We report on a large-scale survey of 1,772 upper-secondary school students in 16 Church of England schools to discover their perceptions of how science and religion relate. We found that students who attend Church schools are pedagogically, socially and cognitively confined to the view that science and religion conflict. The findings are discussed…

Background: A reformed view of science education positions argumentation as a central epistemic discourse practice in the science classroom, however, science education researchers have found that typical norms of classroom discourse fall short of promoting argumentation. Recent scholarship on teachers' personal epistemologies has suggested that…

Problem solving plays an essential role in all scientific disciplines, and solving problems can reveal essential concepts that underlie those disciplines. Thus, problem solving serves both as a common tool and desired outcome in many science classes. Research on teaching problem solving offers principles for instruction that are guided by learning…

While computer simulations are a key element in understanding and doing science today, their nature and implications for science education have not been adequately explored in the relevant literature. In this article, (1) we provide an analysis of the methodology and epistemology of computer simulations, aiming to contribute to a sound and…

This paper explores the concept of scientific literacy through its relation to democracy and citizenship. Scientific literacy has received international attention in the twenty-first century as demonstrated by the Programme for International Student Assessment survey of 2006. It is no longer just a concept but has become a stated and testable…

Understanding the nature of science (NOS) has emerged as a core curricular goal since at least the 1960s. While science education reforms around the world have shed light on various epistemic and social underpinnings of science, how science curriculum documents portray the nature of other related disciplines such as mathematics and engineering has…

Although in-depth educational reviews can be carried out building on curricular theories, the appropriation of this knowledge by science education scholarship can still be considered timid. In this paper, our intention is to work on this interface; we first introduce basic concepts from the main curricular frameworks and bring possible…

Knowledge building dynamics are central to scientific communities and involve dialog, debate, inquiry, and contested reasoning. Refining and developing knowledge is an oft missing dynamic in precollege educational programs. Practical reasoning and human decision making are essential epistemic and social dynamics in knowledge-building struggles and…

Competencies for designing and evaluating scientific inquiries are a key emphasis in national curriculums worldwide and a focus of international large-scale assessment. Teachers globally are encouraged to provide learning opportunities for their students to explore and practice asking and conducting researchable questions. This study focused on…

Science educators demonstrated that students' framings -- their expectations of what is going on -- influence how they participate, and what science knowledge they reveal, in clinical interviews. This paper complements research that explores how interviewers are likely to affect student framings, by exploring how subtler interactions can lead…

The purpose of this study was to compare the associations of epistemic beliefs in science, performance of scientific reasoning in university students from Taiwan and India, and the relations with their science learning experiences. A total of 126 university students including 67 from Taiwan and 59 from India who had science and mathematics…

There is an increasingly rich body of developmental research on children's understanding of science and religion as ways of knowing. In this manuscript, I put this scholarship in conversation with applied research on science education and consider the potential implications for exposing children to instruction that addresses the relationship…

Besides being a country with high inequality, Brazil faces an alarming sociohistorical moment in which the coronavirus disease 2019 (COVID-19) pandemic is exacerbating a disastrous political situation that promotes polarization and social division. The context of this situation is described here through a critical lens, as a justification for…

The proliferation of information and divergent viewpoints in the 21st century requires an educated citizenry with the ability to critically evaluate information and make informed decisions. To meet this demand, adaptive epistemic understandings and beliefs about the nature of knowledge are needed, such as believing that scientific knowledge is…

There has been a longstanding interest in the kinds of scientific knowledge that primary science learners must know and be able to do, which comprise the intellectual demands in this subject. These prescriptions chiefly take guidance from national curriculum documents, especially in the form of their learning outcomes (LO) or learning standards.…