Teaching in rural schools is frequently marked by challenges ranging from restricted technological infrastructure and geographical remoteness to sparse professional development. Guided by the Unified Theory of Acceptance and Use of Technology (UTAUT), this paper reports findings from a sequential explanatory mixed-methods study that investigated…

In Türkiye, the science teacher education programme changed in 2018. While physics, chemistry and biology courses were taught through theoretical and laboratory applications in the previous programme (Programme-I), the course hours of these courses were reduced and laboratory hours were abolished in the new programme (Programme-II). The present…

The intervention study presented in this paper explored pre-service science teachers' (PSSTs) understanding of scientific inquiry (SI) and scientific practices (SPs) during a laboratory application in science education course. Thirty-nine secondary school PSSTs, who study in the Science Education Department in a public university in Turkey,…

Despite the promising advantages of cutting-edge technologies like virtual laboratories (VL) for enhancing science education, a significant gap remains between their theoretical benefits and practical application, particularly in rural schools in the Global South. This article argues that the effective integration of VL is largely dependent on…

Guided by the Technology Acceptance Model 3 (TAM-3), this study concerning VL focuses to examine chemistry teachers' experiences, perceived ease of use, perceived usefulness, use intentions, actual use, and factors that affect them and to create a model of the real use of VL by chemistry teachers. The research was carried out in the holistic…

Teaching green chemistry within the K-12 classroom has a positive impact on attitudes and perceptions of chemistry in society for future scientists and professionals, resulting in safer, less hazardous chemistry experiments and demonstrations. The state of New York has taken advantage of the benefits that green chemistry provide in the classroom…

Innovative activities carried out during school laboratory sessions include 'flipped learning' (FL), which is an interactive learning environment where the teacher guides students learn individually. This study examined the impact of the adoption of the FL approach on the academic performance of 2nd year science student teachers enrolled in the…

The aim of this study was to investigate pre-service science teachers' development of the quality of written arguments using science writing heuristic approach and pre-service science teachers' views about the science writing heuristic and its argument components in a General Biology Laboratory Course II. The study was carried out with 21…

Argumentation is a central epistemic process contributing to the generation, evaluation, and application of scientific knowledge. A key challenge for science educators and researchers is to understand how the important social and discursive ("social dialogic") dimensions of argumentation can be implemented in learning environments. This…

Inquiry is one integral part of science learning. Understanding the underlining meaning and the complete procedures of inquiry-based laboratories would be beneficial to student teachers' future work. Therefore, it is necessary for student teachers to perform inquiry-based laboratories and know how to demonstrate them to school students. However,…

The advantage of VLs lies in their capacity for simulating real-world lab experiences within a fully immersive digital environment, yet the uptake in rural schools in developing countries remains low. To understand this paradox, this study explores the perceptions of seven secondary school science teachers in a rural district in South Africa.…

Phenomena-based approaches have become popular for elementary school teachers to engage children's innate curiosity in the natural world. However, integrating such phenomena-based approaches in existing science courses within teacher education programs present potential challenges for both preservice elementary teachers (PSETs) and for laboratory…

This paper examines the findings obtained in a chemistry laboratory course provided through online hands-on activities during the pandemic. Case study design, one of the qualitative research methods, was used. The data collection period was 8 weeks. The study was carried out with 16 third-year pre-service science teachers within the scope of a…

Physics education research (PER) is a global endeavor, with a wealth of work performed at a variety of institutions worldwide. However, results from research into undergraduate physics laboratory courses are often difficult to compare due to the broad variations in courses. We report here how we developed and validated a survey to classify these…

This research will be carried out at the basic physics laboratory of the physics education study program, Muhammadiyah University of Makassar. The long-term goal of this research is to produce a prototype model of basic physics practicum based on the virtual android observatory to facilitate the ICT literacy skills of prospective physics teachers.…