This manuscript urges us, individually and as a collective, to revive the soul of science education, making it a transformative, empowering, socially just and humanizing experience for Black and Brown children, especially those living in economically disadvantaged circumstances. A humanizing science education values and respects students,…

Competency-based education shifts the focus from teacher-led instruction to student-centered learning, where faculty take on the role of facilitator of learning. While a fair amount of literature exists around the administrative decision-making process and student experiences in competency-based education, there is little in the way of research…

Educators, policy makers, and literacy experts alike have long been concerned with effective reading instruction. Students, however, must be engaged with their reading to make sufficient gains -- yet more traditional models of literacy instruction, typically seen at the secondary level, often fail to take into account the interests and needs of…

While both citizen science engagements and computational thinking practices can mutually support student ownership in the science classroom, both face similar challenges to adoption in that they require teachers to openly position themselves as learners alongside their students. This dual role--as a teacher and as a learner--poses self-efficacy…

Connections among faculty who might be potential resources for diffusion of learner-centered practices across STEM departments were examined at a major research university. Specifically, the research assessed the impact of these connections on learner-centered beliefs among faculty and the implementation of learner-centered practices across the…

Metacognition is important for both teaching and learning. Effective teachers are metacognitive about teaching, reflecting on, and making adjustments to instructional approaches to support student learning. However, relative to the literature on student metacognition about learning, there is a paucity of research on college instructor…

This paper describes an embedded case study of "blended" teaching integrated with traditional lessons in a Student-Centered Active Learning Environment and social activities on the platform. The didactic phenomena were designed by creating learning environments, artifacts, and teaching/learning sequences in authentic educational…

This ethnographic study examines kindergarten teachers' perceptions and practices of "school readiness" in kindergartens in low-SES settings in northern Israel, with the aim of illuminating the ways in which global educational ideas are appropriated by teachers in their daily work. Data collection included participant observation,…

Students in Australian Catholic schools live in a multi-cultural and multi-faith society where pluralisation, de-traditionalisation and individualisation are becoming increasingly prevalent. Given this context, religious education (RE) teachers face the challenge of implementing a pedagogical approach that is both culturally plausible and…

In recent times, there has been a strong focus on moving university teaching away from a so-called 'instructivist', lecture-centred mode, in which the focus is on what teachers are doing, towards a more student-centred 'constructivist' approach, centred on active learning and students' own constructions of knowledge. This paper considers the…

In this article, we report on the implementation of using the game Werewolf as a student-centered applied-learning activity to teach symbolic interaction theory and concepts. Engaging with symbolic interaction theory can be a powerful experience for students due to its potential to challenge taken-for-granted assumptions and analyze students'…

The impetus for this conceptual article was the authors' reflections on their experiences as teachers and teacher educators in various Asian countries (China, Indonesia, Malaysia, Japan, Philippines, Singapore, and Vietnam), combined with their support for Social-Cognitive Theory and student-centered learning. Of course, great variations exist…

This study aimed to determine preschool teacher candidates' ability to design Science, Technology, Engineering and Mathematics (STEM)-focused activities and their attitudes towards STEM. The research method of the study was determined as a case study. The study was carried out with 35 preschool teacher candidates in the 3rd grade of the Preschool…

Science preservice teachers (PSTs), as successes of the school system, often mimic what they experienced as a student when they start teaching, which can be problematic if they never experienced science taught in contextualized ways. Since not all school students report that they find school science relevant, it is important to provide…

A part of students learning in the classroom depends on how the teacher responds to their thinking. The literature has separately addressed teachers' feedback responses to errors and unexpected strategies that students put into play when solving tasks. We propose a framework to analyze these responses together based on three criteria: the focus of…