Teachers lack effective curriculum-based instruments to assess their students' scientific competence that would provide information for modifying their inquiry instruction. The main purpose of this study was to develop and validate a Curriculum-Based Scientific Competence (CBSC) test to assess students' scientific competence in a 1-semester Grade…

The declining interest in science learning, along with students' perception that science is irrelevant to their daily lives, has been identified as a significant issue. This research aimed to help students connect abstract scientific concepts with their personal and everyday experiences. To achieve this, the research utilized the metaphysical…

The Science education curriculum in the Philippines has shifted from inputs-based to outcomes-based education, putting the learners at the core of the instruction. Hence, educators continue to innovate ways on how to engage the learners into relevant and responsive science instruction. Further, the implementation of the K to 12 curricula brings a…

As institutions, science and science education alike have rarely included the perspectives and contributions of indigenous peoples pertaining to the natural world. Yet, people worldwide have benefited from the traditional ecological knowledge of indigenous communities. Western science and technology, though broadly worthwhile, have been a source…

Considering the impact of textbooks on learning, this study set out to assess representations of the nature of scientific knowledge in Turkish 9th grade biology textbooks. To this end, the ten most commonly used 9th grade biology textbooks were analyzed. A qualitative research approach was utilized and the textbooks were analyzed using…

Through a case study, we explore how four Grade 9-10 biology teachers in Singapore experienced their collaborative approach to curriculum and addressed challenges associated with newly prescribed science curricula, such as the perceived lack of clarity and pressure to complete teaching curricular content. With the teachers participating in a…

In this technological age, digital devices are conspicuous examples of extraordinary complexity. When a user clicks on computer icons or presses calculator buttons, these devices channel electricity through a complex system of decision-making circuits. Yet, in spite of this remarkable complexity, the hearts of these devices are components that…

This study examined science textbooks over time to better understand the "science content" expectations that the U.S. educational system deems appropriate for 8th and 9th grade science students. The study attempted to answer the questions: (1) What specific science content has been presented via the textbook from 1952 to 2008? (2) Within…

Surveys of ninth graders (n=152) and mathematics and science (n=26) teachers in secondary schools and colleges found that students do not have the mathematics skills needed for Key-Stage 3 (KS3) science. Concluded that the science curriculum should be changed to reflect the mathematics actually covered. (MKR)