Students often perceive school science as purely theoretical, overloaded with facts, and mostly disconnected from their school, home, and community life. One way to bridge the disconnection between school science and lived experiences, and support students in realizing the relevance of science to their everyday life, is by enabling them to…

It is widely recognized that we need to prepare students to think with data. This study investigates student interactions with digital data graphs and seeks to identify what might prompt them to shift toward using their graphs as thinking tools in the authentic activity of doing science. Drawing from video screencast data of three small groups…

Floating and sinking (FS) is a key topic in science education, both at primary and secondary levels. The interpretation of FS phenomena, however, is challenging due to the difficulty of the scientific concepts and explanatory models involved (e.g., density, buoyancy), along with students' everyday experiences, which conflict with scientific…

Science teachers' beliefs about teaching and learning are a vital component of teachers' professional competence and are often assumed to impact classroom practice. To date, these beliefs have been predominantly investigated regarding teaching and learning in general or for a particular science subject (e.g., physics). It remains to be determined…