Integrating computational thinking (CT) and/or computer science (CS) into K-12 curricula has the potential to provide learners with early exposure to the possibilities of creation, engagement, and contributions within a technology-driven society. However, in order to weave CT and CS into their existing curricula and classrooms, K-12 teachers need…

The implementation of the recent geography curriculum in the classroom requires further review. This study aims to identify Indonesian geography teachers' understanding of the written geography curriculum at the senior high school, which comprises cognitive activities terms, the meaning of activities demanded in the curriculum and the organization…

Current physical literacy recommendations include a focus on enhancing teachers' knowledge and understanding of the concept. This paper explores whether physical education (PE) practitioners in a country where physical literacy is not foregrounded in educational practice are naturally aligning their approach towards the creation of learning…

Background/Context: The emphasis on scientific practices articulated by the National Research Council framework and the Next Generation Science Standards requires significant pedagogical shifts for U.S. science teachers. Purpose/Objective/Research Question/Focus of Study: This study provides a rare window into the challenges and opportunities…

Although teachers' instruction has been extensively studied, there is a dearth of research investigating how teachers design lessons and integrate new information into their existing lessons. This study utilized a case study approach to examine how teachers engaged in a nanoscale science professional development experience integrated new science…

Purpose: The purpose of the study is to identify Stakeholders' perceptions about use and challenges on hands-on activities. This study is focused on three central phenomena namely, 'stakeholders' explanation about implementation of hands-on activities in the science classrooms, stakeholders' views on it as a source of increasing students' critical…

The purpose of the study is to understand secondary science teachers' self-efficacy beliefs and implementation of inquiry to provide information for the improvement of science education in a Midwestern U.S. state that has not yet adopted NGSS. An explanatory sequential mixed methods design was selected to capture both a broad perspective of…

The purpose of the study reported on here was to investigate the role of partnerships in helping in-service teachers overcome the difficulties associated with performing practical work prescribed in the Life Sciences Curriculum and Assessment Policy Statement (CAPS), an educational policy intended to transform the South African school curriculum…

This paper reports an empirical study of teacher development in the process of implementing an integrated science curriculum in a junior high school in China. Six science teachers with different subject backgrounds were invited to participate in this study. A pragmatic model of teacher learning that includes both cognitive and situated-learning…

Teacher competence is the spearhead of educational success in vocational schools. This study aims to analyze the difficulties experienced by Vocational High School (VHS) teachers in implementing learning, analyze the difficulties faced by language subject teachers in adjusting to the concentration of expertise in VHS, and formulate the concept of…

Problem-based learning (PBL) is considered to be an effective teaching and learning strategy as it leads to longer retention of concepts learnt, improves problem-solving skills and enhances critical thinking. However, teachers often find it difficult to implement as they do not receive guidance during their initial training. A professional…

The aim of this study was to investigate the localized training for teachers during the reform of the education system in Kuwait between 2015 and 2017. It focuses on analyzing the professional development plans that were delivered to teachers for four core subjects in elementary and middle public schools. A mixed-method approach was employed,…

Current cutting-edge research conveys that pedagogical change using models-based practice and integration of digital technology (DT) to enable teaching and learning is most successful when supported by a learning community. Overall, the research literature acknowledges that empowering teachers to believe in themselves and their ability to tackle…

Research on science-education reform affirms the importance of taking into consideration teachers' pedagogical beliefs in relation to the constructivist perspective to ensure successful implementation of a reform-oriented curriculum. In addition, prominent studies pinpoint the need for teachers to have sufficient pedagogical content knowledge…

The study aimed to examine and interpret the experiences of an experienced science teacher in Real Engagement in Active Problem Solving Model (REAPS) implementation conducted within the Electricity Unit through a validated pedagogical content knowledge (PCK) framework. To this end, the study examined the efforts of an experienced middle school…