This paper uses an autoethnographic case study to analyse the difficulties inherent in the professional journey from bioscience researcher to research-informed, reflective bioscience teacher. This is viewed through a philosophy of becoming. The major demand placed upon the academic to achieve this transition is seen as the conscious adoption of a…

This study explored 8 high school science teachers' experiences in an 8-week immersive research laboratory professional development program. The aim was to understand their motivation for participating and what factors influenced changes in beliefs about science instructions. Mentor scientists and their lab members hosted teachers for the duration…

Current visions of science education advocate that students should engage with science in the classroom in ways that mirror the work of scientists in order to develop science proficiency. For this goal, teachers are tasked with the complex responsibility of supporting students in understanding not only the conceptual knowledge of science, but also…

This research aims to develop ECARsites, an online site designed to support data-related activities in science learning and to facilitate the implementation of data, computational thinking (CT), and self-directed learning (SRL) practices in a more contextualized and relevant way for students. The approach used design-based research (DBR) methods,…

Higher education biology is often imagined, perceived, and described as having reached gender equality in terms of who gets to participate in disciplinary practices. However, like any other natural science discipline, higher education biology is a world whose landscapes are shaped by (re)productions of historical, cultural, and social norms. We…

This inquiry into the nature of feminist solidarity in the academic sciences is guided by the intra-activity of gendered bodies in teaching-intensive faculty positions. It uses diffractive methodology to examine how response-able research practice can account for enactment of social discourse through agential cuts. Over the course of a two-year…

Teachers encounter the challenge of how to provide students adequate awareness of science-related careers. Therefore, innovative teaching material for promoting science-related careers needs to be designed. Educational innovations can be successful if teachers experience ownership and agency towards the designed teaching material. In this case…

Physics education research (PER) is a global endeavor, with a wealth of work performed at a variety of institutions worldwide. However, results from research into undergraduate physics laboratory courses are often difficult to compare due to the broad variations in courses. We report here how we developed and validated a survey to classify these…

The introduction of Green Chemistry (GC) into school science curriculum is considered an important step that encourages students to build connections between chemistry, other school subjects, and different aspects of their daily lives. The concepts associated with GC can be applied throughout the various levels of education with different degrees…

This research aimed to explore the conceptual structure of chemical equilibrium in upper-secondary school students using factor analysis. Research on chemistry education has shown that chemical equilibrium is an important but difficult-to-understand topic. Exploring the conceptual structure of chemical equilibrium among students will help…

Visualisation has been a critical means of scientific reasoning, knowledge development, and communication. In science classrooms, visualisation plays significant roles for teaching and learning. To better understand the landscape of the existing research on visualisation for supporting student science learning in K to 12 classroom contexts, we…

Bringing Research into the Classroom (BRIC) engaged rural K-12 science teachers in sustained, mentored science research. BRIC's goal was to equip teachers with the knowledge, skills, and dispositions to provide high-quality biomedical research opportunities for K-12 students and teachers. Programmatic elements included authentic, place-based,…

Students who aim to become physics teachers for secondary education partake in physics courses together with other physics students. The aim of this study is to understand what is valued, taken for granted, and possibly reproduced in physics teaching given for future secondary school physics teachers. This study is based on observations in…

In a European project about formative assessment, Local Working Groups (LWGs) from six participating countries made use of a format for teacher-researcher collaboration. The activities in each LWG involved discussions and reflections about implementation of four assessment formats. A key aim was close collaboration between teachers and researchers…

To facilitate transfer of teachers' learning into classroom practice, science and engineering teacher professional development (PD) experiences should increase teachers' content knowledge, disciplinary practices, and pedagogical strategies. As this can be difficult within traditional PD contexts, this study is a qualitative investigation of hybrid…