While many university health science programs include physics courses to raise knowledge and understanding of physical science concepts, they are still far from addressing the needs of that science health profession. This study aimed to investigate the effect of an introductory physics course on first-year physiotherapy and rehabilitation (PR)…

This study aimed to examine whether withholding answers coupled with physical manipulation of material strengthened by the self-explanation effect (SEE) contribute to the development of a deeper conceptual understanding and retention of learning about motion content in a hands-on (HO) learning environment. The correlation between students'…

There is a long tradition of teaching science through inquiry, with broad agreement about the form it should take. Students should investigate researchable questions; gather and analyse data; and develop and represent evidence-based claims. Authoritative teacher or textbook representations are generally used to guide this learning (Buckley &…

Current initiatives to transform undergraduate STEM education in the United States advocate for the use of multidimensional learning, wherein instruction provides opportunities for students to gain competency with fundamental or cross-disciplinary concepts and practices. To achieve this goal, the discipline-based education research (DBER)…

Collaborative-metacognitive use of science literature teaching approach (CMSLTA) refers to a researcher-made teaching approach from the Philippines that comprises four components, namely (a) formation of groups with three to four members who have varied reading comprehension ability and assigned rotating roles; (b) use of Scientific Method…

While technology advancement and scientific innovation have created new topics and fields of inquiry in STEM education, external content experts such as university scientists/researchers have been increasingly involved to enhance K-12 teachers' disciplinary understandings and professional development (PD). However, few studies have scrutinized…

Science educators highlight the importance of developing systems thinking (ST) and futures thinking (FT) for students to make decisions and to be active citizens that address socioscientific problems. The dimensions related to FT take in this study were three implied in ST and two in the appropriation of the future. The aim of this study is to…

Drawing, constructing, and explaining a model of a given abstract phenomenon is a challenging task. In this study, students were engaged in the "Project-Based Inquiry Science (PBIS)-Air Quality" learning unit, as part of their chemistry curriculum. The study aim is to determine how well students understand chemistry conceptually after…

Recent studies suggest that teachers' emotions can influence their teaching. Guided by a phenomenological orientation, we used a qualitative single-case study approach to investigate the interplay between a teacher's emotions and the enactment of her instructional goals. We looked at Lily's (pseudonym) assessments of the success and failure of…

In common with many other countries, the Iranian science curriculum does not introduce primary children to atoms and molecules but instead leaves the teaching of these concepts until high school. This paper challenges this practice and describes the changes in elementary Iranian children's understanding of atoms and molecules following a 10-h…

There is a collective agreement about the necessity of content knowledge (CK) as a prerequisite for pedagogical content knowledge (PCK). However, most PCK models lack explanatory power because of the missing link between CK and PCK. Thus, the study firstly attempts to develop a theoretical model that consists of knowledge of students' learning…

This paper analyses students' conceptual sense-making of two representations of protein synthesis: animations and static visualizations. Even though several studies have focused on the effect of animations versus static visualizations or support aspects that enable students to effectively benefit from animations, existing research has not yet…

Understanding scientific models and practicing scientific modeling have been emphasized and advocated in science learning. Although teachers have been perceived as shaping their students' understanding of the nature of science, they have been recognized for their lack of understanding of scientific models. This study explores middle school science…

Science teachers use a large number of visual representations and models in science classes to guide students to understand complex phenomena and to learn to conduct scientific inquiry. Fluent formation and use of visual representation involves metavisualization, which is a process related to metacognition and visualization. However, what kinds of…

Rapidly occurring advancements in molecular genetics, such as recent developments in epigenetics, are challenging traditional genetics as it is taught at schools. For example, the adoption of epigenetics--which provides molecular mechanisms for the environment to directly alter phenotypic variation--would mean that pivotal tenets in genetics…