Intellectual demands of learning outcomes in the intended curriculum have always been a concern across the field of science education. In particular, the representation of those learning outcomes stipulated by the intended curriculum in science textbooks has become a big issue for both science curriculum studies and science teaching practice. To…

The epistemic components of science are included in instruction through the three-dimensional learning of the Next Generation Science Standards (NGSS). Students use the Science & Engineering Practices to engage the Disciplinary Core Ideas through the perspective of the Crosscutting Concepts. The NGSS focus on the epistemic aspects that all…

This action research case study explored the ability of three high school chemistry students to grow in their understanding of nature of science (NOS) during its explicit-reflective inclusion in two unit chapters on bonding (ionic compounds followed by covalent molecules). Students completed a pre, post and delayed Views of Nature of Science Form…

Improving achievement in Science, Technology, Engineering, and Mathematics (STEM) is essential for elevating individual success and solving societal challenges. Yet national and international assessments paint a poor picture of students' STEM competencies (NAEP, 2019; OECD, 2018). An untapped avenue to improve STEM education lies in developing…

This study aimed to uncover common difficulties and possible areas for improvement by focusing on the approaches and errors made by 3rd-year undergraduate chemistry students in solving organic synthesis problems. The study employed a purposive sampling technique to select 112 undergraduate chemistry major students to participate in this study.…

Active learning has often been reported to improve student outcomes in STEM courses. However, there are barriers to its implementation, and it is challenging to include this approach in large classrooms with fixed seating. This investigation explores the development of a novel approach in which the class contact time was reallocated for a general…

Improvement in student performance from educational reforms has driven current calls for changes in curricular, instructional, and assessment practices in higher education. Less research has addressed the possibility of such reforms aiding in resolving the well-documented inequities in educational outcomes between sexes and races/ethnicities in…

This study explored a middle school science teacher's curricular sensemaking in interaction with their use of an educative storyline curriculum, aligned to the Next Generation Science Standards, that was intentionally designed for more opportunities for students' scientific sensemaking. Using a phenomenological case study methodology, we examined…

This paper presents an analytical study on the impact of science denial on classroom learning outcomes in India, using multilevel statistical modeling to analyze data across various educational settings. Science denial, a growing phenomenon fueled by misinformation and cultural biases, poses a significant threat to the integrity of education. This…

Following professional development (PD), implementation of contemporary topics into high school biology requires teachers to make critical decisions regarding integration of novel content into existing course scope and sequence. Often exciting topics, such as neuroscience, do not perfectly align with standards. Despite commitment to enacting what…

The purpose of this study was to examine the effect of the Primrose® Balanced Learning® Curriculum on young children's science performances. The sample of this study included 158 children attending two private preschools. The study utilized a single group pre-post-test design. The children were tested before and immediately after the…

Different approaches are employed when teaching environmental issues. One approach, termed the "environmental scientific approach," perceives environmental education as part of life or earth sciences, providing factual, scientific knowledge. Another approach, termed the "environmental sustainability citizenry approach",…

Introductory chemistry courses are required as part of the undergraduate preparation necessary for entry into an array of professional programs. Given the varied priorities of the student population in these courses, it can be difficult to present the material such that students see their individual future academic priorities represented in each…

The "Vision and Change in Undergraduate Biology Education" final report challenged institutions to reform their biology courses to focus on process skills and student active learning, among other recommendations. A large southeastern university implemented curricular changes to its majors' introductory biology sequence in alignment with…

This study offers curriculum developers, teachers, and science education researchers a fine-grained profile on strengths and weaknesses in specific science domains and topics. The study involved a representative sample of 3844 Norwegian pupils in grade 8. Their responses on 216 TIMSS items in 18 topics from 4 science domains were modelled in a…