In this paper we report on an aspect of a larger study and explore whether a framework for teacher STEM Capability Sets (SCS) enhanced teacher planning and the implementation of mathematics active STEM tasks. A case study approach was employed to understand how a classroom teacher used the digital resource, Gapminder, to teach a Year 5/6 cohort of…

This study examines and explores the challenges, issues, and problems with their solutions regarding Science, Technology, Engineering, and Mathematics (STEM) education along with the awareness enjoyed by science teachers. The selection of papers for this study was done through systematic literature review techniques. The 11 themes were generated…

Curriculum for Agricultural Science Education (CASE) was first offered in 2007 with two foundational courses built on inquiry-based learning. Ten courses are now offered, each requiring intensive training and teacher development for effective use. Guided by National Science Education standards and a constructivist learning theory framework, the…

After finding research confirming that the innovative approach of project-based learning (PBL) improves 21st century education for all students, the administrators of a large local diocesan Catholic school system (LDCSS) initiated PBL implementation in their schools. The problem was that after 6 years it was not known how the teachers were…

The implementation of the recent geography curriculum in the classroom requires further review. This study aims to identify Indonesian geography teachers' understanding of the written geography curriculum at the senior high school, which comprises cognitive activities terms, the meaning of activities demanded in the curriculum and the organization…

Teaching with inquiry-based learning (IBL) can be used to increase high school students' science proficiency levels. Teachers must also be equipped and prepared to teach inquiry-based learning concepts. Therefore, this study aimed to evaluate how prolonged professional development (PD) about IBL impacts science and agriscience teachers' intent to…

Project-based (PBL) learning has been found to improve student achievement, engagement, and interpersonal and intrapersonal skills; however, it is not widely implemented in K-12 schools in the United States. Prior research has established several barriers and challenges to implementing PBL in K-12 schools including challenges related to teacher…

With the perpetual increase in STEM-related jobs and a renewed focus on the importance of these content areas, school-based agricultural education (SBAE) teachers shoulder the important task of implementing inquiry-based learning opportunities to prepare students for future STEM careers. The Curriculum for Agricultural Science Education (CASE) is…

There currently exists worldwide concern around obesity, inactivity and sedentary school curricula. EduMove (Education through Movement) offers physically active and movement-based teaching and learning promoting cross-curricula delivery in schools. This research assessed effectiveness of mechanisms and processes underpinning the claims of…

Significant numbers of studies declare the effectiveness of "active learning" and numerous universities develop programs to support the incorporation of active learning methods, yet despite various incentives, adoption is met with resistance. This work shares the results of a study of instructor perceptions about active learning at a…

Objectives: The goal of this paper is to introduce and describe a new introductory computer science course. Research results from the implementation of this curriculum will be presented to demonstrate the nature of teachers' experiences with the curriculum. Participants: Participants are teachers implementing the new curriculum at two schools in…

This qualitative case study investigated rural high school social studies teachers' perceptions of Robert Stahl's decision-making materials within their content area and the relevance of curricular implementation. The primary questions addressed in this study focused on high school social studies teachers' perception of current instructional…

This study explored a middle school science teacher's curricular sensemaking in interaction with their use of an educative storyline curriculum, aligned to the Next Generation Science Standards, that was intentionally designed for more opportunities for students' scientific sensemaking. Using a phenomenological case study methodology, we examined…

This study utilizes action research to examine the design and implementation of inquiry-based teaching in a middle school social studies classroom. As a practitioner, fulfilling the role of teacher and researcher, I sought to better understand my teaching practices. To do so, I collected multiple forms of data that would help me understand…

There are many reasons students fail to achieve in STEM related fields post high school. For example, students may spend too much time receiving teacher centered lessons that focus primarily on vocabulary building and concept recognition. These lessons may not necessarily promote understanding or encourage students to learn other skills than…