This research investigated how middle school science teachers integrated engineering into their planned science instruction and the extent to which they conceptually linked science to engineering following participation in a professional development program. Video recordings of six teachers' classroom implementation of teacher-designed units were…

This paper presents an analysis of three teachers' "ordinary" class sessions integrating historical elements of science in their teaching: one a teacher of physics and chemistry and two teachers of biology and geology. It explores what prompts these teachers to integrate the history of science into their lessons, the functions they…

What follows is a manifesto to substantiate four theses. "First," science and science education are not what they purport to be and require recategorization as technoscience and technoscience education. "Second," technoscience and technoscience education are constituted in the pernicious whiteness of coloniality and need to be…

Promoting interdisciplinary development is an inevitable requirement for the advancement of science and education, as well as an internal need for disciplinary growth and a necessary choice for building world-class universities. In this paper, high-quality academic outputs from China's first-class comprehensive universities are used as a data…

For many years, hegemonic approaches to teaching the nature of science (NOS) have focused mainly on understanding some epistemic (i.e., rational, or cognitive) aspects involved in the construction of science. So, aspects of a non-epistemic (i.e., non-rational, contextual, or extra-scientific) nature have been practically neglected in these…

Many teachers have a level of discomfort with planning inquiry-based science lessons for students with complex needs. Science instruction typically includes teaching discrete skills with a focus on vocabulary acquisition (Knight et al., 2020). Because science is universal and thus important for all learners, many states have adopted the Next…

There is widespread misuse of statistics in research, particularly in the life sciences, which is one of the contributing factors to reproducibility concerns in research. However, the formal quantitative training that life sciences research trainees receive is often quite limited. Our survey of statistics requirements in undergraduate life…

'A lack of prior knowledge in the other discipline' is often given by geoscience instructors to explain why students struggle to apply knowledge from other disciplines to the Earth. We examine this assumption by considering the disciplinary crossing of buoyancy (physics) to isostasy (geoscience). We investigate the teachers' perspective through…

The field of DNA nanotechnology has grown rapidly in the past decade and has expanded to multiple laboratories. While lectures in DNA nanotechnology have been introduced in some institutions, laboratory components at the undergraduate level are still lacking. Undergraduate students predominantly learn about DNA nanotechnology through their…

Quantum information science and technology is a growing field. Programs like Quantum Flagship in the EU and the National Quantum Initiative Act in the U.S. have called for science education and science education research to provide efforts and competencies for preparing the workforce and the next generations of quantum experts and promoting…

The electricity-related topics in the secondary school science curriculum are near-universal standards across countries. We prepared a three-stage robotic STEM program incorporating coding, robotic integrated science (in the topic of electricity), STEM engineering processes, and their educational structures. We investigated the impact of the…

Microfluidic-based ultramicroscale chemistry experiments involve the manipulation and consumption of reagents on a microliter or submicroliter scale in a microfluidic device. This article presents the pedagogical functions of microfluidic systems, including green chemistry education, stimulation of students' interest in learning about chemistry,…

Transforming the chemistry curriculum to an interdisciplinary perspective is essential for preparing students to meet interdisciplinary career demands and to brace themselves for the challenges of complex environmental and health issues. The study introduces four interdisciplinary electrochemistry STEM-lab activities as an alternative to the…

The problem here dealt with concerns physics education, and specifically the concept of force. The idea behind this research is that a historical approach to the teaching of such a notion is of great help for the students to fully understand the meaning of this basic physical magnitude. For, most of scientific concepts can be better grasped by the…

Analysis of results from research in cognitive science and discipline-based education in recent years suggests that student thinking and learning can be better understood and investigated by adopting a systemic perspective that recognizes the complex and dynamic interactions taking place within and across multiple interconnected and interdependent…