There is growing recognition that when students' values (i.e. the things they consider important) are acknowledged, relationships are strengthened, academic engagement and achievement improve, and student wellbeing is enhanced. However, surprisingly, limited studies have examined the values espoused by students in science education. This review…

Publications with Vision III-ideas of scientific literacy and science education are reviewed. Since its inception in 2007, the same year as Vision I and II were first formulated by Roberts, there have been at least eight mainly independent proposals for Vision III. The ideas encapsulated in Vision III -- understood as alternative views to Western…

Effective science education is crucial for developing a scientifically literate citizenry, and for many, foundational primary science education experiences play a significant role in defining their long-term science trajectories. However, primary science education has been limited by a dissonance between the poor science trajectories for…

This literature review aims to characterise mediation practices in non-formal science education settings (zoos, aquariums, botanical gardens, science centres and museums) based on empirical studies published in the last 15 years and to evaluate their potential in providing visitors with an equitable and inclusive experience, considering their…

The work of elementary science teaching is challenging given the wide array of subject matter most teachers are expected to teach and a systematic de-prioritisation of science at these grades. In this literature review (63 papers; 2010-2020), we use a framework of readiness for science teaching. Using this framework allows us to illustrate…

In classrooms worldwide, the use of English to teach science subjects is becoming increasingly common. There is an increasing number of English-as-a-second/foreign-language learners studying science in English. This review examines 66 empirical studies on this topic published from 2000 to 2021. We critically review and synthesise evidence of the…

The development of student metacognition has the potential to provide some of the greatest learning gains in science education, even outstripping the contribution of general intelligence. While models for metacognition are in broad agreement about their nature, they vary widely in essential elements and the relationships between them, especially…

Inquiry is central in science education and therefore also in pre-service teacher (PST) education. In this systematic review of 142 empirical articles, we examine research on inquiry-based science education (IBSE) in teacher education between 2000 and 2022. The aim is to investigate how and with what outcomes IBSE is used in PST education. The…

In today's world shaped by technology and the natural sciences, knowledge and skills related to experimentation are crucial, especially given growing public debates about science-related topics. Despite a strong emphasis on experimentation in science curricula worldwide, learners still encounter diverse challenges when experimenting. This paper…

Since 2010, a remarkable number of literature reviews on teacher identity has been published. These literature reviews address a wide range of different foci, e.g., school teachers' identity, higher education teachers' identity, or the identity of teachers teaching a specific subject such as science. So far, these literature reviews have not been…

We present an integrative mixed-methods systematic review of research on laboratory work in secondary-school science education from 1996 to 2019. The aim of the study is to identify important aspects of how to successfully make use of laboratory work as a science-teaching strategy in secondary schools. By engaging teachers, our study uses a…

The advanced visualisation and interactive capabilities make immersive virtual reality (IVR) attractive for educators to investigate its educational benefits. This research reviewed 64 studies published in 2016-2020 to understand how science educators designed, implemented, and evaluated IVR-based learning. The immersive design features (sensory,…

This article presents a critical and systematic review of the science education research literature that explores the response of learners to contradicting information (anomalous data). The review is framed in the cognitive conflict process model (CCPM) and provides an analysis of (1) the types and frequency of possible responses, (2) the…

Educational initiatives in multiple disciplinary areas call for student engagement in the practice of argumentation (CCSSI, 2010a, 2010b; Mullis & Martin, 2017; NGSS Lead States, 2013; OECD, 2018). In science education, immersive argument-based inquiry (ABI) is one category of approaches which integrates argumentation in all classroom activity…

This article explores how scholars have framed studies of preservice science teacher (PST) knowledge and learning over the past twelve years. We examined relevant studies between 2008 and 2020, coding them by theoretical perspective (cognitive or sociocultural), knowledge perspective (deficit or asset), and teaching level (elementary, secondary,…