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…

Short-term studies often do not capture the full story of the effect that a researcher is trying to describe. If one wishes to elucidate long-term educational processes and outcomes, the only direct way of doing so is to stretch the duration of research projects and to study the same subjects over time. The limited availability of valid…