There has been increased attention recently on models and modelling within the global science education field. Research has begun to skew towards a competence-based perspective of models and modelling, as teachers are experiencing challenges and do not have the required competence in modelling from either theoretical or practical perspectives.…

Pre-service science teachers develop their teaching practices within and across the university and school contexts of their teacher education programs. The practices and visions of teaching and learning emphasized in each context are often disjointed, a problem referred to as the "two-worlds pitfall." Responding to the call for teacher…

This research analyzed the state of metacognition in South African Physical Science classrooms, the extent to which South African Physical Science teachers possess metacognitive awareness, and how effective the teachers are in fostering metacognition. Assessment of the current state of metacognition in a sample of Physical Science classes at two…

Inquiry-based instruction has played an important role in science education, and been recognized as a critical approach to improve students' scientific learning effectiveness. However, current research revealed that it is a challenge for teacher education programs to improve pre-service science teachers' inquiry-based instructional activity design…

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…

Embracing curricular reforms such as the Next Generation Science Standards poses unique challenges for early childhood science teachers who often value play and curiosity, but are challenged by the depth of scientific disciplinary practices expected by these standards. To explore possibilities for teacher growth, this research draws on Noddings'…

Orientation is a component of pedagogical content knowledge and represents a general view of teaching and learning science. Science instructors hold orientations to teaching science teachers and orientation can be illustrated by an instructor's purposes and goals for instruction. Due to the central role of the instructors in preparing qualified…

Students with religious beliefs often find it difficult to accept the theory of evolution. It is important that educators feel comfortable addressing student questions on the compatibility of evolution and religion. We designed an online professional development course that taught the foundational principles of both evolution and religion in order…

With teachers continuing to report challenges in classroom management and difficulties in implementing scientific inquiry, the current manner in which science practical work is conducted in schools suggests the need for added teacher support. In this regard, we can leverage computer vision to provide instructional support by relieving teachers of…

Across the curriculum, the questions that teachers ask in class direct learners' attention to key subject matter, and shape what they learn. This paper examines the types of questions that Chinese school Biology teachers ask, and considers how and why they vary their questioning in the context of scientific practices. Six teachers from four…

Social justice-oriented teacher education programs infuse critical pedagogies in their coursework to build teachers' capacity to design and enact teaching that seeks to disrupt systemic oppression and injustice. Graduates of these programs often seek teaching positions in schools that serve working class communities of color with the goal of…

Artificial intelligence (AI) has made remarkable strides in recent years, finding applications in various fields, including chemistry research and industry. Its integration into chemistry education has gained attention more recently, particularly with the advent of generative AI (GAI) tools. However, there is a need to understand how teachers'…

This study employed a convergent parallel mixed-method design to examine the teaching beliefs of secondary school teachers and determine the relationship between their scientific epistemological beliefs and pedagogical approaches. Semi-structured interviews were utilized to explore teachers' teaching beliefs, while quantitative analysis involved a…

Teachers' teaching practices are influenced by various factors, including the teacher's personal (e.g. beliefs, efficacy and attitudes) and school context (e.g. administrative and collegial support). However, the previous model did not consider the interactions between these factors simultaneously in effecting the teaching practices. Thus, an…

Learning to plan modeling-based investigations (MBIs) presents significant challenges for pre-service elementary teachers. Although they understand disciplinary core ideas and modeling practices, they address both as competing learning goals and, as novices, they have not experienced how to structure MBIs for their future students. In the context…