The intervention study presented in this paper explored pre-service science teachers' (PSSTs) understanding of scientific inquiry (SI) and scientific practices (SPs) during a laboratory application in science education course. Thirty-nine secondary school PSSTs, who study in the Science Education Department in a public university in Turkey,…

The diversity of scientific methods has received widespread attention and recognition in recent years. Brandon's Matrix illustrated four categories of scientific methods, which was applied to establish the analytical framework of this study. This paper adopted content analysis to investigate how the diversity of scientific methods is represented…

Undergraduate laboratory courses can provide opportunities for students to participate in science practices. This requires rethinking both curricula and instruction. Science practice--based courses require students to be positioned as epistemic agents, implying a shift in instructor role. Teaching assistants (TAs) are the primary instructors for…

Our past experiences in science teacher education inferred that using scientific practices in science teaching courses and supporting pre-service teachers' efforts to integrate these into their teaching allow them to gain confidence in analysing and interpreting empirical data. However, those efforts sometimes do not provide sufficient help for…

Natural science itself is an experimental science, so practice and experimentation are important and are typical teaching methods of this subject. To make practice and experiment play the highest strengths in teaching and developing the ability to learn about nature - one of the three specific competencies of natural science, the association of…

This article utilizes a framework for classifying different scientific methods suggested by a philosopher of science (Brandon "Synthese," 99, 59-73, 1994) called Brandon's Matrix. It presents findings from teachers who took part in a funded project in England that looked at the nature of scientific methods in science investigations.…

Since the appearance of the COVID-19 pandemic and its subsequent stage, the changes produced in the chemistry teaching process have allowed educators to use a wide range of strategies, methodologies, and tools to promote student learning. To carry out laboratory practices, some strategies reported include the use of simulators and educational…

To obtain a general understanding of science, model use as part of National Education Standards is important for instruction. Model use can be characterized by three aspects: (1) the characteristics of the model, (2) the integration of the model into instruction, and (3) the use of models to foster scientific reasoning. However, there were no…

We have argued that science in general, and scientific inquiry in particular, is a human activity and that current models to describe science (either as Scientific Method or as a Body of Knowledge) tend to underestimate the significance of human beings in the phenomenon. Our earlier paper (Bevins & Price, 2016) suggests a model to correct this…

A significant issue in the teaching, learning and summative assessment of practical science is that the underpinning model of scientific methods is based on a fairly simplistic and linear account that does not represent how scientists actually do practical work. In this paper, we examine how science teachers in England and Wales view scientific…

One of the challenges that science teachers face is the lack of strategy/method to train students in data collection and developing analytical skills, which are pre-requisites to resolve socio-scientific problems and an important element in scientific literacy. In this activity, the SWOT analysis proposed by the Stanford Research Institute in the…

Anatomy and Physiology courses taught at community colleges tend to focus laboratory hours primarily on anatomy as opposed to physiology. However, research demonstrates that, when instructors utilize active learning approaches (such as in laboratory settings) where students participate in their own learning, students have improved outcomes, such…

Science teachers' beliefs about teaching and learning are a vital component of teachers' professional competence and are often assumed to impact classroom practice. To date, these beliefs have been predominantly investigated regarding teaching and learning in general or for a particular science subject (e.g., physics). It remains to be determined…

This study evaluated how the process of teaching scientific methodology occurs in technical courses in integrated high schools. The qualitative case study was conducted through documentary analysis (based on regulations and pedagogical projects) and semi-structured interviews with teachers (n=7), coordinators (n=3), and students (n=16) of the…

This study explores how two middle school teachers utilized elements of scientific inquiry, including the higher sense making skills such as data analysis, interpretation, and drawing conclusions to engage their students in the processes of doing science. Using qualitative research methods, our case study situates the analysis within the macro and…