This study is aimed at examining science teachers' views of argument in scientific inquiry and argument-based science instruction. Questionnaires were collected from 53 middle and high school science teachers in the metropolitan area of the Republic of Korea. More than half of these respondents seemed to have a clear understanding of argument in…

We have developed a process-oriented chemistry laboratory curriculum for non-science majors. The purpose of this study is both to explore university students' understanding of chemistry processes and to evaluate the quality of evidence students use to support their claims regarding chemistry processes in a process-oriented chemistry laboratory…

A critical component of teacher effectiveness is how teachers notice students' misconceptions and adjust the instructional approach accordingly. Taking a stance that the teachers' instructional quality is crucial to students' learning, a qualitative international comparison study was performed to examine science teachers' perceptions of and their…

Pedagogical content knowledge (PCK) is central to teachers' professional knowledge impacting student learning and thus is considered a key attribute of teacher quality. Teacher quality is often indirectly examined by proxy measures such as degrees, certification, and teaching experience. To date, little is known how those proxy measures are…