This research aims to reveal the importance of science and mathematics education, children's natural curiosity towards science, and teachers' deficiencies and opinions in this area. In this study, where the qualitative method is preferred, the special case method, which enables in-depth research within a specific subject, is used. The study group…

This paper examines attitudes to pedagogical change, among teachers within a second level science department in Ireland. It explores the beliefs and contextual constraints that mediate diversification from a primarily didactic pedagogical approach towards more student-led pedagogies. Using a multi-method approach incorporating observations of…

Background: This study investigates the role of figures of speech in the process of conceptual change in the physics classroom. Purpose: Its objectives are to examine what teachers and students perceive to be the advantages in using figures of speech in teaching physics concepts, what they perceive to be the challenges in using them, and how…

While the literature is replete with studies examining teacher knowledge and pedagogical content knowledge (PCK), few studies have investigated how science teacher orientations (STOs) shape classroom instruction. Therefore, this research explores the interplay between a STOs and the topic specificity of PCK across two science topics within a grade…

Visual representations are essential for communication and meaning-making in chemistry, and thus the representational practices play a vital role in the teaching and learning of chemistry. One powerful contemporary model of classroom learning, the variation theory of learning, posits that the way an object of learning gets handled is another vital…

This qualitative research explores children's environmental identity by describing how fifth grade children view their relationship with the natural world alongside their experience of elementary school science. Qualitative analysis of in-depth interviews with 17 grade 5 children was supported with a survey that included responses to open-ended…

This study investigated 27 chemistry professors' perceptions of learning in undergraduate education and their suggestions for adopting an inquiry-based pedagogical approach to teaching and learning. Semistructured interviews revealed that two thirds of participants perceived undergraduate learning in traditional ways such as the acquisition of…

This study aims to explore the perceptions of university students and instructors regarding English as the medium of instruction for teaching science courses in the United Arab Emirates (UAE). One hundred English as a Foreign Language students from several science courses participated in the current study. They completed a self-assessment…

This study investigates early childhood teachers' views about science teaching practices in an early childhood settings. It was conducted in a preschool located in Ankara, Turkey. The data of the study were collected through multiple sources of information such as interviews with early childhood teachers and observations of their practices in the…

Individual interest in school science lessons can be defined as a relatively stable and enduring personal emotion comprising affective and behavioural reactions to events in the regular science lessons at school. Little research has compared the importance of different factors affecting students' individual interest in school science lessons. The…

In this article we approach the problem of identification and recognition of argumentation by teacher educators of a physics undergraduate course of a large university in the southeast of Brazil. Our proposed markers criteria, such as "opposing" of ideas and "reciprocal justifications" were partially validated by the…

I investigated how five first-year teachers--all peers from the same science methods class framed around ambitious instruction--used resources to plan and learn in schools that promoted pedagogy anchored around information delivery. The participants engaged in different cycles of resource-driven learning based on the instructional framework they…

A stream of debate (including a previous special issue of this journal [25(1) 2014)] has made claims not just for "bringing knowledge back in" as the framing underpinning of the school curriculum, but that subjects associated with disciplinary and disciplined knowledge forms have a particular power and that these characteristics are…

Decision-making in socioscientific issues (SSI) constitutes a real challenge for both biology teachers and learners. The assessment of students' performances in SSIs constitutes a problem, especially for biology teachers. The study at hand was conducted in Germany and uses a qualitative approach following the research procedures of grounded theory…

This study utilized a semi-structured interview approach to identify how college methods professors in Nebraska are engaging pre-service K-12 teachers with the Next Generation Science Standards and to determine if this information is being carried over to Nebraska K-12 classrooms. The study attempted to address these items by answering the…