Introductory biology courses at most colleges and universities have two components: a lecture and a lab. However, for students who are not majoring in biology and taking the introductory course as part of their general education requirements, the distinct role of the lab has not been clearly articulated. We performed an online modified-Delphi…

The purpose of this study was to explore an approach to an elementary science methods course that utilized a science notebook to physically distinguished multiple perspectives of science teaching and learning. We conceptualized teacher candidates' (TCs') thinking within a framework titled "Exploring Multiple Perspectives in the Methods…

Pedagogical content knowledge (PCK) is important for teachers' instructional effectiveness. This study investigated the self-reported level of PCK among in-service elementary school science teachers in a municipality in Ghana, examining the overall level of PCK. An In-Service Elementary Science Teachers Self-Reported PCK (IEST-SR-PCK) scale was…

Most chemistry students struggle with interpreting and understanding NMR (nuclear magnetic resonance) spectra and the general concepts of NMR spectroscopy. NMR spectroscopy seems to be difficult to both teach and learn. Therefore, the corresponding courses should be investigated in more detail. We conducted a survey with N = 39 German university…

Introductory physics is a gateway course that is required for many science, technology, engineering, and mathematics (STEM) majors. In introductory physics courses, women and racially minoritized students often have lower grades and higher attrition than white men. Inclusive teaching is widely recommended to ensure that all students have the…

This study reports on eleven second-year teachers who were all students in the same practice-based secondary science methods courses framed around ambitious science teaching. In this qualitative embedded single case study, we examined if, how, and why novice teachers linked their current critical pedagogical discourses and instruction back to any…

This study examined the early implementation stages of the Modeling Method of Instruction (MMI) in the science classroom to find the most valuable strategies for effective implementation. In this qualitative study, eleven teachers were interviewed to uncover effective implementation strategies. Interview data were analyzed using the constant…

Embracing curricular reforms such as the Next Generation Science Standards poses unique challenges for early childhood science teachers who often value play and curiosity, but are challenged by the depth of scientific disciplinary practices expected by these standards. To explore possibilities for teacher growth, this research draws on Noddings'…

Orientation is a component of pedagogical content knowledge and represents a general view of teaching and learning science. Science instructors hold orientations to teaching science teachers and orientation can be illustrated by an instructor's purposes and goals for instruction. Due to the central role of the instructors in preparing qualified…

As educational accountability pressures and science teacher attrition rates within American public-school systems continue to rise, so does the need for improved reform-based professional development (PD) opportunities that allow science educators to challenge their pedagogical beliefs and teaching practices. This qualitative case study explores…

Physiology is a critical subject that bridges basic and clinical medicine. The reform of physiology education is crucial to improving the quality of teaching and supporting student learning; however, there is a lack of comprehensive data documenting the current state of physiology education in medical programs in China. This study conducted an…

The purpose of this study was twofold: first, to investigate science teachers' views about the nature of science (NOS); and second, to examine science teachers' views about their NOS integration into instruction. Reconceptualized family resemblance approach to nature of science (RFN) is used as a theoretical and analytical framework. The…

A significant issue in the teaching, learning and summative assessment of practical science is that the underpinning model of scientific methods is based on a fairly simplistic and linear account that does not represent how scientists actually do practical work. In this paper, we examine how science teachers in England and Wales view scientific…

Teachers' technological experiences are constrained by limitations in reflective decision-making and theoretical frameworks. Challenges with the technological pedagogical content knowledge framework (TPACK) are often associated with deficits in self-regulation. To effectively develop TPACK, it is recommended that educators focus on enhancing…

Fostering methods that promote learners' conceptual understanding is crucial for better performance in science subjects. This study investigated how teachers of physical sciences perceive the utilization of Concept Cartoons as a formative evaluation tool. Ten Grade 11 teachers selected from secondary schools in the Nelson Mandela Bay district of…