Teacher noticing of student thinking represents a key aspect of teacher expertise as it informs teachers' actions 'on the fly' during a lesson. In science and mathematics education, teacher noticing has been conceptualised as being driven by attending to and making sense of student thinking. A range of models of noticing developed in professional…

In this article, I argue for expanding what "counts" as evidence of content learning in the assessment of English learners (ELs) and their peers in the content areas. ELs bring expansive meaning-making resources to content classrooms that are valuable assets for meeting the ambitious learning goals of the latest K-12 education reform.…

Inquiry-based science instruction has been proposed as an optimal learning environment for language-integrated teaching. While its potential for developing both content knowledge and language skills has been shown for students with limited language proficiency, research focusing on mainstream classrooms has mainly considered domain-specific…

Education for Sustainability (EfS) is crucial for changes in environmental behaviour (EB), and little is known about the EB of primary school teachers tasked with teaching EfS. This study sought to better understand the EB of pre-service primary science teachers. EB was qualitatively evaluated, characterising teachers' personal environmental…

This autoethnographic study is part of a funded project involving a school science teacher and university science education researchers. In this project, we incorporated nature of science (NOS) into the fifth-grade curriculum and implemented it for a semester at a public school in Turkey. We adopted Reconceptualized Family Resemblance Approach to…

Effective elementary science education is fundamentally dependent on teachers' science content knowledge and self-efficacy in teaching science, areas that have been central to science education reform initiatives. This study examines the development and implementation of a physical science content course curriculum incorporating both hands-on…

It might sound to some like an impossible target to give children 22 hours of scientific enquiry by Christmas, but the current COVID-19 pandemic has already demonstrated its capacity to make the impossible happen and to upturn so many of the assumptions that have shaped the way people teach and learn. Children can reach 22 hours of enquiry if…

Research-based science curriculum has become a common means of supporting best practices in science teaching. However, despite one elementary school's adoption of commercially available science curriculum, the school's fifth-grade teacher selected only certain science modules for implementation in her classroom. The purpose of this narrative study…

Background: In science education asynchronous online interactions have increased dramatically during the recent pandemic and some of these practices will stay. One of the characteristics in asynchronous exchanges is the spacing and sequencing of online interaction. It means that dialogue partners do not necessarily receive immediate feedback as is…

In-service professional development is important for improving teaching. However, little research has examined how the roles, beliefs, and backgrounds of the individuals providing professional development can best be leveraged to create effective professional development programmes. A particularly understudied group are community-based On-Site…

This study aims to develop a science, environment, technology, and society (SETS)-based learning module to enhance critical thinking skills among elementary school students. Employing a research and development (R&D) approach adapting the Borg and Gall model, this module is designed to enrich the learning process of natural and social sciences…

The app 'Roteiro Entre-Marés' offers digital itineraries for exploring intertidal zones, such as the rocky platform of the Avencas Marine Protected Area. As users travel through the intertidal area, several challenges emphasising the biodiversity and environmental issues are presented. Eighth-grade students (n=63) used this application and were…

This research investigated the impact of a professional development program on enhancing fifth-grade environmental science teacher efficacy through place-based education (PBE) practices--the Meaningful Watershed Educational Experiences (MWEE) Professional Development Training aimed to promote teacher engagement and increase pedagogical content…

Green School intend to increase student connection to the environment, and have the potential to increase achievement through opportunities for hands-on science learning. This study utilizes publicly available data on all public schools in Maryland to examine the extent to which the Green School designation relates to changes in science…

This study aims to discover the existing experiences that lead to local rural knowledge (LRK) of specific rural Northeast Nebraska communities. This information will assist in understanding the impact that LRK has on young children's science knowledge in rural communities. By engaging in hands-on experiences and interactions, science learning…