CLIL (Content and Language Integrated Learning) has been one of the major innovations that has been implemented in Spain in the last decades and many questions have arisen in relation to its effectiveness. The aim of this article is to report primary teachers' perceptions of the most relevant aspects of CLIL teaching of Science and Social Science…

Recent science-education reforms have targeted students' ability to 'talk science', especially in science classrooms. Prior research has shown that participation in scientific discourse in class is one of the most challenging scientific-literacy tasks, and particularly complex for English language learners (ELLs) at the upper elementary level. The…

The article discusses the link between a curriculum based on academic subjects derived from disciplinary knowledge and a progressive pedagogy that endeavours to engage students from all backgrounds with it. Section 1 describes the realist theory of knowledge which justifies the argument for this accommodation between curriculum and pedagogy.…

The recent revision of undergraduate curricular guidelines from the American Chemical Society Committee on Professional Training (ACS-CPT) has generated interest in examining new ways of organizing course sequences both for chemistry majors and for nonmajors. A radical reconstruction of the foundation-level chemistry curriculum is presented in…

Success in undergraduate biology courses relies upon a firm grounding in chemical principles. We sought to raise students' awareness of the connection between these two disciplines and to improve their understanding of each by carrying out a pilot project that integrated the curricula of Principles of Chemistry II (CHEM1212K) and Principles of…

In 2016, analysts at Marzano Research identified a focused set of content for each K-12 grade level in English language arts (ELA), mathematics, and science called The Critical Concepts (Simms, 2016). Using a set of source standards that included the Common Core State Standards (CCSS; National Governors Association for Best Practices & Council…

Research on Content and Language Integrated Learning (CLIL) programmes has yielded mixed results regarding their impact on students' language learning, drawing attention to the role of CLIL teachers. This study draws on teacher language awareness research to explore secondary subject content teachers' language-related pedagogical practices when…

The Bifocal Modelling Framework (BMF) is an approach for science learning which links students' physical experimentation with computer modelling in real time, focusing on the comparison of the two media. In this paper, we explore how a Bifocal Modelling implementation supported learning outcomes related to both content and metamodeling knowledge,…

This mixed methods research studied the effect of the Journey Method with Google Maps, a memorization strategy for memorizing informational text, on the recallability levels in high school biology students at an urban high school in Paterson, New Jersey. This memorization technique was based on an ancient memorization strategy, called the method…

Students majoring in science, technology, engineering, and mathematics (STEM) are in high demand. Over 1 million STEM graduates will be needed by 2022 to meet the projected workforce needs (The Progress Report on Coordinating Federal Science, Technology, Engineering, and Mathematics Education, 2016). If students are needed to fulfill jobs in areas…

Agnotology has been defined in a variety of ways including "the study of ignorance and its cultural production" and "the study of how and why ignorance or misunderstanding exists." More recently, however, it has been posited that agnotology should be used in the teaching of climate change science. But rather than use agnotology…

In response to a growing call for developing flexible, multilingual spaces in dual language bilingual education (DLBE) programs, this paper explored how [Sánchez, M. T., O. García, and C. Solorza. 2018. "Reframing Language Allocation Policy in Dual Language Bilingual Education." Bilingual Research Journal 41 (1): 37-51.] translanguaging…

Informal formative assessments (IFAs) are classroom interactions teachers use to gather information about their students' learning, interpret it, and act on this information to achieve academic goals. One of the responses science teachers can enact as the result of IFA is constructing explanations to clarify science concepts to their students.…

Student achievement is rooted in a teacher's ability to identify and assess student understanding of material. This is particularly challenging in classroom settings, which are dynamic and full of distractions, especially in science classrooms where discussion and inquiry are paramount. In mathematics education, the concept of "professional…

We discuss a model of academic rigor and apply this to a general education introductory astronomy course. We argue that even without central tenets of professional astronomy-the use of mathematics--the course can still be considered academically rigorous when expectations, goals, assessments, and curriculum are properly aligned.