This dissertation explores the diversity and depth of scholarship at the intersection of feminist studies and science and questions where and how these inquiries might be taken up in the university curriculum. The dissertation theorizes a postmodern, reconceptualist curriculum as it intersects with critical and complexity theories that takes up a…

The purpose of this study was to analyze the potentialities of a learning module, created within an Erasmus+ project, which involved pre-service elementary teachers in a socio-scientific scenario related to green cities. The participants were involved in a panel discussion activity, with the main objective of discussing and reflecting on how to…

The goal of this research was to test the effectiveness of a new science curriculum focused on increasing awareness and knowledge of microplastic pollution in middle school students. The curriculum utilized three teaching methods including lectures, object-mediated learning, and peer collaboration to enhance student engagement and learning. The 84…

Given little research using meta-analysis for SSI-based interventions and their limitations (e.g. data selection and analysis processes), further study is needed to validate previous findings and provide a broader sense of the effectiveness of SSI-based interventions in promoting scientific literacy. Therefore, this study aimed to…

This study explores how an afterschool science program for girls that uses a curriculum written by female scientists/science educators and highlights the contributions of women in science, technology, engineering, and mathematics (STEM) fields affects girls' perception of scientists, confidence in their science skills, belief in their ability to…

Scientifically literate citizens must be able to engage in making decisions on science-based social issues. In this paper, I start by showing examples of science curricula and policy documents that capitalise the importance of engaging future citizens in decision-making processes whether at the personal or at the societal levels. I elucidate the…

This article examines the tensions that arose as teachers, scientists, youth, and community organizers worked to develop a curriculum that was responsive to community concerns and the Next Generation Science Standards (NGSS). Within the context of urban heavy metal contamination and building on previous critiques of the standards, we identified…

Living in an unpredictable and ever changing society demands from its' citizens the development of complex competencies that challenges school, education and curriculum. PARSEL, a pan-European Project related to science education, emerges as a contribution to curricular development as it proposes a set of teaching-learning materials (modules) in…

Science education can build a bridge between research carried out by scientists and relevant learning opportunities for students. The Broader Impact requirements for scientists by funding agencies facilitate this connection. We propose and test a model curriculum development process in which scientists, curriculum developers, and classroom…

The purpose of this study was to begin examining the impact of the Curriculum for Agricultural Science Education (CASE). Under development since 2008, the curriculum is intended to integrate core academics and Science, Technology, Engineering, and Math (STEM) into agricultural education programs. This longitudinal descriptive correlational study…

Science teachers and graduate students have developed activities and assessment tools that begin to help students make the distinction between data and evidence. Two activities are covered in this article. (Contains 1 resource and 2 figures.)

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…

Presents a model of creative and critical thinking in which analogical reasoning is used to link planes of thought and generate ideas that are then tested by employing an "if/and/then" pattern of reasoning. Presents data suggesting that such thinking skills develop first in familiar and observable contexts before they can be used in less familiar…

The defining task for undergraduate departments is the design of a major, including the number and content of courses as well as other requirements. Department members must weigh the desire to produce graduates superbly prepared for further study against the charge that the major requires too large a share of an undergraduate's course options.…

This study assessed the effectiveness of integrating logical thinking skills into a geology course designed for nonscience majors. Goals of the study were to: (1) design a unique set of materials that integrated logical skills and geological time and sequence; (2) implement these materials into the classroom instruction; and (3) test the effects…