Demographic trends in Korea indicate that the student population is becoming more diverse with regards to culture, ethnicity and language. These changes have implications for science classrooms where inquiry-based, student-centered activities require culturally and linguistically diverse (CLD) students to connect with their peers and successfully…

This study examined kindergarten through fifth grade elementary school teachers' self-efficacy regarding classroom science teaching and then related these findings to the daily instructional methods that these teachers use when teaching science. Survey methodology was used to explore the perceptions of elementary school teachers (n = 143)…

This study is a quantitative investigation of the relation of middle school science teachers' attitudes and beliefs about inquiry-based instruction to their accumulated amounts of science content preparation, content and pedagogical professional development, and their pedagogical content knowledge. Numerous researchers have found that even though…

This study focuses on a professional development program for science teachers near or on American Indian reservations in Montana. This program was framed by culturally relevant pedagogy premises and was characterized by instructional strategies and content foci resulting from the intersection between three cultures: tribal, science teaching, and…

This study examines the effectiveness of the Integrated Experiential Learning Curriculum (IELC) in China. This curriculum was developed to engage Chinese elementary students in science to cultivate a scientifically literate society by focusing science instruction on practical applications of scientific knowledge. Cornerstones of the approach…