Researchers and practitioners in the United States increasingly promote phenomena-based instruction in science that supports the development of a coherent storyline throughout the unit. Questions about "who" is constructing the science storyline and "how" still remain. Employing a qualitative ethnographic case study approach,…

There are international concerns about decreasing rates of chemistry degree enrolment. This article seeks to understand students' reasons for not/choosing to pursue a chemistry degree, drawing on (i) open-ended survey responses from a sample of 506 students in England aged 21-22 who had studied advanced level ("A level") chemistry at age…

Design-based learning is considered a powerful way to help students apply and develop understanding of science concepts, but research has shown that the success of this approach is not a given. Examining students' understanding of science concepts in various design-based learning contexts has thus continued to be an important field of research. To…

Student science proficiency development demands sustainable and coherent learning environment support. Scholars argue that project-based learning (PBL) is an efficient approach to promoting student science learning, compared to conventional instructions. Yet, few studies have delved into the learning process to explore how a coherent PBL system…

This quantitative, exploratory study examined whether a Project-Based Guided Inquiry (PBGI) chemistry laboratory course supported more incremental ability beliefs among students, examined achievement outcomes for students grouped based on changes in student-reported chemistry ability beliefs from pre- to post-course, and provided explanations for…

Persistence is a major issue facing students, particularly those who are both female and from underrepresented ethnic minorities (URM). A closer look at the variables affecting their commitment and capacity for continuing the pursuit of their goal allows us to better design support systems that bolster persistence. This study tests a structural…

Based on quantitative survey data collected from an inquiry-based general chemistry laboratory course, the current study used marginal models to evaluate changes in students' teamwork and problem-solving skills, attitudes to teamwork, and willingness to explore new issues before and after the course. The results suggest that introductory-level…

Argumentation as a scientific practice has largely been examined along an epistemic and/or dialogic perspective in science education research. Both perspectives have sidelined the use of real material objects that are indispensable for scientists to construct arguments about the natural world. To address this gap, this article investigates how…

Many conversations surrounding improvement of large-enrollment college science, technology, engineering & mathematics (STEM) courses focus primarily (or solely) on changing instructional practices. By reducing dynamic, complex learning environments to collections of teaching methods, we neglect other meaningful parts of a course ecosystem…

German preservice teachers always study two teaching subjects instead of only one. This offers an almost paradigmatic approach for the investigation of effects of specific subject combinations on professional competence. So far, few studies focused on potential beneficial effects or risks on preservice teachers' motivational orientations, beliefs,…

Game-based learning (GBL) may address the unique characteristics of a single subject such as chemistry. Previous systematic reviews on the effects of GBL have yielded contradictory results concerning cognitive and motivational outcomes. This meta-analysis aims to: (a) estimate the overall effect size of GBL in chemistry education on cognitive,…

Embodied cognition theories view sensorimotor activity as fundamental to learning, knowing, and reasoning. To investigate the role of physical movement in conceptual learning, we developed and explored an Embodied Learning Interactive Chemistry environment (ELI-Chem). The ELI-Chem learning environment includes a computer simulation, a device for…

In the United States, research on beginning science teachers provides little guidance regarding empirical minimum levels of discipline-specific science coursework for sufficient subject matter knowledge to teach science. Accordingly, in this study we analyzed secondary physical science teachers' science coursework for subject matter knowledge…

Language and argument are epistemic tools that learners can use to help them generate and validate knowledge for themselves, as emphasized in NGSS and previous NRC reports. Not all learning environments elicit or support the use of these epistemic tools equally, thus affecting how students grow in competence in relation to their use. The present…

Girls are underrepresented in mathematical and science Olympiads, global informal learning activities which often serve as stepping stones for admission to top universities and future STEM careers. The present article aims to investigate the role of implicit gender-science stereotypes on representation and achievement among participants of the…