Children draw on diverse sensemaking repertoires that are inclusive of their cultural and community knowledge to make sense of science in the world around them. However, preservice teachers often do not notice the science embedded in children's explanations of phenomena. Discourses that frame children, particularly those from minoritized…

This study explored the impact of authentic out-of-school learning on students' beliefs about their science learning efficacy and career aspirations. The learning activity, designed following an authentic learning framework, was led by research scientists. We examined how students' emotions, induced in an authentic scientific activity, mediated…

Previous studies highlight the positive effects of science outreach labs, in particular on students' motivational variables. However, out-of-school learning is generally associated with high novelty and specific setting characteristics that can impact learning and development. Indeed, previous studies call for further research on students'…

Out of school time (OST) STEM opportunities are often presented as ways to support student achievement, understanding, and identity in STEM. Recent work has begun to explore how OST programs function within the STEM Learning Ecosystem, a holistic view of the various STEM learning opportunities available to youth in a given area. In order to…

The Transformative Experience Questionnaire (TEQ) has previously been used only in formal science learning environments to examine how students' learning experiences extend beyond the classroom into their daily lives. In the present study, an example of how this tool can be useful to assess transformative experiences in an informal learning…

The process of thinking in and about models as a scientific practice should be integrated into science teaching and learning. Empirical studies show that students see models primarily in their role as media to facilitate content learning while rarely appreciating models as instruments of scientists which allow the deduction and the testing of…

This study investigates the relationships between professional knowledge, self-concept, and interest of pre-service physics teachers. In order to support student learning and interest development alike, teachers need a profound professional knowledge and respective motivational orientations. Developing both professional knowledge and motivational…

One barrier to the adoption of evidenced-based teaching practices may be that faculty do not see teaching as an important part of their identities as professionals. Graduate school is a key time for professional identity development, and currently we know little about how doctoral students develop identities as college teachers. In this…

The use of external representations has a potential to facilitate inquiry learning, especially in hypothesis generation and scientific reasoning, which are typical difficulties encountered by students. This study proposes and investigates the effects of a three-dimensional thinking graph (3DTG) that allows learners to combine in a single image,…

Informal learning settings such as museums have been identified as opportunities to enhance students' knowledge and motivation in science and to optimize the connection between science and everyday life. The present study assessed the role of a self-paced science education program (situated in a medical science museum) in enhancing students'…

This study investigated exam achievement and affective characteristics of students in general chemistry in a fully-randomized experimental design, contrasting Peer-Led Team Learning (PLTL) participation with a control group balanced for time-on-task and study activity. This study population included two independent first-semester courses with…

This study draws on data from a 10-month critical narrative inquiry of science teaching and learning in a third grade, dual language, integrated co-teaching classroom. The teachers were participants in a 14-week science professional development seminar that enrolled inservice and preservice teachers and focused on enhancing science teaching and…

Presents a detailed assessment of a summer national Science Foundation Young Scholars Program for ninth and 10th graders. Results indicate that students perceive program success (emphasis on project success) differently from teachers and program organizers. Identified six variables that must be incorporated appropriately into the design of a…

Finnish students' opinions about the frequency of learning activities and communication in the Finnish science classroom, their interest in science and science studies and careers, their sense of self-efficacy, and their beliefs about their own competence as well as their performance in science are analyzed based on PISA 2006 Scientific Literacy…

Examines effects of NSF institute participation by secondary teachers. Tests alternative hypotheses that (1) an increase in student achievement associated with teacher inservice work may be accompanied by more positive attitudes towards science; or (2) that teachers may increase their students' achievement at the expense of less positive science…