This study contributes to the literature on the role of communities of learners in the professional development of physics teachers. It offers insights from the "Collabora--A Community of Learners on Laboratory Work" program, designed to enhance the use of laboratories in secondary school physics teaching. The program's foundation rested…

In this personal narrative reflection, the author examines her experiences teaching everyday science during the COVID-19 pandemic. She provides examples of curiosity-driven explorations with her own twin sons related to growing plants and baking bread. Through social media she shares her home experiences with others, building a remote community of…

A variety of research studies reveal the advantages of actively engaging students in the learning process through collaborative work in the classroom. However, the complex nature of the learning environment in large college general chemistry courses makes it challenging to identify the different factors that affect students' cognitive and social…

This study investigated (i) the effect of inquiry-oriented laboratory activities on preservice primary school teachers' (PPSTs) achievement in science process skills (SPS) and science teaching efficacy beliefs, and (ii) changes in groups' reflections of SPS in the laboratory reports as they engaged in the activities. There were 71 PPSTs enrolled…

In primary science education, we face an ongoing concern of helping classroom teachers overcome negative associations with science content, teaching and learning. These associations can often impact how they view the value of science in their classroom teaching and impede the development of innovative teaching practice. This research effort…

Chemistry graduates follow many different career paths. Skills for Success allows students to develop professional skills of relevance to their ambitions by choosing project work from a range varying both in chemistry content and nature of activity. Students apply for a project, do their project, and reflect on what they have learned throughout.…

Research over the last decade has indicated that active learning and student-centered instruction lead to better learning outcomes in undergraduate biology courses than traditional methods such as lecturing. This shift in pedagogical approach has been applied to both high-enrollment lecture-based courses as well as smaller laboratory courses. In…

There exists a disconnect between instruction about biological evolution and acceptance of evolution by students. This disconnect prevents students from applying the theory to their lives or to their understanding of the field of biology. We examine the literature for common barriers to the acceptance of evolution, correlates with acceptance of…

With COVID-19 pandemic forcing academic institutions to shift to emergency remote teaching (ERT), teachers worldwide are attempting several strategies to engage their learners. Even though existing research in online learning suggests that effectiveness of the online session is more dependent on pedagogical design rather than technology feature,…

In contrast to traditional science instruction, which encourages students to memorize facts from textbooks, today's science instruction emphasizes the adoption of scientific process skills by students, as well as the teaching of critical thinking skills. Lebanese Chemistry teachers detected lack in middle school and high school students' critical…

Mobile learning implementation at school is a must and meets what students currently need. To facilitate those conditions, teachers also need to have competencies in managing online learning. This research is a descriptive research to find out the experience of students who are prospective teachers when attending the mobile learning course…

In this study, we describe a course to educate and prepare undergraduate "facilitators" for small group problem solving sessions in a large, first semester, introductory undergraduate organic chemistry course. We then explore the outcomes of the facilitator experience for one cohort of facilitators through qualitative analysis of written…

Background: One of the most important goals of science education is to enable students to understand the nature of science (NOS). However, generally regular science teaching in classrooms does not help students improve informed NOS views. Purpose: This study investigated the influence of an explicit reflective conceptual change approach compared…

Science, as a curriculum area, has gone through many changes recently with the oncoming of the Common Core State Standards (CCSS), Science, Technology, Engineering, and Mathematics (STEM), as well as the Next Generation Science Standards (NGSS). Science is a part of everyday life which individuals experience. Even the drying up of a puddle of…

Authenticity has recently become a popular term in science education. A study focusing on authenticity in the sense of making chemistry lessons better resemble chemistry practice is carried out at the University of Cologne in the Institute of Chemical Education, where prospective chemistry teachers are trained. In the long run an innovative module…