Local culture has undergone significant shifts and alienations, leading to the neglect of societal values. This situation underscores the need for teachers to be well-prepared to incorporate local wisdom into science education, supporting Cultured-Based Learning. This study, conducted from January to June 2022, aimed to assess the relevance of…

Evidence-based instructional practices (EBIPs) have been shown to benefit students in undergraduate biology, but little is known about the degree to which community college (CC) biology instructors use EBIPs or the barriers they encounter. We surveyed CC biology instructors to characterize how they use EBIPs, their capacity to use EBIPs, and…

Science education objectives in Brazil have evolved over time. Initially, the focus was on creating scientifically literate citizens who could relate scientific concepts to their daily lives. In 2017, the São Paulo City Curriculum for Natural Sciences was introduced to teach students scientific literacy through inquiry-based teaching methods. This…

This article examines the impact of a professional development program aimed at encouraging high school teachers to include more modern physics in their enacted classroom curricula through improved content and pedagogical knowledge. The program was implemented with 17 high school physics teachers (three were the focal point of this study) in…

Teachers are eager for professional development on teaching evolution, especially if it includes direct ties to relevant curricula and detailed lesson plans. Howard Hughes Medical Institute's BioInteractive Online Professional Learning: Evolution course was developed to provide educators with free, in-depth, multimedia resources that highlight…

A global shortage of qualified physics teachers requires some teachers to teach physics out-of-field (OOF). A concern for OOF physics teaching is that without appropriate physics content knowledge (CK), these teachers tend to focus on rote learning and may find it difficult to support students who require additional assistance or extension; they…

This dissertation investigates inservice elementary teachers' nature of science (NOS) and nature of technology (NOT) implementation and development of NOS views. These investigations are done in three separate studies: views of NOS, implementation of NOS, and implementation of NOT. While the NOS is a necessary part of learning that should take…

A feature of student--teacher--scientist partnerships (STSPs) involves students working with scientists for the purpose of helping them learn more about how scientists work and think. Previous research on STSPs has generally focused on identifying the best practices of partnerships and on identifying challenges of these partnerships. The study…

While some have argued that abandoning religious belief is the only way to help religious individuals accept evolution, we strongly contend that highlighting faith-evolution compatibility is much more effective. This article describes a professional development event for science teachers and religious educators highlighting ways to teach human…

Einsteinian physics represents a distinct paradigm shift compared to Newtonian physics. There is worldwide interest in introducing Einsteinian physics concepts early in school curriculum and trials have demonstrated that this is feasible. However introducing Einsteinian concepts from an early age requires more than suitable curriculum and teaching…

Results from a national needs assessment survey advertised through science teacher networks with the title "Polar Education--Teacher Input Needed" showed that the majority (90%) of teachers that responded are teaching about polar topics or polar regions. We received 508 responses from elementary to post-secondary teachers across the…

In teaching newcomer students, educators must envision how to provide opportunities for language use and development through age-appropriate content instruction. This article describes a design research study, in which we developed and piloted 5th grade science units and studied the participation of two newcomer students in sense-making…

This study tests the influence of a video-based, analysis-of-practice professional development (PD) program on upper-elementary teachers' science content knowledge, pedagogical content knowledge, and teaching practice and on their students' achievement. Using a cluster-randomized experimental design, the study compares the outcomes for teachers in…

Districts are scrambling to address climate change performance expectations in the "Next Generation Science Standards" (NGSS). On the flipside, such questions offer vital opportunities to ignite change and give students agency regarding climate literacy and resiliency in the high school classroom. A cohort of science teachers from Denver…

Relative to their middle and high school teacher counterparts, elementary science teachers are both uniquely situated and uniquely challenged for excellent science instruction. More than 90 percent of elementary teachers work in self-contained classrooms, meaning they have opportunities to connect their science instruction with English language…