This forum piece extends the conversation within Katie Milton Brkich, Alejandro J. Gallard Martínez, Wesley Pitts, and Silvia Lizette Ramos de Roble's article 'The Rejection of the NGSS in Georgia: Social Covenants as Contextually Mitigating Factors,' by looking at potential implications for diverse learners and novice teachers. I draw on the…

In the face of accelerating climate change, effective education is paramount to fostering informed citizens and enacting meaningful action. Effective climate instruction contextualizes content so that students are engaged emotionally (affect) and can translate science into action. This paper describes six courses that use integrated approaches to…

The philosophy of science (POS) has gained recognition for its contributions to science education, particularly in integrating the history and philosophy of science (HPS). However, the existing literature lacks a comprehensive review that systematically investigates the implications and limitations of POS in science education research. This study…

The construction of a concept can be developed from the students' prior knowledge. Regarding deaf students, it is considered their conceptions conceived through vision. Given this, the present research was conducted with a group of deaf students in the 7th year of elementary school with the aim of verifying what ideas these students had about…

Worldwide, education jurisdictions are looking for authentic ways to address First Nations perspectives in the K-12 curriculum, including science education. At the same time, there have been ongoing efforts to integrate authentic and engaging approaches to teaching science, including those that are student-centred, inquiry-based, multimodal, and…

The Next Generation Science Standards (NGSS) demand that science educators shift from traditional to NGSS teaching and learning. The purpose of this qualitative case study was to explore the change process of shifting from traditional one-dimensional teaching to NGSS three-dimensional teaching and learning. A survey was sent to all science…

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…

Much research attention has been focused on learning through game playing. However, very little has been focused on student learning through game making, especially in science. Moreover, none of the studies on learning through making games has presented an account of how students engage in the process of game design in real time. The present study…

This study investigated evidence of how students' mental models of fundamental kinematic relations evolved (i.e., developed cognitively over time) as observed during an introductory course in calculus-based classical mechanics. The core of the curriculum is based on a claim known as Galileo's principle of relativity. The course material comprised…

Explicitly attending to justice in science teaching and learning is long overdue. Here, we examined the professional teacher identity development of 13 science teachers as they collaborated in networked professional learning communities (PLCs) to implement and revise a culture-setting unit focused on the science of COVID and engaging in…

It is 157 years since Mendel presented his results on hybridisation in peas to the Brünn Society for Natural Science. The discipline of genetics has dramatically changed since then, with technological advancements revealing multifactorial causation and trait variability. Whilst none of this complexity featured in the discovery of classical…

This study made a preliminary attempt to conduct a needs assessment of teachers' utilization of the SSI-based approach in teaching Science by exploring Filipino teachers' awareness, perceived need, readiness, and willingness. It also aimed to determine which among the demographic profiles of the teachers had significant differences in their…

Science education policies and standards have called for educators to teach students about the Nature of Science (NOS) and engage them in Culturally Relevant Science Teaching (CRST), which requires critical shifts away from traditional science teaching. As such, teachers are being asked to possess or take up conceptions of science that challenge…

This study examined how filters and amplifiers affect pre-service science teachers' pedagogical content knowledge (PCK) in a human and environment unit. The redefined consensus model for PCK and decision-making framework for identifying how personal and extrapersonal factors act as filters and amplifiers were selected as theoretical frameworks.…

Efforts to understand changes in teacher curricula following the adoption of reform-based standards, such as the "Next Generation Science Standards" (NGSS) remain incomplete and prior scholarship has identified several topics in the standards (e.g., nuclear chemistry and kinetics) that remain infrequently addressed in teachers'…