While expository texts are an efficient and dominant genre used by science teachers in the United States, they generally lack justification for their claims and fail to reflect science as practice. In contrast, epistemically considerate texts detail specific scientific experiments, providing the reader insight into the methods and data of a…

This study asked 241 primary children and their 13 teachers in the Canton of Berne, Switzerland, to identify 136 local plant and animal species, which were shown to them as pictures. Children's age, gender, and experiences with nature were recorded to test for associations with species knowledge. Teachers identified 52% of the plants and 61% of…

To build a sustainable future, science and engineering education programmes should emphasise scientific investigation, collaboration across traditional science topics and disciplines, and engineering design, including design and evaluation of solutions. While some research studies articulate the shifts that are needed to realise classroom learning…

Utilisation of instructional videos for science teaching has become more widespread due to the expansion of online teaching and learning environments and growing awareness of benefits of videos, such as enabling use of effective multiple representations. With this in mind, this study aimed to examine features of instructional videos for teaching…

The school context, like other influences, affects the development of students' epistemic beliefs (EBs), with theoretical conceptualizations suggesting a distinction between EBs related to professional and school science. However, empirical studies rarely address this distinction, and instruments separately assessing these EBs are not available.…

Secondary school teachers in Tanzania have been attempting to implement the inquiry-based science curriculum since 2005. This study is descriptive and was designed within the realms of a Type IV case-study design (Yin, R. K. 2014. "Case study research: Design and methods" 5th ed. SAGE) to investigate their concerns in dealing with this…

The study of questions has occupied a prominent role in the research into classroom discourse. For science teaching, questions are fundamental since they can connect students with the patterns of scientific thinking. In this article, we developed analytical tools to investigate the epistemic dimension of questions in chemistry teaching. We draw…

The purpose of this study was to investigate the development of pre-service chemistry teachers' (PCTs') argumentation skills in a laboratory course throughout a semester. A case study design was utilised. A total of six PCTs participated in the study. To investigate the development of PCTs' argumentation skills, the laboratory reports that were in…

This multiple case study focused on the implementation of a computer-aided design (CAD) simulation to help students engage in engineering design to learn science concepts. Our findings describe three case studies that adopted the same learning design and adapted it to three different populations, settings, and classroom contexts: at the…

This case study examines how three science teachers in a secondary school attended to the language demands of science through oral interactions in classes of multilingual students with diverse English proficiencies. It specifically unpacks the intricate role of language in science education, where teachers must address disciplinary-specific…

Student-generated drawing is a useful strategy to construct students' scientific ideas. For exploring ways to support student-generated drawing, we focused on the perspective of 'Norms' -- shared behaviour patterns desirable in a community. We investigated what norms were formed and how they emerged when students made drawings to explain…

Light is used ubiquitously across science and engineering to explore, characterise, understand matter, and catalyse processes. Relative to its utility in science and engineering, very little research has been conducted on how students develop an understanding of light-matter interactions, especially at the quantum level, which is necessary to…

Despite the importance of scientific argumentation, it rarely occurs in science classrooms. Researchers have designed argumentation interventions to bridge this gap, but those efforts have limited impacts on transforming existing classroom practices. Argumentation is a linguistically social interaction. It is necessary to go beyond understanding…

The purpose of this study was to examine how pre-service science teachers develop their understandings of nature of scientific inquiry during the science laboratory course with preparing 5E based lesson plans, and how they transfer those understandings into their teaching practices. All data were collected and analysed qualitatively by using the…

This study describes outcomes from a place-based, teacher-scientist partnership intended to support teacher use of authentic data for science and math instruction. Teachers worked with scientists in the field to practice collection and analysis of authentic data. This case study investigated how narrative structure and contextualisation were…