With teachers continuing to report challenges in classroom management and difficulties in implementing scientific inquiry, the current manner in which science practical work is conducted in schools suggests the need for added teacher support. In this regard, we can leverage computer vision to provide instructional support by relieving teachers of…

As more and more science teacher educators are subscribing to a practice-based teacher education curriculum, it is becoming increasingly necessary to identify and articulate smaller grain-sized teaching practices nested within a core practice in important instructional contexts in order to facilitate preservice science teachers' (PSTs') learning…

The purpose of this study was to design, implement, and evaluate a course according to a STEM education approach for pre-service science teachers. The study was conducted in three phases according to an educational design research method: preliminary research, development or prototyping, and assessment (Plomp & Nieveen, 2013). The STEM…

Nine years after reconceptualizing the nature of science for science education using the family resemblance approach (FRA) (Erduran & Dagher, 2014a), the time is ripe for taking stock of what this approach has accomplished, and what future research it can facilitate. This reflective paper aims to accomplish three goals. The first addresses…

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…

Science, technology, engineering, and mathematics (STEM) education is regarded by many countries as fundamental to economic growth and as a result received continued attention. Scientist-teacher-student partnership (STSP) is one of the ways to make STEM education attractive and meaningful. However, research on the performance quality of STSP is…

This study investigated how an intervention consisting of a series of physical science lessons embedded within the elementary science methods course impacted elementary preservice teachers' (N = 473) science content knowledge as evidenced in their scaled scores for the science content component of a standardized subject certification examinations…

The paper presents a study that aimed to reveal the process quality descriptors of an argument-based inquiry approach. Process quality signifies whether a teacher is a better or unsatisfactory implementer of a version of in-class science inquiry. An experienced middle school science teacher was the participant. Based on the initial analysis…

School districts have recognized the undeniable power of using data to enhance performance. As a result, teachers are now required to use data to prepare for critical state assessments and to improve district levels. These assessments are crucial in determining the school's rating by the state and can even result in a state takeover if scores are…

This article is about a famous physics course taken by thousands of students at Amherst College in the 1950s, designed and taught by its distinguished instructor, Arnold B. Arons. There are very few of us left who have taken the course. The youngest one would be, as the course was discontinued in 1968, about 72 years old!

Climate change is a pressing global challenge for humanity, which should be adequately represented in the educational system. However, teachers face a significant challenge due to the vast amount of data and information about climate change available in the media. We aimed to identify aspects that affect teachers' acceptance of technology in…

Teacher leaders are those who have strong pedagogical skill sets, demonstrate the capacity to impact their colleagues' practices, and have the ability to influence and facilitate improvements in teaching and learning inside and outside of their schools. When teacher leaders provide professional development to improve teaching practices (i.e.…

Collaborative argumentation is a powerful means to promote conceptual understanding of scientific concepts for which students have robust misconceptions. However, eliciting and maintaining productive collaborative argumentation is known to be difficult. Moreover, it is unclear whether and how the factor of communication media might enable or…

Across the curriculum, the questions that teachers ask in class direct learners' attention to key subject matter, and shape what they learn. This paper examines the types of questions that Chinese school Biology teachers ask, and considers how and why they vary their questioning in the context of scientific practices. Six teachers from four…

The purpose of this study was to gauge the attitudes towards artificial intelligence (AI) use in the science classroom by science teachers at the start of generative AI chatbot popularity (March 2023). The lens of distributed cognition afforded an opportunity to gather thoughts, opinions, and perceptions from 24 secondary science educators as well…