Students with disabilities (SWDs) are being educated in the general education classroom more than ever before. As the nation moves toward increasing science education, more must be understood about how science teachers are supporting SWDs in their classrooms. The present study analyzed the responses of five middle school science teachers on how…

Pedagogical content knowledge (PCK) is considered an important ingredient in shaping classroom practice. PCK requires valid measurement at domain-specific level on different components excluding the teaching context. While the research focuses on measuring the PCK of unqualified teachers and pre-service teachers, the description of qualified…

This study explored K-12 teachers' understanding and implementation of the Next Generation Science Standards (NGSS) during and after participation in a professional development (PD) program that included the development of science teachers' conceptual understanding of science. We add to the literature with our focus on a multi-year PD program…

Elementary teachers require support through professional learning activities to enhance their climate change literacy and bolster their self-efficacy for teaching climate change. This study explores methods for supporting in-service elementary teachers' self-efficacy in climate change teaching by examining the impact of professional learning…

The aim of this study was to compare the 5E learning model with traditional learning methods in terms of their effect on students' conceptual understanding of water subtopics. The participants of the study were grade 8 students of 2021 academic year. While 27 of them were randomly assigned to the experimental group, the other 27 were assigned to…

The purpose of this research is to reveal the feelings and thoughts of physics teachers towards Algodoo training within the scope of the 4005 TUBITAK project named Innovative and Technology Supported Applications in Physics Education. This study was carried out with phenomenological research within the context of the qualitative research approach.…

Science education professional development (PD) experiences are important for developing effective teaching practices aligned to reform-based principles using innovative approaches, such as the Ambitious Science Teaching (AST) framework. The ability of schools and other organizations to provide high quality science education PD was challenged…

The purpose of this study was to evaluate the implementation and impact of the Pack program. The Pack was developed by the New York Hall of Science (NYSCI) and includes a digital game and set of curricular and professional development resources that aim to support computational thinking teaching and learning in middle school science and computer…

Scientific thinking constitutes a vital component of scientific competencies, crucial for citizens to adapt to the evolving societal landscape. To cultivate students' scientific thinking, teachers should possess an adequate professional knowledge foundation, which encompasses pedagogical content knowledge (PCK). Assessing teachers' PCK of…

Background: There is a growing view that 'Big Ideas of science education' are useful for teaching science but there is not much knowledge of how teachers work with them. Purpose: This study explores the conceptualisation and practice of the use of Big Ideas of science education by primary and secondary teachers in Chile. Sample: A total of 63…

This paper explores the effect teachers' participation in a targeted inquiry-based/nature of science (NoS) continuing professional development programme had on Irish primary children's experiences of scientific inquiry and developing conceptions of NoS. Data were gathered from 459 children from 10 Dublin schools. The findings revealed that their…

Science education objectives in Brazil have evolved over time. Initially, the focus was on creating scientifically literate citizens who could relate scientific concepts to their daily lives. In 2017, the São Paulo City Curriculum for Natural Sciences was introduced to teach students scientific literacy through inquiry-based teaching methods. This…

The paper reports about a study that examines changes in teachers' incorporation of epistemic practices in their design of engineering lessons and compares them to their views about the nature of engineering knowledge across 100 hours of professional development. Nineteen K-8 teachers in the USA, who were new to teaching engineering as part of a…

The current study investigates the developmental trajectories of "novice elementary teachers' self-efficacy science beliefs", "their science instructional beliefs" and "science knowledge" over the course of participants' teacher preparation and into their first two years of teaching. Study results indicate changes in…

This study explores teachers' use of Spanish in sixth-grade bilingual science classrooms at an urban middle school in Texas. We used a case study approach to study how two Spanish-English bilingual teachers utilized Spanish during instruction in a unit on space exploration and their beliefs on Spanish use in English-dominant science classrooms.…