Students need support to learn Next Generation Science practices that include use of such texts as investigative records and datasets, analyses and arguments, and works of other scientists. This article describes secondary school science teachers' curation and support of students' multimodal text use during their development of a library of…

The purpose of this quantitative, non-experimental, correlational research study was to determine any relationships among attitude toward science, level of burnout, and intention to remain in the classroom at the end of the 2022-2023 school year. Participants in the study were active secondary science teachers in Pennsylvania (n=282). Teachers…

Despite critical shortages of secondary science teachers in urban schools, relatively little research has focused on the recruitment of undergraduate science majors to teach in urban contexts. This study utilized a retrospective narrative inquiry methodology to explore the career pathways of 14 undergraduate science majors into secondary science…

Chemical thinking has been widely recognized as a core competence for supporting students' problem solving in chemistry education. Disciplinary essential questions and perspectives are two critical aspects of chemical thinking. This study connects essential questions with such perspectives to develop a new framework for restructuring chemical…

Biology teachers' attitudes play a vital role in successful scientific investigations. Some biology teachers situated in the central part of South Africa experience challenges that include a lack of the necessary scientific knowledge and skills, which hinders the presentation of scientific investigations. These challenges adversely influence these…

Although research has highlighted the challenges of teaching in urban settings, particularly for science teachers, it has paid less attention to the development of science teaching identities in urban settings. This paper situates science teaching identity within societal discourses of science, education, and teaching to explore the ways in which…

The construction of scientific explanations is recognised by science education researchers and curriculum developers as one of the core epistemic practices in which students should acquire proficiency. However, little is known about the knowledge and skills that teachers must and do put into practice to successfully engage their students in…

This study is intended to determine science teachers' cognitive flexibility and their classroom management skills, and to examine the relationship between teachers' cognitive flexibility and their classroom management skills. The study was carried out through the use of correlational survey model. In the study carried out with 261 participants,…

The present study investigates how Greek in-service secondary education biology teachers understand the unique features of school biology and physics when considering the biological theoretical edifice and method. Our theoretical framework focuses on important differences that exist between the neo-Darwinian and Newtonian worldviews, while our…

This study advances a concept of science religion encounter (SRE), with preliminary theorisation and shares findings on the extent and nature of such encounters reported by secondary religious education and science teachers. SREs are interdisciplinary engagements in classrooms involving subject knowledge from more than one subject. The researchers…

Despite the promotion of data-driven or data-informed instructional practices in teacher education and professional development, past research indicates that teachers use a limited number of sources for student data to make short-term adjustments to their teaching in order to address deficiencies in student learning. Science teachers, with a more…

This descriptive study assessed technological, pedagogical and content knowledge (TPACK) competency among life sciences teachers in rural and marginalized schools. The study was guided by Koehler and Mishra's (2006) TPACK framework as its theoretical lens. Data gathered through questionnaires from 235 teachers in the Eastern Cape province, South…

This paper analyses Australian secondary science teachers' perceptions of their pedagogy and students' classroom engagement based on the Science Capital Teaching Approach (SCTA). Previous research studies related to the idea of teaching to enhance the science capital of secondary students mainly employed qualitative methods to collect data from…

Pedagogical content knowledge (PCK) is considered an important ingredient in shaping classroom practice. PCK requires valid measurement at domain-specific level on different components excluding the teaching context. While the research focuses on measuring the PCK of unqualified teachers and pre-service teachers, the description of qualified…

In this paper, we demonstrate the fruitfulness of a theoretical framework called "Commognition," developed in the context of mathematics education research, for conceptualizing and analyzing a professional development (PD) process on measurement uncertainty for secondary physics teachers. Evaluating measurement uncertainty is an…