Reformed science curricula provide opportunities for students to engage with authentic science practices. However, teacher implementation of such curricula requires teachers to consider their role in the classroom, including realigning instructional decisions with the epistemic aims of science. Guiding newcomers in science can take place in…

Research on science education in Africa shows many teachers continue to use traditional lecture methods even when curriculum favours more student-centred approaches. This paper explores science teacher professional learning as a means to realise practice change at a crucial time of curriculum reform in Ghana. The study was a qualitative formative…

Citizen science offers teachers a way to bring authentic scientific research into their classrooms by providing both teachers and their students with opportunities to contribute to authentic research. The potential of citizen science for science education has already been highlighted in various fields and by various stakeholders. More and more…

Seventeen years following the introduction and subsequent adoption of the Competency-Based Curriculum (CBC) in Tanzanian secondary schools, teachers continue to grapple with its implementation. This research, guided by the curriculum framework, aims to uncover the underlying issues hindering the seamless execution of CBC and explore the various…

Reforms such as the Next Generation Science Standards (NGSS) call for substantial change in teacher practice such as instruction that is more phenomenon-based, three-dimensional, supportive of student epistemic agency, and coherent from the student perspective. Such change requires ongoing support in the form of aligned curricular materials and…

Explicitly attending to justice in science teaching and learning is long overdue. Here, we examined the professional teacher identity development of 13 science teachers as they collaborated in networked professional learning communities (PLCs) to implement and revise a culture-setting unit focused on the science of COVID and engaging in…

This study made a preliminary attempt to conduct a needs assessment of teachers' utilization of the SSI-based approach in teaching Science by exploring Filipino teachers' awareness, perceived need, readiness, and willingness. It also aimed to determine which among the demographic profiles of the teachers had significant differences in their…

This study evaluated teachers' implementation of basic science curriculum content areas in junior secondary schools in Nsukka Education Zone of Enugu State, Nigeria. Four research questions were posed and three null hypotheses were formulated to guide the conduct of the study. The study employed evaluation research design (survey method). The…

The aim of this study is to investigate the results of the flipped classroom model, which was prepared and applied in collaboration with colleagues, on the academic success on stereochemistry one of the topic the organic chemistry course of pre-service chemistry teachers, the views of the pre-service chemistry teachers about the flipped classroom…

Background: In the midst of digital transformation, schools are transforming their classrooms as they prepare students for a world increasingly automated by new technologies, including artificial intelligence (AI). During curricular implementation, it has not made sense to teachers to teach AI as a stand-alone subject as it is not a traditional…

The purpose of the current study is to examine the effect of adapting the engineering design process to robotic coding, STEM, and the nature of science applications on teachers' self-efficacy towards engineering education and attitudes towards robotic coding. A weak experimental design with a single-group pre-test and post-test, one of the…

The call for the implementation of integrated science, technology, engineering, and mathematics (iSTEM) teaching has been on the rise. This teaching approach helps students to develop innovative skills and meet twenty-first century challenges. However, teachers need to possess positive attitudes toward iSTEM teaching to implement it. Therefore,…

Education for Sustainability (EfS) is crucial for changes in environmental behaviour (EB), and little is known about the EB of primary school teachers tasked with teaching EfS. This study sought to better understand the EB of pre-service primary science teachers. EB was qualitatively evaluated, characterising teachers' personal environmental…

South African teachers experience challenges with the implementation of the national school curriculum -- the "Curriculum and Assessment Policy Statement" (CAPS). In this regard, teachers may not feel empowered to effectively deal with the demands of the current educational policy. Concerns have been expressed about learners' poor…

Integrated STEM education within North America has become a popular pedagogy; however, teachers identify challenges that arise when planning for and implementing integrated STEM education. These challenges may threaten STEM teachers' capacity to balance disciplinary and integrated learning, a core feature of effective STEM education. The purpose…