"The Framework for K-12 Science Education" and the Next Generation Science Standards require teachers to integrate engineering design into K-12 science teaching. However, many teachers have no formal preparation in engineering design and how to integrate it into science instruction. Furthermore, few models exist for preparing teachers in…

Climate change education is both important and challenging. Prior research suggests that many secondary school science teachers in the United States were conveying "mixed messages" to students that legitimized scientifically unwarranted explanations of recent global warming. In this paper, we focus on US climate education at the middle…

The 2019 "Minnesota Academic Standards in Science (Standards)" set the expectations for achievement in science for grades K-12 students in Minnesota. The standards are grounded in the belief that all students can and should be scientifically literate. Graduates should be prepared for career and college opportunities. The…

The 2019 "Minnesota Academic Standards in Science" (Standards) set the expectations for achievement in science for grades K-12 students in Minnesota. The standards are grounded in the belief that all students can and should be scientifically literate. The "Standards" describe a connected body of science and engineering…

Preschoolers receive inadequate science instruction despite preschool science benefits and adopting early learning science standards in New Jersey. This qualitative exploratory case study explored 17 preschool teachers of 4-year-old students' perceptions of using the New Jersey Preschool Teaching and Learning Standards for science and how they…

Project-Based Learning (PjBL) curricula offer unique opportunities for student engagement, yet they do not guarantee an engaging classroom. Furthermore, there has been little scholarly work on PjBL pedagogy that supports student engagement. This qualitative research study explores enactment of a PjBL Advanced Placement Physics 1 curriculum and the…

Science education has been the focus of reform for years since the publication of the Next Generation Science Standards (NGSS) framework in 2013, which included eight science and engineering practices to enhance science literacy in students across the United States. Despite the attention science education has gained over the years, teachers still…

This descriptive case study aimed to understand the perception and needs of Michigan public high school science teachers during the implementation of the Next Generation Science Standards (NGSS) and subsequent preparedness to teach the content found in the new curriculum. A questionnaire was distributed to science teachers state-wide, with twenty…

Despite the potential of the Next Generation Science Standards (NGSS) to positively impact science education, educators require time and support to learn the standards and their implications for science teaching and learning in the classroom. The Hawai'i Department of Education adopted the NGSS in 2016. While schools received professional…

Anti-scientific attitudes can impose substantial costs on societies. Can schools be an important agent in mitigating the propagation of such attitudes? This paper investigates the effect of the content of science education on anti-scientific attitudes, knowledge, and choices. The analysis exploits staggered reforms that reduce or expand the…

The adoption and implementation of state science standards based on the Next Generation Science Standards (NGSS) have posed significant challenges for the development and interpretation of science Large-Scale Assessments (LSA); specifically, the extent to which the assessment items align with the standards. Previous research has relied on large…

Recent reforms in science education advocate for a vision of learning where students "figure out" science ideas through engagement in science practices. Consequently, there have been significant efforts to engage K-12 students in the science practices. However, less research attention has been given to understand how this…

The National Survey of Science and Mathematics Education (NSSME) has provided periodic snapshots of K-12 science instruction in the United States for over 40 years. Study topics include teacher background and beliefs, professional learning opportunities, course offerings, instructional objectives and activities, resources for instruction, and…

Improving students' STEM competencies is important and relies on fine-grained assessments, however, assessing scientific inquiry in an authentic, automated way is challenging for a number of reasons. Here, we provide an overview of how the learning sciences and computational sciences were used in the design and development of Inq-ITS and its…

The State of Tennessee transitioned to new science standards. Previous methods for delivering professional development were unable to support teachers in pedagogy, content knowledge, or sustainability during this paradigm shift. As such, a lead teacher model was thoughtfully and intentionally implemented, and delivered professional development for…