This study aims to investigate the effect of the teaching model developed for hot conceptual change on middle school 7th-grade students' understanding of the Nature of Science (NOS) aspects. In this qualitative and exploratory study, activities were carried out with 24 students of two classes in a village school in the South Marmara region using a…

Energy is one important concept in physics, but science education research has repeatedly shown that students struggle to develop a full understanding of energy. Especially challenging for students is the notion of potential energy. Overwhelmed by the sheer number of potential energy forms, students struggle to make connections between them.…

This study employed a case study methodology to investigate students' misconceptions about solid, liquid, and atmospheric pressure. The research included 36 8th-grade students from various middle schools in Giresun, comprising 19 girls and 17 boys. Data collection involved a test consisting of 14 concept cartoon questions, and the concept cartoons…

This study investigated the added value of real-time adaptive feedback on seventh graders' performances in tablet-based geometry learning. To isolate the effects of the medium (ie, tablet) from those of the feedback, three groups were compared: paper-and-pencil, pen-based tablet without feedback and pen-based tablet with feedback. The feedback was…

The professionalization of teachers is a fundamental and decisive issue for all education systems. This text presents a qualitative research on an original experiment in training future primary school teachers in the nature of science (NOS) and its transposition into teaching practice. It is a script for reading the children's book, "7 souris…

Although the "Next Generation Science Standards" (NGSS) have three dimensions, the crosscutting concepts are often the forgotten dimension. One reason teachers may not emphasize the crosscutting concepts might be because they are broad, domain-general constructs that can be difficult to conceptualize in a meaningful way. Yet, when taught…

Data from PISA and TIMSS have recently fuelled the debate on the efficacy of Inquiry-Based Science Teaching (IBST). Some analyses of these data show that the effects of different scientific activities related to IBST carried out with students vary according to the frequency of their implementation. Extending this research, the present study…

The international bestseller "How Do We Learn?" decodes years of cognitive science research into actionable strategies for K-12 teachers, curricula designers, and administrators. You'll discover how classic and emerging findings can transform pedagogy by pointing at practices that take advantage of the innate structures of the human…

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…

Funded through an early-phase Education Innovation and Research grant, Using and Leveraging Technology to Reinvent Accessibility: Minecraft Mentor Edition (ULTRA:ME) is an intervention designed to develop teachers' ability to use Minecraft and other educational technology tools to enhance science instruction for students with and without…

Literature suggests the transfer of understanding the nature of science to instructional practice requires preservice teachers to value teaching about the nature of science. Despite decades of research developing preservice teachers' views of nature of science, there is still a disconnect between their understanding and instructional practice.…

An important goal of science education is for students to understand the nature of science. Science education has raised the question of what science is, how scientific knowledge is developed and how people participate in this process under the conceptual umbrella of 'nature of science' (NOS). This study aims to look at the effectiveness of the…

This paper presents empirical evidence from research carried out in New Zealand by a research-practice partnership (RPP) that included school teachers, teacher professional learning providers, and researchers in science education, technology education, and information systems. The RPP worked together from 2018-2023 to investigate the affordances…

This paper addresses two methodological issues related to the assessment of teachers' views of science. The first concerns the distinction between the "nature of science" (NOS) and the nature of "scientific inquiry" (SI): should the points related to NOS and those related to SI be analyzed independently? The second concerns the…

Background: There is a growing view that 'Big Ideas of science education' are useful for teaching science but there is not much knowledge of how teachers work with them. Purpose: This study explores the conceptualisation and practice of the use of Big Ideas of science education by primary and secondary teachers in Chile. Sample: A total of 63…