Teacher knowledge is vital to provide meaningful learning opportunities. In this case study, a secondary education teacher's knowledge about how to teach the concept of ecosystems from a river is explored. A category system drawn from the literature about science teacher knowledge was used for the analysis. Science teaching requires teachers to…

Scientific practices describe behaviors scientists engage in while investigating the natural world. Educators should be aware of different science practice frameworks to better understand their students' progression for learning science practices across the K-20 spectrum. For example, a high school AP instructor would benefit from understanding…

Encouraging sustainability in science education demands a collaborative approach, involving the integration of diverse knowledge systems, including indigenous and formal scientific knowledge. Nevertheless, educators' perceptions of these knowledge systems are crucial factors to consider. This study investigated the perceptions of pre-service…

Local culture has undergone significant shifts and alienations, leading to the neglect of societal values. This situation underscores the need for teachers to be well-prepared to incorporate local wisdom into science education, supporting Cultured-Based Learning. This study, conducted from January to June 2022, aimed to assess the relevance of…

Continuous Professional Development (CPD) programme include community of practice, action research, training, and award-bearing. CPDs also include deficit, cascade model, standard-based model, and coaching and mentoring. These CPD programme have been used in acquiring and disseminating new ideas and practices. In Rwanda, towards the effectiveness…

Addressing student conceptions is crucial in science education. Therefore, teachers should be able to notice and interpret situations, in which student conceptions are part of the complex classroom interactions. This study analyzes the skills known as professional vision using an interpretivist research paradigm and a sociocultural perspective.…

STEM (Science, Technology, Engineering, and Mathematics) is a frequently discussed subject, as are the students who study it. Not so frequently discussed are the educators that teach and interact with students daily. A great deal of research has been done on the characteristics of STEM students, including who they are, how they learn, and the need…

In this paper, we describe a study on tasks following the construct of school-related content knowledge. We know from previous studies that such tasks were rated by the preservice chemistry teachers as important for their future profession. Those studies were conducted in a traditional course on organic chemistry which was organized around…

Even though the educational researchers have developed and implemented various educational strategies to teach the concepts of the phases of the Moon and the formation of the lunar eclipse more effectively, many studies conducted by them in recent years reveal that the teachers still do not understand the causes and scientific processes related to…

Background: Effective teaching of university chemistry in an online environment not only requires teachers to have specific discipline content knowledge; it also requires them to have knowledge and skills in technology-enhanced teaching practices. When transitioning from traditional face-to-face teaching into online contexts, teachers must learn…

Basic science educators play a significant role in medical and health professions curricula, particularly in the biomedical science components. Although the shift from basic scientists to educators seems promising, no study has yet explored the transition process from the perspective of basic scientists themselves, especially in the early stages…

This study was carried out in order to determine what postgraduate science teachers perceive when socio scientific issues are mentioned, how they teach these subjects, what difficulties they encounter during teaching the subjects and what they need during the teaching of socio scientific issues. For this purpose, three groups of interviews were…

The outcomes of IEA's Trends in International Mathematics and Science Study (TIMSS) conducted from 1995 to 2002 confirmed that there was no improvement in the learning outcomes of grade eight learners in Mathematics and Science. Additionally, the failure rate in Mathematics at the National Senior Certificate (NSC) Matriculation examination has…

Science teachers' beliefs about teaching and learning are a vital component of teachers' professional competence and are often assumed to impact classroom practice. To date, these beliefs have been predominantly investigated regarding teaching and learning in general or for a particular science subject (e.g., physics). It remains to be determined…

Background: Self-regulation in learning (SRL) represents a major topic in educational research. Nevertheless, there remains a gap in the research concerning how teachers can incorporate SRL into the classroom. This study focuses on the Professional Vision for SRL (PfS) method, which aims to bridge the gap between theory and practice so that…