Many teachers have a level of discomfort with planning inquiry-based science lessons for students with complex needs. Science instruction typically includes teaching discrete skills with a focus on vocabulary acquisition (Knight et al., 2020). Because science is universal and thus important for all learners, many states have adopted the Next…

In the era of the Framework for K-12 Science Education and Next Generation Science Standards (NGSS), research on preparing preservice science teachers (PSTs) for NGSS-aligned teaching practices is important. In this study, we explored PSTs' sense-making around planning for Ambitious Science Teaching (AST) during their discussions of teaching in a…

The principle of Science for All emphasizes that every learner, including students with disabilities (SWD), should have equitable opportunities to access and participate in science education. This study explores how science teachers in inclusive schools in the Indonesian context design, present, and assess science lessons based on universal design…

The shift to student engagement in scientific and engineering practices to learn science provides opportunities for science learning and language learning to occur in tandem. These opportunities also pose new challenges for elementary pre-service teachers (PSTs) since literacy methods courses have been presented separately from science methods…

This study was an action research self-study that examined my role as a teacher educator supporting a resident teacher in learning how to design inquiry-based culturally responsive science lessons. I explored my own growth in understanding how to act as a teacher educator to provide appropriately scaffolded support to promote learning for a…

This study examined the impact of a practice-based approach to in-service science teacher education, using small-group discussions about photovoltaic (PV) science to support teachers' instruction on sustainable energy transitions in response to climate change risks. Ultimately, we aimed to promote teachers' PV science comprehension as well as…

The question of how to create a common framework for teaching (a science of the art of teaching) has often been a topic of discussion. As a result of Lesson Study, such a framework has emerged in Japan for science education. Outside Japan, however, creating a common framework for teaching has appeared to be far from easy. This article focuses on…

While recent research has examined students' and teachers' understanding of models and modeling, few studies have focused on how teacher educators can support preservice elementary science teachers in envisioning enriched learning processes and outcomes for their students while engaging in modeling practices. Informed by reflective practices…

The use of data to explain natural phenomena has been a core feature of science education, and science educators continue to call for an increased emphasis on teaching data practices. This mixed methods design-based research study adds to the growing body of research on data practices in science by explaining the learning trends of science…

Developing student capacity for the science, technology, engineering, and math (STEM) workforce requires not only better preparation in specific content and skills but also better preparation in understanding the goals that STEM fields can afford. In particular, stereotypic views that STEM fields lack communal opportunities to work with and help…

Research has explored how science teachers can create equitable learning environments. In addition, research demonstrates that representations can be powerful tools for supporting disciplinary learning and inviting and leveraging students' diverse ideas and practices. Yet, professional development (PD) about representations has primarily focused…

Computational thinking (CT) is playing an increasingly relevant role within disciplinary teaching in elementary school, particularly in science. However, many teachers are unfamiliar with CT, either because their education occurred before the popularization of CT or because CT instruction was not included in their pre-service coursework. For these…

It is critical to provide inservice elementary teachers the opportunity to advance their science instruction, which in turn can positively impact not only their practice but also their perceptions towards science teaching and learning. Too often, science-specific professional development (PD) programs are scarcely provided as a result of an…

Teaching the theory of evolution has often faced various challenges, including teachers' internal conflict between the theory of evolution and their personal religious beliefs. This multiple case study examined the perceptions of and approaches to teaching evolution of six Indonesian Muslim biology teachers who were working in three different…

Teacher-student conversations are central to student learning within the science classroom. Educational literature recommends teachers aim to build a common scientific language and, through dialog, develop shared meanings with students. This study examines teacher-student conversations in the specific situation of an integrated science and…