Breadth and depth of curriculum are important for success in science teaching and learning. Curriculum theorists recommend less breadth and more depth than overloaded, superficial science curricula. This study investigates breadth and depth in the official biology syllabi in the seventh to eighth or ninth years in four diverse jurisdictions,…

Attracting and retaining diverse individuals is a core goal for reform efforts within in Science, Technology, Engineering, and Mathematics (STEM) gateway courses. Evidence-based instructional strategies in STEM, including those that incorporate scientific practices, have demonstrated promising findings regarding student learning gains. Inspired by…

The jigsaw model is a dynamic cooperative learning approach where students become experts on different segments of the material and teach their peers, thereby enhancing engagement accountability, team work, and ultimately improving academic achievement. This study investigated the effectiveness of a cooperative learning strategy on secondary…

A didactic sequence is proposed using an infrared puzzle and a didactic questionnaire for the teaching-learning of infrared spectroscopy at the upper secondary level. The didactic sequence that was designed was implemented in person in the subject of Chemistry IV at the high school level, corresponding to the sixth semester of the curriculum of…

Problem solving is considered an essential ability for becoming an expert in physics, and individualized feedback on the structure of problem-solving processes is a key component to support students in developing this ability. Problem-solving processes consist of multiple elements whose order forms the sequential structure of these processes.…

Game-based learning has attracted great interest in science education as an effective way to increase student achievement. Most studies in this field have focused on digital or non-digital games. In the literature, some studies generally compare educational games with traditional teaching methods. More studies need to be conducted to compare the…

Ninth-grade students with learning difficulties typically underperform those without learning difficulties, particularly in an integrated geoscience course. Despite the growing demand for STEM careers, science remains challenging to understand and inaccessible to many, especially those with learning difficulties (Vavougios et al., 2016).…

Recent advancements in computer graphics and hardware have driven the resurgence of virtual reality (VR). Past literature has reported the use of VR in education, especially for teaching spatially complex concepts. However, there are limited data available on the precise role of VR game design elements. In this study, we introduce a new VR game,…

Inconsistent reporting of critical facets of classroom interventions and their related impact evaluations hinders the field's ability to describe and synthesize the existing evidence base. In this essay, we present a set of reporting guidelines intended to steer authors of classroom intervention studies toward providing more systematic reporting…

Classrooms today are more ethnically and linguistically diverse. Unfortunately, students of color demonstrate a history of marginalized educational inequities (Williamson et al., 2007). These marginalized educational inequities impact academic achievement across all content areas especially literacy, math, and science. To improve the academic…

This is potentially the first study that addressed the Puerto Rican high school students' chemistry knowledge acquisition using traditional teaching and Physics Education Technology. The problem addressed by this quantitative comparative quasi-experimental study was that students' showed a disadvantage on chemistry knowledge acquisition over other…

Two generative approaches to reaction mechanism instruction for novice students were compared to lecture instruction. In both approaches, students were coached to propose selected reaction mechanisms based on prior knowledge. New instructional methods were correlated with increased skill in representations of electron movements and other gains.…

This quantitative, nonexperimental research study focused on discovering the impact of inquiry-based instruction on the science achievement of rural Georgia fifth-grade students as measured by the Georgia Milestones Assessment System (GMAS), a criterion referenced test. Inquiry-based instruction is a teaching method that combines the natural…

Student' achievement in science can be affected by teacher subject matter knowledge, ineffective instructional methods, and lack of student engagement. Although all schools provide professional development opportunities, not all teachers choose to engage in a program that provides teaching and learning through experiential techniques for the…

The purpose of this quantitative, causal-comparative research study was to determine if and to what extent there were differences in chemistry end-of-course (EOC) examination scores between high school chemistry students taught using POGIL pedagogy and non-POGIL pedagogy in the state of Utah. Piaget's cognitive development theory and Johnstone's…