The aim of this study was to identify the content of secondary Science curriculum excluded in teaching and learning activities, the reasons behind the omission and its impact on students' learning in the context of Bangladesh. This study used qualitative methodology. Eight teachers were selected and interviewed to investigate what they excluded…

Preparing a generation of citizens to respond to the impacts of climate change will require collaborative interactions between natural scientists, learning scientists, educators and learners. Promoting effective involvement of scientists in climate change education is especially important as climate change science and climate impacts are…

The purpose of this phenomenological multi-case study was to explore with four secondary social studies teachers their experiences teaching controversial issues. Through a better understanding of the motivation of these teachers, the successes and challenges they experienced, and the strategies they utilized, more informed decisions about teaching…

Teaching social studies from a global perspective has been resisted by many since its inception (Kirkwood, 2009). Critics have labeled the theory anti-American and unpatriotic (Schlafly, 1986; Burack, 2001). Others are concerned with its shifting perspectives and apparent lack of core facts (Finn, 1988). Over time, some critics have changed their…

There is a divide between what students are being taught within the science classroom and what they experience out in the real world. This study sought to explore possible relationships between a socioscientific issues embedded curriculum and outcome variables addressing environmental attitude and knowledge, oral and written argumentation and…