this paper, we present findings from an exploratory qualitative study that investigated how hands-on activities can help learners think of socioscientific issues more concretely. These activities borrowed themes, such as the responsibilities of creators and limits of scientific exploration from the culturally ubiquitous Frankenstein story to…

In this study, we explored Turkish preservice teachers' (PTs) informal reasoning regarding COVID-19 vaccination and new media literacy (NML), and investigated potential relationships between their informal reasoning and NML levels. Participants of the study were 410 PTs enrolled in teacher education programs of 19 different universities in…

Collaborative argumentation is a powerful means to promote conceptual understanding of scientific concepts for which students have robust misconceptions. However, eliciting and maintaining productive collaborative argumentation is known to be difficult. Moreover, it is unclear whether and how the factor of communication media might enable or…

With the release of Framework for K-12 Science Education (National Research Council, 2012) and Next Generation Science Standards (2013) documents, engineering was integrated into science teaching. With that emphasis, teachers require to incorporate engineering practices and nature of engineering into their practice. Most of the attention has been…

In this article, we tackle the phenomenon of what seems to be a misunderstanding between science education theory and philosophy of science--one which does not seem to have received any attention in the literature. While there seems to be a consensus within the realm of science education on limiting or altogether denying the explanatory role of…

This study examined how five minoritized female pre-service teachers negotiated their border crossing from learning to teach science to science teaching for the first time (microteaching) within the context of an elementary science teaching methods course. Perspectives from the border crossing literature guided this study and helped in addressing…