The world currently faces many globally connected and locally specific challenges that stimulate new ideas and expectations for science education. One response to these challenges has been development of visions for school science that seek to foster social responsibility in learners, encouraging them to take a critical stance towards products of…

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…

The purposes of this research are to analyse studies which include "Engineering Design Process" by using meta-synthesis method and to present the type of tendency and differences of the processes used in the current literature. With this purpose, 46 research articles were selected and analysed. Qualitative data were collected under three…

Teaching with inquiry-based learning (IBL) can be used to increase high school students' science proficiency levels. Teachers must also be equipped and prepared to teach inquiry-based learning concepts. Therefore, this study aimed to evaluate how prolonged professional development (PD) about IBL impacts science and agriscience teachers' intent to…

Although Inquiry-Based Science Teaching (IBST) and the Nature of Science (NOS) are well documented as important aspects of teaching science subjects in schools, little research has been undertaken to understand how these aspects feature in secondary school science curricula in Tanzania. Thus, this study examined the extent to which IBST and NOS…

This study examines the effectiveness of Content and Language Integrated Learning (CLIL) implementation in science subjects and reports on the challenges that content teachers encountered during CLIL instruction. In addition, the study attempts to investigate students' perceived knowledge of and satisfaction towards the implementation of CLIL. To…

This dissertation investigates the concept of social justice within the context of chemistry teaching. Social justice science teaching has demonstrated positive impacts on students' engagement, self-efficacy, and affiliation with science across a range of ages and learning contexts, yet the often-flexible definition of the concept can make it…

IPAS ("Ilmu Pengetahuan Alam dan Sosial"/Natural and Social Sciences) constitutes essential subjects in the implementation of the Merdeka Curriculum in primary schools. The primary goal of integrating IPAS is to enable students to effectively manage their natural and social environment as a whole. In light of this objective, the…

A growing body of work regarding teacher learning and implementation of reform has pointed to the significant role organizational contexts play in shaping teachers' engagement with reform and their implementation decisions. Within science education, the adoption of the Next Generation Science Standards (NGSS) and standards reflective of the…

The Curriculum for Agricultural Science Education (CASE) is a national curriculum model used to promote inquiry-based learning, with a focus on facilitating student development of critical thinking skills through hands-on application. However, limited research has been conducted on how agriculture teachers are using the curriculum after completing…

The California Next Generation Science Standards (CA NGSS)--adopted in 2013--have the potential to improve scientific literacy and strengthen the global competitiveness of California's workforce. However, longstanding underinvestment in science education and the unprecedented disruptions caused by COVID-19 have heightened challenges faced by…

This survey explored Indonesian science teachers' experience and perceptions toward science teaching that is based on socio-scientific issues (SSIs). The participants were asked whether or not they already used corresponding practices in their own teaching and whether they experienced any challenges in implementing SSI-based pedagogies. Further…

California adopted the Next Generation Science Standards (CA NGSS) in 2013, with the aim of improving scientific literacy and strengthening the global competitiveness of the state's workforce. But the COVID-19 pandemic has been especially disruptive for science education, which has long been a lower priority than math and English language arts.…

In order to thrive in today's uncertain environment, there is a need to master 21st century skills as well as knowledge of key subjects. Project-based learning (PBL) has been recommended as an important instructional strategy to prepare students for their future work and life. As teachers play an important role in classroom instructional practice,…

The California Next Generation Science Standards (CA NGSS)--adopted in 2013--have the potential to improve scientific literacy and strengthen the global competitiveness of California's workforce. However, longstanding underinvestment in science education and the unprecedented disruptions caused by COVID-19 have heightened challenges faced by…