STEM education has experienced significant growth due to its pivotal role in innovation and economic development. While cognitive factors like prior knowledge are known predictors of STEM success, non-cognitive factors, including attitudes and demographics, also play vital roles. However, there is a notable scarcity of research focusing on the…

Background: The views of the nature of science (VNOS) is one of the important goals of science education. According to information processing constructivism, learners' psychological factors that may influence VNOS include scientific argumentation (SA), metacognition (MC) and epistemic beliefs (EB). Purpose: This mixed-methods study aims to analyse…

The field of science education has long advocated for students to leave K-12 education with an appreciation for the diversity of research methods scientists employ in order to effectively engage with research generated across many scientific fields of study. Yet, research has indicated that students typically believe research proceeds according to…

Education in Indonesia is experiencing a transformation through the integration of multiple intelligence theories in the curriculum to optimize student potential. The problem is the need to develop students' potential holistically to prepare them to face the demands of future society. The urgency lies in the need for inclusive and diverse…

Educators cannot overlook the affect's potential for students' educational success. In this study, affective analogies are proposed as a didactic resource to foster students' affect for chemistry learning and positive attitudes towards the physics-chemistry subject. To examine the influence of the affective analogies on it, we grouped contents of…

This paper examines the relationship between science and religion in the education system of Roman-Catholic Portuguese society. In particular, we explored perceptions of the relationship between science and religion for religious education teachers. We surveyed 198 Portuguese religious education teachers about how they view science and religion.…

Scientific literacy is the primary goal of elementary science education. Scientific literacy requires an overall understanding of what science is, and how and why scientific knowledge is developed. The normal assumption is that as students progress in school, they learn more. One would expect students to become more scientifically literate as they…

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…

Synthetic biology is a field that leverages design, biology, engineering, and computation to genetically engineer organisms to make usable products such as sustainably manufactured textiles, biodegradable chemicals, and personalized medicine. Despite increases in access, we know little about what younger learners know and think about these modern…

This work reports the development and application of an analytical tool for the analysis of the formation of the scientific mind of students who took part in inquiry activities, based on the philosophy of Gaston Bachelard, in a Chemistry Club. For the construction of the analytical instrument, an extracurricular course was offered to first-year…

This study aims to reveal whether there are any relations between secondary school students' perceptions of scientists and the images of scientists in secondary school science textbooks. The participants of the study were 140 secondary school students from a public school. The study is based on a qualitative research methodology. Qualitative…

Science texts tend to privilege the voices, perspectives, and practices of White males (e.g., Ford, 2006), reinforcing widely-held perceptions of scientists as White men. This narrow portrayal of who "does science" discourages BIPOC or female students from building a science identity (Archer et al., 2015), with many such students also…

"Identity diversity" (race, gender, sexuality, etc.) makes no contribution to science argues John Staddon in this article. The evidence comes from history, anecdote, and from science itself. From Newton through Maxwell, Helmholtz, and Charles Darwin it was a homogeneity of culture, if not race, that led to the novel set of beliefs and…

In this article I explore Serres' idea of science and how it impacted his overall work. This approach to understanding Serres' idea of science is much like working with Nietzsche. I look at the areas Serres viewed as the dangers of science including what he referred to as a tsunami of data and the primary focus on methods. I end with Serres third…

This study aimed to determine the levels of pre-service teachers' nature of science (NOS) knowledge, assess their pseudo-scientific beliefs, and examine the relationship between aspects of their NOS knowledge and these beliefs. It also aimed to determine whether NOS knowledge and pseudo-scientific beliefs depended on the discipline and gender. A…