This study investigated how domain specificity of academic motivation related to the connection between instructional clarity and academic achievement in science and mathematics. It focused on three aspects of domain-specific academic motivation--self-concept, intrinsic value, and utility value--drawing from the Expectancy-Value Theory model. The…

The purpose of this quantitative, causal-comparative research study was to determine if and to what extent there were differences in chemistry end-of-course (EOC) examination scores between high school chemistry students taught using POGIL pedagogy and non-POGIL pedagogy in the state of Utah. Piaget's cognitive development theory and Johnstone's…

The subject of physics can sometimes seem esoteric and challenging to engineering students. It would be beneficial to create a more conducive learning environment for them by combining words, mathematical equations, graphs, and diagrams to increase their problem-solving abilities. It has been demonstrated in mechanics that employing multiple…

Breadth and depth of curriculum are important for success in science teaching and learning. Curriculum theorists recommend less breadth and more depth than overloaded, superficial science curricula. This study investigates breadth and depth in the official biology syllabi in the seventh to eighth or ninth years in four diverse jurisdictions,…

This study aimed at designing a framework to help students develop a conceptual understanding of redox reactions, which draws on constructivist learning theory. This framework was in the form of participatory teaching and learning approach comprising Insight, Interaction, Task, and Forum. The framework was designed and developed based on the…

This current study presents the effects of interactive computer simulations on students' performance and concept retention in the unit of chemical reactions. Purposive sampling was used to select four schools with a sample population of 320. The Achievement test on chemical reactions was developed, validated, and checked for reliability. The…

Because standardized tests in science are not given to PreK-3 students in Ohio, this report examined the longitudinal effects of learning from a teacher who had participated in the NURTURES professional development program. Specifically, it looked at the effects on students' mathematics and reading learning in grades 2-5 and science learning in…

Digital technologies have the potential to revolutionize education by enhancing quality, fairness, and efficiency. However, equitable access to these technologies remains a challenge. ILSAs (international large-scale assessments) have shown that the relationship between digital use and performance varies across countries and over time. To fully…

As scientific literacy plays a contributing role in identifying, analysing, and solving environmental matters that our world is facing, there is growing consensus to mandate environmental matters in science classrooms following five decades of efforts in promoting environmental education. However, much remains unknown about the relationship…

Teachers lack effective curriculum-based instruments to assess their students' scientific competence that would provide information for modifying their inquiry instruction. The main purpose of this study was to develop and validate a Curriculum-Based Scientific Competence (CBSC) test to assess students' scientific competence in a 1-semester Grade…

Previous studies showed that structured inquiry-based learning is suitable for novice learners, chemical multiple representations facilitate meaningful learning, and modules are organized and complete learning materials for students. Modules designed with a structured inquiry-based model and completed with chemical multiple representations could…

The study aims to analyze student responses to chemistry constructed response items to obtain detailed information on science NAEA (National Assessment of Educational Achievement) in South Korea and to draw suggestions for enhancing curriculum, teaching, and learning. For this purpose, we analyzed 7444 answers that could be generalized as 1.29% of…

This study examined the factors that determined the science achievement of fourth-grade students on the Trends in International Mathematics and Science Study (TIMSS) 2019 in the USA. The data were retrieved from the TIMSS international database and imported to the R program for manipulation. The EdSurvey package was used to conduct multilevel…

Student' achievement in science can be affected by teacher subject matter knowledge, ineffective instructional methods, and lack of student engagement. Although all schools provide professional development opportunities, not all teachers choose to engage in a program that provides teaching and learning through experiential techniques for the…

This open access book presents original research on effective and equitable teacher practice in mathematics and science education across Nordic countries. It focuses on three key aspects of teacher practice: what teachers teach, how teachers teach, and how teachers assess their students. To provide a comprehensive understanding of teacher…