Researchers of science education, historians, and philosophers of science agree that the teaching of nature of science (NOS) is important to be integrated into K-12 classes. Our previous research showed that NOS is not embedded into science teaching in Greece. To study the possibility of its integration, a PD-program for in-service science…

Despite decades of research, NOS is still rarely explicitly and accurately taught in K-12 schools (Abd-El-Khalick & Lederman, 2023). Teachers often address NOS ineffectively as a result of inadequate knowledge of NOS and science content (Wahbeh & Abd-El-Khalick, 2014) as well as NOS pedagogy (Hanuscin et al., 2011). A variety of contextual…

Green chemistry developed historically from twelve industrial principles for research chemists. Recently, interest has grown to begin introducing these principles in science classrooms even at the secondary and pre-secondary school levels. However, teachers must do significant work to adapt and translate green chemistry from the industrial or…

The decision to integrate Nature of Science into classroom practice is no longer a debate among science educators and curriculum experts. There exists empirical evidence to substantiate its effectiveness, judging by both the academic performance and ability of students to conceptualize abstract yet teachable areas in science. Curriculum and…

Culturally relevant pedagogy (CRP) described in Ladson-Billings' framework has three conceptions: "conceptions of self and others," "conceptions of knowledge," and "conceptions of social relations." Instructors can support students with positive learning experiences when they are cognizant of all three conceptions. In…

This study aimed to investigate research trends related to socio-scientific issues (SSI). The SSI articles analysed were from highest-rating five science education journals with the highest impact ratings, published between 2011 and 2022, including "Science Education" [SE], "Journal of Research in Science Teaching" [JRST],…

The Next Generation Science Standards (NGSS) are an explicit document that articulates our pedagogical practices in K-12 science instruction for the United States. The document is an excellent work that describes pedagogy and road maps for building coherence of science principles and student understanding of the Nature of Science. The prescient…

This article provides a metacommentary on the special issue on nature of science (NOS). The issue is composed of senior scholars discussing Hodson and Wong's (2017, this issue) critique of the consensus view of nature of science, which on a basic level states that there are agreed-upon aspects of science that can be taught in K-12 schools. Each…

This article describes the development and deployment of Physics Toolbox Play, a gamified component of the "Android Physics Toolbox Sensor Suite" app, that can introduce young children through adults to fundamental physics principles. The app was used successfully in a variety of contexts, including STEM fairs with primary and secondary…

Researchers have raised concerns about teachers' ability to embed nature of science (NOS) in their science instruction, a complicated situation that is certainly impacted by the availability of adequate resources to assist K-12 science teachers. In light of the implementation of the ideas from the "Framework for K-12 Science Education"…

In this article, we report on a three-pronged effort to create a hypothetical learning progression for quantification in science. First, we drew from history and philosophy of science to define the quantification competency and develop hypothetical levels of the learning progression. More specifically, the quantification competency refers to the…

In this article, we report on a three-pronged effort to create a hypothetical learning progression for quantification in science. First, we drew from history and philosophy of science to define the quantification competency and develop hypothetical levels of the learning progression. More specifically, the quantification competency refers to the…

Written by a Polish-Russian scholar Tadeusz Zielinski, "Our Debt to Antiquity" (1903) was a successful attempt to combat the prejudiced view that classical education resists progress. Zielinski argued that Darwinian laws manifest themselves in his discipline in three aspects: (1) in the emergence of Greek and Latin languages as a result…

As the vision in "A Framework for K-12 Science Education" and the Next Generation Science Standards (NGSS) takes hold in schools and classrooms, there is an urgent need for teacher professional development (PD) programs that align with NGSS-designed curriculum materials and address the unique strengths and needs of diverse student…

Currently, it is considered fundamental to improve students' views of the nature of science (NOS) in science classes. In addition, models are also important in science education, not only as contributors for students to develop their views of the NOS, but also for them to develop conceptual knowledge, as well as inquiry skills. Teachers greatly…