Since it has become necessary for each individual to be statistically literate, statistical education research has taken teachers' competencies into its agenda. The knowledge needed to teach statistics differs from the knowledge needed to teach mathematics since statistics is different from mathematics. Teachers and researchers need to consider…

Pedagogical content knowledge (PCK) was first introduced by Shulman in the 80s. It is defined as the integration or amalgamation of pedagogy and content which basically covers the "what" and "how" of teaching. PCK was considered as the missing paradigm in the study of teaching. This integration of knowledge was long searched by…

Recent efforts to reform science education have strongly emphasized the understanding of the nature of science (NOS) as important to achieving broader scientific literacy. Despite the realization that students' understanding of NOS is important, there is a gap between research and practice. In order to teach NOS effectively in pre-college or…

The study of narrative is an interdisciplinary enterprise actively pursued within literary criticism, semiotics, philosophy, anthropology, linguistics, cognitive psychology, and psychiatry. Within education, narratives have found their practical application in two areas. In the curriculum field, narratives seem an obvious choice as organizing…