As part of learning to teach, teachers must learn to use a range of teaching practices. In this longitudinal study the authors explore how novice elementary teachers learn to engage in a set of high-leverage science teaching practices, such as "leading a science sensemaking discussion" and "setting up and managing small-group…

This study aimed to examine the impact of a context-based relating, experiencing, applying, cooperating, and transferring (REACT) strategy on the scientific reasoning (SR) abilities of tenth grade students. A mixed-method approach and convergent embedded experimental design were used. One hundred thirty-one students participated in the study in…

This research integrates context-based learning and modelling. It presents a teaching-learning sequence (TLS) about the dissolution of gases in liquids using carbonated drinks as the context. The impact of the TLS is analysed in a longitudinal short-term study involving two groups of learners aged 13-14 years old (n=53). The results led us to…

The implementation of context-based chemistry programs has been started before 40 years ago since 1980s in an attempt to make the learning of chemistry more meaningful for students. Consequent to its lengthy, there has been a steady increase in the number of interventional context-based (ICB) approach chemistry studies investigating the effect of…

While much is known about teacher learning of nature of science (NOS) concepts, less is known about how teachers develop an understanding of how to effectively teach NOS or how instructional views might differ across levels of the Family Resemblance Approach (FRA) wheel. Therefore, this study investigated the NOS instructional views related to…

This paper is part of the special issue on Teacher Learning and Practice within Organizational Contexts. Shifting instructional practices in elementary schools to include more equitable, reform-based pedagogies is imperative for supporting students' development as science learners. Teachers need high quality professional development (PD) to learn…

Content coverage is frequently identified by faculty as a barrier to the implementation of student-centered instructional strategies. This need to cover content may be a personal belief faculty hold and/or an external requirement imposed (or perceived to be) on them ("e.g.," by their department, institution, accreditors,…

The purpose of this study was to examine whether a simulation-integrated context-based 7E instructional strategy (SICBIS) could increase students' achievement in the chemistry of oxides, acids, bases, and salts (COABS) when compared to context-based 7E instructional strategy (CBIS), simulation-integrated conventional teaching approach (SICTA), and…

Assessments are an integral part of academic environments and can present opportunities for students to make sense of novel contexts using their existing ideas. Assessments also provide insights on students' learning and the efficacy of the pedagogical practices. Consequently, physics education research shares a storied history of developing…

Although previous belonging research has investigated social belonging sources, few studies have examined academic sources that include teacher and peer behaviors. Questions remain concerning the contextualization of belonging in specific disciplines and pedagogies. This study explores middle schoolers' science classroom belonging within two…

Background: Studies in biology have shown that students perceive variation and evolution to be difficult areas to learn. This has sparked rote learning of variation and evolution concepts and is evidenced in poor performance in tests involving these concepts. Purpose: In light of the significant role of variation and evolution in a human's…

The teaching of conceptual understanding is a key objective in the field of science education. But students, on average, do not adequately understand the concepts in a large number of science subjects. This is the case with Ethiopia's students as well. Additionally, conventional instruction is the primary method used by Ethiopian school teachers.…

There is a pressing need to develop processes to facilitate the organization of education responses in time-pressured emergency situations. As part of a joint Learning Passport (LP) partnership project with UNICEF, researchers along with curriculum and subject specialists at the University of Cambridge, UK, developed a curriculum framework that…

In this study, it is aimed to investigate the effect of the Context-based Instruction Applications, prepared using verbal problems with real-life content and scenarios, on the level of pre-service teachers' learning areas of "heat and temperature" and "movement and force" and their level of creating contexts in daily life. The…

The aim of this study is to determine the thoughts of science teachers about context-based learning and its use in science education. The research was conducted with the case study method of qualitative research. The study group of the research consists of 90 science teachers working in secondary schools. The teachers constituting the study group…