In this article, we argue that the goal of reading literary text is the creation of interpretation, and we advocate for a research-based disciplinary literacy heuristic that centers on reading and interpreting literary text. The heuristic serves as a guide for designing instruction that incorporates important instructional principles for…

This discussion introduces a heuristic to guide writing instruction with adolescents and young adults. Our framework, called "Open World Writing," consists of six writing territories (vision, material, design, voice, flow, polish) that provide focus and clarity for writing and educators working across academic and creative writing…

Students with disabilities (SWD) have consistently been excluded in science in science classrooms. As inquiry-based instruction is the preferred method of science instruction, finding the best ways to teach using inquiry as an inclusive methodology is essential. The Science Writing Heuristic (SWH) is an argument-based inquiry approach that has…

The purpose of this study was twofold. First, to explore middle and high school students' intuitively-based (mis)conceptions in probability, particularly availability and representativeness heuristics. Second, to investigate teachers' awareness of these intuitively-based (mis)conceptions and the effectiveness of their instructional practices to…

In this article, we explore a pedagogical and conceptual tool we have refined and developed for the fields of peace, social justice, and human rights education: "the possibility tree." Initially introduced in our 2021 book, we explore this tool in more depth in this article to show how such pedagogical and conceptual processes are key…

Scientific practices describe behaviors scientists engage in while investigating the natural world. Educators should be aware of different science practice frameworks to better understand their students' progression for learning science practices across the K-20 spectrum. For example, a high school AP instructor would benefit from understanding…

Language is a fundamental tool for learning science. This study highlights the importance of teacher knowledge in utilising language as a tool for knowledge generation in the classrooms. This case study examines elementary teachers' development of declarative, procedural, and epistemic knowledge related to using language, particularly focusing on…

Research on teacher educators' professional learning has gained increasing interest within science education. Curriculum materials have been suggested as a means of supporting "teacher" learning for several decades but have not yet been examined as a potential tool for supporting the learning of "teacher educators." In this…

Learning about the Earth through geoscience education is important in order to make informed decisions about the future of the Earth. The aim of this study is to examine students' conceptual development on geoscience subjects based on inquiry-based learning. 7th grade students participated in this study. The researcher prepared lesson plans and…

National standards that centre on the underpinning epistemic practices of the discipline has emphasised the need for teachers to focus much more on knowledge generation approaches to learning. Adopting a complexity perspective, we attempt to understand how teachers shift over time by examining their epistemic orientation to knowledge generation…

Engineering students need to prepare to address increasingly complex, contextual, and ambiguous problems in their future careers. Many students pursue engineering to improve societal problems and create innovative solutions. Yet, divergent thinking needed for creativity, and the consideration of multiple social issues and a variety of contexts, is…