This paper is part of a larger NSF funded research project that situates the lived experiences and narratives of African Americans and Black heritage in the K-12 science curriculum. This work contributes to research on the science capital, and on positive and empowering identity construction for the African Diaspora. This study takes the position…

This is an analysis of how scientific literacy (SL) is featured in the science education pipeline of Tanzania based on the SL frameworks of five arguments (economic, utility, democratic, social and cultural) and three visions (Visions I-III). It analyses four curriculum documents for science in basic education, and the views of 79 pre-service…

This paper focuses on the context underpinning the implementation of ethno science at the K-12 school science curriculum in the context of Nepal. Since human evolution, Indigenous people have both gained scientific knowledge and practiced scientific skills. This paper refers to this knowledge as Ethno Science/ Indigenous Wisdom. However, hegemonic…

Amidst increasing religious disaffiliation, often due to a perceived tension between faith and the STEM disciplines, Catholic schools provide critical opportunities for young people to recognize how these domains can be mutually elevating. The field, however, lacks guidance as to how this integration should occur in practice. This conceptual paper…

Chemical bonding is central to explaining many phenomena. Research in chemical education and the Framework for K-12 Science Education (the "Framework") argue for new approaches to learning chemical bonding grounded in (1) using ideas of the balance of electric forces and energy minimization to explain bond formation, (2) using learning…

More than a decade ago, the K-12 Framework for Education and the Next Generation Science Standards (NGSS) shifted states' notions of what constitutes the core of science skills and knowledge that students need to thrive in school and beyond. The majority of states adopted standards based on the framework as well as the NGSS. Yet because of the…

In this paper, we argue that the current science curricula are failing to educate students to be competent outsiders to science. Historically, science education has rested on two premises. The first is that it is possible for students to acquire sufficient scientific knowledge from K-12 education to become intellectually independent. That is that…

The decision to integrate Nature of Science into classroom practice is no longer a debate among science educators and curriculum experts. There exists empirical evidence to substantiate its effectiveness, judging by both the academic performance and ability of students to conceptualize abstract yet teachable areas in science. Curriculum and…

Science in schooling has for the first time been recently considered as a verified whole for the 10 or 12 of its compulsory years, rather than for a limited sector of schooling or for a particular group of students. This has also been occurring as part of a wider review and plan for the whole curriculum of schooling. A framework has been provided…

Genome Sciences Education Outreach (GSEO) has developed innovative programs that bring leading-edge science to teachers and students in K-12 schools. Disseminating educational materials equitably and accessibly to teacher stakeholders to maximize reach and impact is challenging for many programs. Traditionally, programs connect materials with…

Understanding the nature of science is conducive to establishing a correct view of science and understanding the connotation of science education and the nature of scientific inquiry. This study aims to contextualize the philosophy of science education from China's perspective. The value, goal, and content of science humanistic education,…

Astronomy has great potential to attract children toward science and improve their scientific literacy. However, it has a relatively small presence within the school curricula worldwide. In Chile, home of the world's largest telescopes, astronomy is even more relevant in science education, but the presence of astronomical content within the…

The three articles in this dissertation explore how curriculum, instruction, and assessments should align with the vision for science learning outlined in the Framework for K-12 Science Education. Together, the papers demonstrate how curriculum, instruction, and assessment, when mutually supportive of each other, can foster a learning environment…

Over the years, there have been various calls to increase and better represent astronomy in curricula. This is motivated by views within the astronomy and astronomy education communities that the awe, wonder, and interdisciplinary nature of astronomy has the potential to engage students in STEM across disciplines. Reviews of curricula have shown…

This paper introduces the idea of integrating indigenous knowledge (IK) in the elementary level of the K-12 Science Curriculum. The study identifies indigenous knowledge that is practiced by the people and presents instructional strategies that could be used to integrate indigenous knowledge in the science curriculum. These strategies are based on…