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Direct linkCharlene Ellingson; Gillian Roehrig – Science Education, 2025
This study examines an urban middle school teacher design team's capacity for creating integrated science, technology, engineering, and mathematics curricula. Using Brown's pedagogical design capacity (PDC) theory, which highlights interactions between personal and curricular resources, this paper introduces an extended framework that includes…
Descriptors: Instructional Design, Middle School Teachers, Teacher Collaboration, Urban Schools
Kathryn N. Hayes; Jessica R. Gladstone; Brit Toven-Lindsey; Christine L. Bae – Science Education, 2025
This paper is part of the special issue on Teacher Learning and Practice within Organizational Contexts. Shifting instructional practices in elementary schools to include more equitable, reform-based pedagogies is imperative for supporting students' development as science learners. Teachers need high quality professional development (PD) to learn…
Descriptors: Elementary Schools, Equal Education, Student Development, Context Effect
Lihua Tan; Bing Wei – Science Education, 2025
To gain a holistic understanding of how science teachers dealt with STEM education, this study explored two science teachers' perceptions and practices at primary schools via the lens of curriculum ideology. By examining their perceptions and practices from six essential aspects (i.e., aim, content, student, teaching, learning, and assessment), we…
Descriptors: Science Teachers, STEM Education, Teacher Attitudes, Teaching Methods
Michael Giamellaro; Cory Buxton; Joseph Taylor; Jean-Philippe Ayotte-Beaudet; Kassandra L'Heureux; Marie-Claude Beaudry – Science Education, 2025
The vast and rapidly growing amount of science education research makes it challenging for researchers to navigate and synthesize developments across the field, particularly concerning broad concepts evolving along divergent paths. To address this issue, a novel review methodology employing bibliometrics and network analysis was tested to identify…
Descriptors: Literature Reviews, Bibliometrics, Science Education, Theory Practice Relationship
Alyssa S. Freeman; Tina B. Carter; Angela N. Google; Zhigang Jia; Anna S. Grinath – Science Education, 2025
Given the potential impact of introductory science laboratories on postsecondary students' science learning, careful thinking is needed about how to support teaching assistants (TAs) to create opportunities for their students to reason about science. Research suggests that teachers are best positioned to improve their teaching practices when they…
Descriptors: Postsecondary Education, Science Education, Science Instruction, Teaching Assistants
Xavier Fazio; Stephen Kemmis; Jessica Zugic – Science Education, 2025
Science teachers struggle to implement and sustain new curricular ideas from professional development (PD) experiences. These PD opportunities are crucial for enacting real-world changes to teaching practice and address pressing global challenges, such as the teaching and learning of socioscientific topics nested in school communities.…
Descriptors: Elementary School Science, Elementary School Teachers, Secondary School Science, Secondary School Teachers
