The teaching and learning of science in school are influenced by various factors, including both individual factors, such as member beliefs, and social factors, such as the power structure of the class. To understand this complex context affected by various factors in schools, we investigated the formation and sharing process of science classroom…

The diet of many students consists of on-the-go processed food. As part of a larger school garden project, the authors wanted students to consider the relevance of plants in their own lives, both as food sources for us and for the animals that we eat. In this article, they present a mini-unit they taught in a third-grade classroom that helped…

The authors' rural community experienced an explosion of young learners moving into their schools who did not have English as their primary language. To help their teachers meet these challenges, they began to partner with a program that provides grant-funded support for migrant learners (see Internet Resources) to find ways to address these…

As an instructional framework, Universal Design for Learning (UDL) can guide science teachers to purposefully apply evidence-based instructional practices to increase engagement and learning of students with disabilities (Israel, Ribuffo, and Smith 2014; Marino et al. 2014; Ok et al. 2016). This article describes how to use the Universal Design…

Facilitating students' deep-strategy behaviors and positive learning performances of science inquiry is an important and challenging educational issue. In this study, a contextual science inquiry approach is proposed for developing a 3D experiential game to cope with this problem. To evaluate the impacts of the game on students' science learning…

This study investigates how individual differences in 7- to 9-year-olds' curiosity relate to the inquiry-learning process and outcomes in environments differing in structure. The focus on curiosity as individual differences variable was motivated by the importance of curiosity in science education, and uncertainty being central to both the…

When scientists do not know the answer to something, they do two things: admit "I don't know" and say "let's find out". This is the basis of "being scientific"; this is what teachers should also be doing in order to develop scientific literacy in their pupils. The heart of scientific enquiry is this two-part "I don't know, let's find out" attitude…

One approach to address preservice teachers' (PSTs) often negative associations with science is through the promotion of wonder. This study investigated the impacts that engagement with science wonderings had on PSTs at a large Australian metropolitan university. Evidence from this case study indicated that engagement with wonder cultivated a…

The best science teaching can be identified as that which sets out to support pupils' natural curiosity by equipping them with the investigative skills to make sense of the world around them. This requires a change in the way teachers think and also requires visionary leadership, agency, reflection, and enactment by participating teachers. This…

With the release of the "Next Generation Science Standards," many schools are reexamining the science materials they are using. Textbook companies and kit developers are eager to meet the demand for "NGSS"-aligned teaching materials. Teacher may have been asked to serve on a science curriculum committee, or to evaluate current…

Schools have been islands isolated from mobile technologies for a long time. In Finland, schools are investing in mobile technologies with the aim of providing a tablet for each student. This trend enables classes to adopt practices where students not only use ready-made learning materials but generate content as well. This paper aims to…

Inquiry science instruction is especially challenging in elementary grades where teachers are constrained by crowded curricula and time. Professional development (PD) may provide an opportunity to support elementary teacher development of inquiry science instruction. The study examines the inquiry practice of two teachers who participated in an…

Last year the author's local beekeeping association had over 700 children visit it. Every single one of them knew that there was a queen bee and all the children and their teachers wanted to see her. Children are fascinated by bees. The whole process of living in an apparently small community, making honey, visiting flowers, waggle dances, having…

A five-stage prediction-observation-explanation inquiry-based learning (FPOEIL) model was developed to improve students' scientific learning performance. In order to intensify the science learning effect, the repertory grid technology-assisted learning (RGTL) approach and the collaborative learning (CL) approach were utilized. A quasi-experimental…

Developing students' skills to pose and respond to questions and actively engage in inquiry behaviours enables students to problem solve and critically engage with learning and society. The aim of this study was to analyse the impact of providing teachers with an intervention in inquiry pedagogy alongside inquiry science curriculum in comparison…