Science Teaching Practices Research Articles

The structure of learners’ perceptions of models (not only) in quantum physics: spotlight on Fidelity of Gestalt and Functional Fidelity

In previous research, it has been argued that many of the student (mis-)conceptions of quantum concepts described in the literature as widespread among learners can be traced back to poorly developed (quantum) model perceptions that hinder the learning of quantum physics. In particular, it has been shown that the degrees of two cognitive dimensions, namely Functional Fidelity and Fidelity of Gestalt, in students’ thinking account for a substantial amount of the variance in students’ model perceptions in quantum physics and may therefore be useful for describing and understanding the (development of) students’ conceptions of quantum physics topics. So far, however, the cognitive dimensions Functional Fidelity and Fidelity of Gestalt have only been investigated in exploratory studies. In this article, we report the results of a confirmatory factor analysis of data collected from N = 179 secondary school students using an instrument adapted from the literature to assess learners’ perceptions of the photon model. The results of our study provide empirical evidence that the two-factor model of learners’ model perceptions in the quantum context is indeed a good fit to the data. Together with literature from science education research on students’ conceptual development, and taking into account earlier findings on Fidelity of Function and Gestalt Fidelity we derive a plausible description of students’ conceptual development in the context of quantum physics – leading to what we call the Fidelities-Model of Conceptual Development. We discuss this framework in the light of previous research and argue for its potential generalisability beyond the teaching and learning of quantum physics topics. The implications of our findings for both science education research and practice are presented.

Cultivating Inner Witnesses Attuned to the Emotional Experiences of Students of Color in Science

ABSTRACTTraditionally, disciplinary science has been represented as void of and uninfluenced by emotions; therefore, the professional vision of science teaching and learning does not often include attending to the whole person, particularly the emotional needs of those that are harmed in science learning contexts. We find this exclusion untenable given the persistent harm that students of color suffer across science education contexts. As part of the special issue Centering Affect and Emotion Toward Justice and Dignity in Science Education, in this manuscript, we urge the field of science education to re‐envision what science teachers need to attend to for equitable science teaching and learning. Indeed, we argue that science education is inequitable for students of color if their emotions within the classroom are not addressed. Thus, science teaching and teacher education needs to account for the ways emotions show up in science classrooms. Using illustrative vignettes from two science classrooms, we highlight the importance of developing an inner witness that is attuned to the emotional needs of students. We, then, use our equity‐oriented inner witnesses to engage in pedagogical imaginings that critically interrogate our emotions and interpretations of what happened, what did not happen, how the students could have been better supported, how the teachers could have been better supported, and what it is about current models of science teaching and science professional vision that barred different possible responses. These instances, and what they illustrated to us about science (teacher) education, compelled us to explore and imagine science education research, policy, and practices that value engaging with emotional expressions–as both individually and sociopolitically situated–toward equitable science learning environments.

Rethinking Science Education Practices: Shifting from Investigation-Centric to Comprehensive Inquiry-Based Instruction

Inquiry-based learning (IBL) has become a cornerstone of contemporary science education, championed by frameworks like the Next Generation Science Standards (NGSS). While designed to engage students actively in scientific practices, inquiry is often misapplied, resulting in an overemphasis on hands-on investigations. This investigation-centric approach can overshadow other essential phases of inquiry, leading to a superficial understanding of scientific concepts. This paper introduces a Comprehensive Inquiry-Based Science Education (CIBSE) Framework, grounded in responsive teaching and aligned with the NGSS scientific and engineering practices. The framework emphasizes student reasoning, explanation, and the balance between short exploration and scaffolded support, aiming to offer a more holistic approach to inquiry-based science instruction. By synthesizing key elements from existing models and cognitivism, constructivism, and sociocultural learning theories, the CIBSE Framework addresses current gaps and limitations, providing educators with strategies to guide students toward deeper conceptual understanding and critical thinking. Ultimately, this balanced, adaptable framework empowers educators to meet diverse classroom needs, fostering scientific literacy and critical thinking skills essential for navigating an increasingly science-oriented world.

Co-addressing Wicked Problems through Science Education and Culture: Insights from Ukraine, Estonia, Turkey, and Bangladesh

In dealing with wicked problems, such as pandemics, war, economic inflation, refugee influx, and natural disasters such as earthquakes or floods, culture is seen as playing a strong role in determining peoples’ responses. While school science education seeks to promote an awareness of, and even preparedness towards, dealing with wicked problems, the isolation of school science from culture can result in promoting an image of science within students as unaccounted for and unaffected by cultural experiences. In reducing this gap between science education and culture, this study seeks to identify science teacher perceptions towards a combined role to be played by both science education and culture in co-addressing wicked problems. In so doing, this qualitative study takes into consideration four wicked problems – the current war in Ukraine, the recent earthquake in Turkey, a refugee influx into Estonia, and the reoccurring floods in Bangladesh. Through semi-structured interviews with five volunteer science teachers from each country, the study explores science teacher perceptions towards the roles played by culture and science education separately, and possible ways to combine these so as to promote a culturally relevant, responsive and adaptive science education orientation. The findings of the study suggest ways to promote awareness, preparedness and enhance emotional acceptance through both science education and cultural practices. The significance of this study lies in the multicultural nature of the research, seen as allowing the researchers to gain multicultural perspective from science teachers with first-hand experience related to wicked problems.

탈북학생을 가르치는 과학교사의 문화적으로 적합한 과학교수 실천 탐색

Objectives The purpose of this study, drawing upon culturally relevant pedagogy, is to examine the teaching practices of science teachers who teach North Korean defector students. Methods With three teachers who teach science at an alternative school for North Korean defectors as research participants, research data were generated through in-depth interviews and participant observations on their science classes and inductive analysis was performed, employing constant comparative methods. Results The research results discuss the teaching practices of the participating teachers focusing on four characteristics: Participating teachers, having developed deep cultural knowledge and empathy on NKDSs, 1) actively responded to help with the challenges, 2) focused on developing learner identities and attitude for schooling, 3) focused on teaching science in connection with students lived experiences and guiding them to understand science as a cultural asset and 4) lastly, focused on guiding students to develop critical consciousness and citizenship, as they take an expansive approach to help students connect with the wider society beyond the classroom. Conclusions This study shows that the participating teachers defined the role and direction of science classrooms expansively based on their deep cultural understanding and empathy for North Korean defector students and it further suggests the critical importance of cultural perspectives and understanding of students in culturally relevant science teaching practices.

Are There any Science Teachers Left or Missing? An Analysis of Pedagogy Graduates

Objective: The objective of this work is to determine the disciplines with a deficit and a surplus according to the field of specialization and work development of the teachers who graduated from the Pedagogy in Sciences degree at the Catholic University of Maule. Theoretical Framework: The decrease in enrollment in science pedagogy courses suggests a shortage of teachers in the area. In contrast, studies indicate a surplus of science teachers, implying a problem of employability in certain disciplines. Method: The research work was developed around the following questions related to the data of students admitted and graduated from the Pedagogy in Sciences career with a mention at the Catholic University of Maule, in a period of 20 years: How has Distributed the enrollment of the science pedagogy degree according to the selected specialty? How many of these graduates are active in the school system and in what areas do they work? What are the main causes that some science teachers are not performing as such? Results and Discussion: An asymmetric distribution is shown where the teacher trained to teach one discipline teaches others different from that one. It is possible to elucidate which scientific disciplines are more covered by specialist teachers and which show a deficit. Originality/Value: The results obtained from data over a time range of 20 years, which allow analysis of the real panorama of practicing science teachers in this area of ​​Chile.

Journey to becoming a culturally responsive science educator: reflections about use and barriers from graduate teaching assistants at a Minority-Serving Institution

IntroductionA pedagogical framework with the aim of dismantling sociostructural disparity and systemic oppression is culturally responsive science teaching (CRST). Although CRST has been linked with improved student empowerment, self-efficacy, and ethnic and academic identity, more research is needed to assess whether graduate teaching assistants (TAs) in college science are familiar with and prepared to engage in CRST. We conducted two training sessions for inclusive teaching practices and CRST during a graduate TA teaching professional development course at a research-intensive Minority-Serving Institution (MSI).MethodsWe collected surveys, written reflections, and session artifacts from five graduate TAs participants and used qualitative methods to generate an understanding of their experiences with inclusive teaching and CRST.ResultsResults from this exploratory study indicated that graduate TAs felt they lacked training in inclusive practices and CRST, but still were intentional in providing their students with individualized attention and tried to make sociopolitical connections in their teaching. Also, they reported using inclusive practices and CRST by encouraging shared student experiences and promoting growth mindsets. A lack of time and training remained a barrier to implementation.DiscussionThese findings can inform future inclusive teaching professional development, which aims to bolster instructor's inclusive and culturally responsive science teaching practices, especially at MSIs.

Assessing the Effectiveness of Environmental Approach-Based Learning in Developing Science Process Skills and Cognitive Achievement in Young Children

The current study assessed the effectiveness of an environmental approach-based learning method in developing primary science process skills and enhancing cognitive achievement among children. Utilizing validated instruments, this study involved 62 children who were divided into two groups: an experimental group of 32 children, who received instruction based on the environmental approach, and a control group of 30 children, who were taught using conventional methods. The results indicated that the experimental group achieved significantly higher scores on both the science process skills test and the achievement test compared to the control group. Statistical analyses confirmed these differences, demonstrating the superior performance of the experimental group. These findings provide robust evidence of the effectiveness of environmental approach-based learning in improving science process skills and cognitive achievement. It is recommended that early childhood science educators integrate environmental approach-based learning into their science education practices to enhance scientific understanding and engagement among young learners.

Expansive Science Teaching Practices

Expansive Science Teaching Practices

Expanding Science Knowledge Through Expansive Science Teaching Practices

Expanding Science Knowledge Through Expansive Science Teaching Practices

Developing the Learning Achievement of Motion and Force and Analytical Thinking of Grade 8 Students Using Integrated STEM Education and Inquiry-Based Learning

This Study aim to investigate the effects of integrated inquiry-based and STEM education learning management on Thai grade 8 students’ analytical thinking and learning achievement. The research employed a one-group experimental design with 37 grade 8 students from a public school in Khon Kaen Province, Thailand, selected through purposive sampling. The instruments used in this study included an inquiry-based STEM education integrated learning management plan, a learning achievement test on motion and force, and an analytical thinking test. Data were collected through pretests and posttests on learning achievement and analytical thinking, and ongoing assessments during the learning activities. The data were analyzed using percentage, mean score, standard deviation, effectiveness index (E1/E2), and a paired samples t-test. The results indicated that the overall effectiveness of the learning management, calculated as the E1/E2 ratio, was 77.20/77.57, meeting the predetermined criteria of 75/75. Furthermore, significant increases in analytical thinking and learning achievement were observed at the statistical level of 0.5. These findings support the effectiveness of integrating inquiry-based learning with STEM education in enhancing students’ analytical thinking and learning achievement, contributing valuable insights to educational practices in science education.

Effectiveness and Equity in Primary Science and Mathematics Education in the Nordic Countries: A Review of the Book by Teig et al. (2024)

How effective is science and mathematics teaching in the Nordic countries? And how equitable is it? These are central questions of the book Effective and equitable teacher practice in mathematics and science education: A Nordic perspective across time and groups of students by Nani Teig, Trude Nilsen, and Kajsa Yang Hansen. In a collection of articles, the TIMSS data from 2011 to 2019 from the Nordic countries except Iceland are analysed using a quasi-longitudinal approach. The analyses show that equity in science and mathematics education is increasingly challenged, thereby endangering the Nordic model in education. It is a must read for policy makers and researchers who seek to make the education systems of the Nordic countries resilient in face of present and future challenges, to ensure equity and quality education.

“I sit here thinking I can do this”—Developing justice‐centered ambitious science teaching identities in professional learning communities

AbstractExplicitly attending to justice in science teaching and learning is long overdue. Here, we examined the professional teacher identity development of 13 science teachers as they collaborated in networked professional learning communities (PLCs) to implement and revise a culture‐setting unit focused on the science of COVID and engaging in collaborative inquiry cycles to identify and refine justice‐centered ambitious science teaching (JuST) practices in classrooms. These JuST practices are conceptualized as a synthesis of justice‐centered pedagogies and ambitious science teaching. To accomplish our research aims, we drew on qualitative methods, where we relied on transcribed video recordings of 21 PLC meetings and three transcribed end‐of‐year focus group interviews of two PLCs (i.e., 13 secondary science teachers, mostly white) across a year‐long period. As a result of our analyses, we identified how professional learning arranged through PLCs, culture‐setting units, and collaborative inquiries supported professional JuST identity development by, among other affordances, providing space for the critical and emotional work of learning to discuss race, affording teachers strategies for getting to know their students and the assets they bring to classrooms, and recognition and positioning of teachers as professionals capable of identifying or developing, refining, and contributing to knowledge about JuST science teaching and learning. Challenges identified included, among others, identifying how the culture‐setting units could be effectively integrated into existing curriculum maps and the uneven implementation support from administrators. In the end, what is revealed helps better conceptualize how engaging teachers in PLCs around tasks like curriculum implementation and refinement or collaborative inquires support professional JuST identity development and how such experiences can be more carefully negotiated.

TRISDEŠIMTOJI NACIONALINĖ MOKSLINĖ-PRAKTINĖ KONFERENCIJA „GAMTAMOKSLINIS UGDYMAS BENDROJO UGDYMO MOKYKLOJE – 2024“: KONFERENCIJOS APŽVALGA

2024 is a truly special year. This is the year of the Jubilee Scientific and Practical Conference "Natural Science Education in a Comprehensive School - 2024". And this was the thirtieth conference. Throughout this time, science, engineering and technology have developed at a significant and rapid pace. The theory and practice of science education has undoubtedly evolved, including the strategies and practices of science education. The importance of science and technology education is unquestioned, but its orientation towards competences, with an emphasis on learning through science and the linking/integration of science with other subjects, remains. The 30th Conference continued an already established practice. The conference took place over two days. The two-day conference focused on science and technology education, which has recently become a priority in society and is likely to remain so in the future. The 30th Conference started on 25 April. On the eve of the Conference, an informal round table discussion on "Education issues" was organised. The importance of the cultural programme should also be mentioned. On the first day, at the end of the conference, participants had the opportunity to get to know Plunge better. The most important places of the city were visited. The staff of the Plunge Tourism Information Centre organised a sightseeing tour of Plunge. The city centre, the central square and the church were visited. Participants had a unique opportunity to walk around the Plunge Smart Park and to visit the Plunge Manor House, or Mykolas Oginskis Palace, one of the most beautiful monuments of 19th-century Lithuanian architecture. The plenary session of the conference provided a retrospective of all the conferences. Thirty years of really great organisational, managerial, publishing and other work. A total of 30 conference proceedings were published. It is estimated that a total of 677 papers were published, with a total page count of 4787. If all the pages were put together, it would be a single publication 281 mm thick. This is a really big work, a really good repository of scientific and didactic-methodological research and work. The work of this 30th conference has been recorded and is freely available on our YouTube channel (https://www.youtube.com/playlist?list=PLoZNO1c3zi72-RxbETp4AmMQ8Lz2C-QPC). Most conference reports were presented in the form of articles and published in the conference proceedings. One can find full texts in the database at: https://oaji.net/journal-archive-stats.html?number=1984&year=2023&issue=20002 Keywords: national conference, practical work, science education, science teachers, science pedagogy

Editorial for Special Issue “Practices in Science and Engineering Education”

As Co-Editors of this Special Issue on science and engineering practices (SEP), we are delighted to curate five excellent submissions that have come our way over the last three years [...]

Multidimensional Assessment Performance Analysis: A Framework to Advance Multilingual Learners’ Scientific Equity in K-12 Contexts

Evaluating science learning through written assessments for Multilingual Learners (MLs) can offer a critical source of information for educators aiming to adopt culturally and linguistically sustaining practices. However, without careful planning and design, written assessments for MLs can yield unreliable data. This conceptual article addresses this challenge by first examining the complexities of the written language of science and its impact on student learning. It then explores current literature and presents the Multidimensional Assessment Performance Analysis (MAPA) framework, a multimodal model for analyzing writing answers in multilingual educational contexts. MAPA integrates Systemic Functional Linguistics (SFL) to evaluate language use and Topic Models to allocate students based on their cognitive reasoning and thinking patterns. The article concludes with recommendations for classroom teachers and researchers to enhance assessment practices in science education for MLs.

Preservice teachers' framing and noticing of elementary students' ways of communicating scientific ideas

AbstractChildren draw on diverse sensemaking repertoires that are inclusive of their cultural and community knowledge to make sense of science in the world around them. However, preservice teachers often do not notice the science embedded in children's explanations of phenomena. Discourses that frame children, particularly those from minoritized communities, through deficit‐based lenses contribute to this deficit‐based noticing, perpetuating inequitable science teaching practices. This exploratory case study draws on a noticing framework that uses framing, attending, interpreting, and responding to examine how preservice teachers' anti‐deficit noticing can be supported. Specifically, the study focuses on what 44 preservice teachers, enrolled in teacher preparation classes taught by the authors, notice in children's scientific explanations and how they interpret that noticing in relation to their own framing. Noticing profiles were constructed for preservice teachers using (a) data collected from written explanations of what constitutes a “good” scientific explanation and (b) written reflections of five noticing sessions during which preservice teachers viewed videos featuring elementary students providing explanations of a scientific phenomenon. Findings discuss three key patterns reflected across preservice teacher's noticing profiles: responses that reflected conventional noticing with more anti‐deficit noticing in later sessions, responses that reflected potential for anti‐deficit attending but were interpreted in deficit‐based ways, and responses that shifted across noticing sessions in a non‐linear trajectory toward more anti‐deficit noticing. Implications for science teacher education explore practices that facilitate shifts toward more anti‐deficit, equitable noticing with considerations for the dialogic nature between framing and noticing.

Factors influencing students’ attitude towards science subjects in Secondary Schools: A case study of Secondary Schools in Kisseka Sub County, Masaka District

As a result of its earliest history, science has faced a minimal level of interest in secondary schools by students and few teachers qualified for teaching. The study, therefore, was about factors influencing students’ attitudes towards science subjects in secondary schools. The study was carried out in Kisseka Sub County, Masaka District. The study was aimed at analyzing factors that influence students’ attitudes towards the sciences, analyzing current teaching and learning practices in science and mathematics, and establishing strategies that have been adopted to improve students’ attitudes towards the science subjects. Various data collection methods were used to elicit information from the respondents. These included a self-administered questionnaire, key informant interviews, and a documentary review. The data was analyzed both qualitatively and quantitatively using a computer package known as Microsoft Excel. Excel was used to generate tables, charts, and graphs. From the findings, it was found that students’ attitudes towards science subjects were generally negative. The negative students’ attitudes toward science subjects were attributed to a lack of necessary laboratory equipment, a lack of confidence and trust that the students may have towards the teachers handling the subject, low commitment by teachers, old students influence, and poor teaching methods. The teaching methods used by science teachers were said to include the use of notes and explanations, the use of practicals in the laboratory, setting constant tests for the science students, and the use of discussions. These teaching methods varied according to different secondary schools and according to their different capacities. With the above background, there is a need to encourage science and mathematics teachers to improve their classroom practices and create a conducive learning environment for students to motivate them to offer science subjects. Also, the school head teachers, in conjunction with the district education department, should recruit more trained and qualified science teachers to effectively handle science students’ needs. Keywords: Students, Science teachers, Secondary schools, Teaching methods

Curriculum Development and Teachers for Cultivating OECD Student Agency in Japan: From an Examination of Educational Thought, Educational System, History, and Contemporary Science and Mathematics Education Practices

Curriculum Development and Teachers for Cultivating OECD Student Agency in Japan: From an Examination of Educational Thought, Educational System, History, and Contemporary Science and Mathematics Education Practices

Science Instructional Coaches: Characteristics, Contexts, Beliefs, and Community

ABSTRACT Instructional coaching has emerged as a promising form of professional development for teachers. However, little is known about the background, contexts, professional responsibilities, and beliefs of instructional coaches who work with science teachers. This mixed-methods study focused on instructional coaches in secondary schools across the United States to understand the experiences these coaches bring to the role and what activities they participate in that support science teaching. Coaches’ goals for their work and tensions with the institution’s goals were also explored, as well as their beliefs about science teaching. Results suggest that three types of coaches may support science teaching, depending on the content expertise of the coach (science or not) and the focus of their role (content-specific or general). Teacher support by instructional coaches with science backgrounds is evident through their support of effective science teaching strategies. However, this support may not extend to pushing teachers to develop reform-based science teaching practices, as the results showed that most of these instructional coaches did not hold reform-based views of science teaching. The goal of relationship building and the coaches’ work as trust-builders emerged as a critical factor in the coaches’ abilities to support teachers’ pedagogical development. Implications for the field are discussed.