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Hannah Cooke; Todd Campbell; April Luehmann; Yang Zhang; Déana Scipio – Journal of Research in Science Teaching, 2025
Explicitly attending to justice in science teaching and learning is long overdue. Here, we examined the professional teacher identity development of 13 science teachers as they collaborated in networked professional learning communities (PLCs) to implement and revise a culture-setting unit focused on the science of COVID and engaging in…
Descriptors: Justice, Science Education, Science Instruction, Teaching Methods
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Kathryn N. Hayes; Jessica R. Gladstone; Brit Toven-Lindsey; Christine L. Bae – Science Education, 2025
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…
Descriptors: Elementary Schools, Equal Education, Student Development, Context Effect
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Amy Pallant; Christopher Lore; Hee-Sun Lee; Stephanie Seevers; Trudi Lord – Journal of Geoscience Education, 2025
This paper describes how plate tectonics and rock genesis, two topics that are typically addressed separately in secondary Earth science classes, can be taught together as an integrated system. We define the TecRocks Reasoning Framework, developed to support student reasoning about rock formation situated in the context of plate tectonics. We also…
Descriptors: Secondary School Science, Secondary School Students, Geology, Plate Tectonics