Science Education Reform Research Articles

Оrgаnizing Science Lessоns Bаsed оn the Inquiry-Bаsed 5E Mоdel

This article explores the implementation of the 5E inquiry-based teaching model to enhance science lessons, focusing on engaging students actively in learning through exploration, experimentation, and reflection. The study uses a structured approach based on cognitive psychology and constructivist learning theory to guide teachers in applying the 5E model's phases: Engage, Explore, Explain, Elaborate, and Evaluate. Teachers participated in professional development courses to strengthen their lesson-planning skills for inquiry-based education. The results show that the 5E model effectively improves students' scientific understanding and promotes higher engagement by aligning lessons with students’ interests and prior knowledge. Findings support the integration of inquiry-based learning as a core method in science education reforms, advocating for further training to improve instructional quality. This research underscores the potential of the 5E model to modernize science education, making it more interactive and student-centered.

A Survey Study on the Current Status of Professionalism of Elementary School Science Teachers in Changsha County

As the main participants in the teaching of science curriculum, the professionalism of elementary school science teachers is very important to the teaching work of teachers, the scientific literacy of students as well as the reform and development of science education. Therefore, the professional literacy of elementary school science teachers in Changsha County was thoroughly researched and analyzed from three aspects: professional affective literacy, professional knowledge literacy and professional ability literacy. Through the questionnaire survey and interviews, it was found that some science teachers have the problems of lack of professional affective literacy, single knowledge structure and low professional ability literacy. These problems are mainly attributed to the teachers’ weak sense of professional development, the limitations of curriculum teaching and implementation ability, the schools’ insufficient attention to the science curriculum, and the insufficient investment in education funding. To address these problems, this paper proposes optimization paths such as clarifying development goals, strengthening practice reflection, deepening the learning and application of the new curriculum standards, raising the importance of science curriculum teaching, and increasing the investment in science education. Through these measures, we aim to enhance the professionalism of elementary school science teachers, improve the quality of teaching, cultivate students’ scientific literacy, and promote the sustainable development of science education.

Collaborative Professional Development: A Catalyst for Science Education Reform in Nigeria

Collaborative Professional Development: A Catalyst for Science Education Reform in Nigeria

Pre-service Teachers’ Preparedness for In-service Science Teaching in Primary Education – A Case Study in Croatia

An experimental science curriculum for primary school was introduced in Croatia for the 1st time in the 2023/24 school year. This is taking place against the backdrop of a shortage of teachers from various science subjects, especially physics. They are increasingly being replaced by non-professional teachers, often those with a Master of Primary Education, which gives access to the profession of primary junior grade teacher. In this study, the subject matter knowledge (SMK) in science of 44 pre-service teachers aiming for the above-mentioned degree is examined using the SMK test. The test contains 40 trends in international mathematics and science study (TIMSS) items from the 4th-grade science content domain Physical Science and allowed us to compare the achievement of our respondents with the achievement of pupils who participated in the TIMSS assessments. The results show that the percentage correctness of the pre-service teachers on the SMK test was statistically significantly higher than that of the 4th-grade pupils. However, the correlation coefficients showed that the pre-service teachers had greater difficulties with the items with which the pupils had greater difficulties, and vice versa. This applies in particular to the items on forces and motion and to the items from the cognitive domain of reasoning. The reason for the unsatisfactory science SMK of our respondents could be the incompatibility of the university science curriculum with the demands placed on pupils in the relevant school subjects and International science assessments such as TIMSS. The results of this study confirm and extend the contribution of existing research and should serve as a basis for subsequent research as well as for the design of a further course of science education reform in Croatia and in the countries of the region.

Epistemic injustice and the “Nature of Science”

AbstractScientists and science educators have argued that learners (students, preservice teachers, and inservice teachers) should understand knowledge construction in science, in addition to figuring out disciplinary core ideas. Given this goal, some science education scholars created a construct called the “Nature of Science” (NOS), which aims to simplify the complex work of scientific knowledge production for learners. Since the 1980s, the NOS construct has shaped national and international science education reforms with the goal of creating a more scientifically literate populace. In this article, we name and question assumptions built into the NOS construct using the philosophical perspective of epistemic injustice. Using specific lenses of contributory injustice and testimonial injustice, we analyzed the 97 most‐cited peer‐reviewed NOS journal articles to examine which scholars are selected to create the NOS construct. We also examined how researchers using NOS position learners in relation to the construct. We found that White men are primarily named by NOS scholars to inform the construct. We also found that NOS research often positions learners from a deficit perspective compared to the construct. We conclude by discussing the potential injustices perpetuated by the NOS construct, and offer a vision for a more complete story of science in sites of learning.

Science Education Reform 2.0 in Egypt: How the Concepts of the United Nations Sustainable Development Goals 2030 Were Integrated into Primary Science Curricula

Science Education Reform 2.0 in Egypt: How the Concepts of the United Nations Sustainable Development Goals 2030 Were Integrated into Primary Science Curricula

Exploring how museums can support science teacher leaders as boundary spanners

AbstractLocal implementation of science reform efforts in part relies on science teacher leaders (STLs) to improve science instruction in classrooms and beyond. The lack of science‐specific professional learning resources drives STLs to act as boundary spanners to locate resources outside their local context to fill that gap. Museums and other informal science education centers are examples of external entities that STLs might leverage to locate resources for local science education improvement. While we know how museums support pre‐ and in‐service science teachers, there is a gap in our understanding related to museum support for STLs. Here, we used case study research methods to analyze how a museum‐based professional learning programme supported STLs, as boundary spanners to access and adapt resources for local science education reform efforts. We found that each STL reported benefiting from shared resources from the museum, as well as from their peers in their working groups. We also found that STLs reported on different elements of the professional learning programme related to their area of influence (classroom or district) and the problem of practice their group worked on. We discuss how each of the named features of the museum‐based professional learning programme supported boundary spanning of STLs and end with implications and recommendations for the design of professional learning experiences to support their leadership work.

An inclusive Research and Education Community (iREC) model to facilitate undergraduate science education reform

An inclusive Research and Education Community (iREC) model to facilitate undergraduate science education reform

Measuring Self-Efficacy Beliefs in Teaching Inquiry-Based Science and the Nature of Scientific Inquiry

AbstractInquiry-based science teaching (IBST) is a key goal of science education reforms worldwide. Recent research highlights the importance of infusing inquiry teaching with knowledge about the nature of scientific inquiry, and not just focusing on procedural skills to do inquiry. However, such an endeavour requires teachers to have high levels of self-efficacy. Given the lack of valid and reliable measurement instruments for Spanish-speaking teachers, the present study adapted and validated Aydeniz et al. Science and Education, 30(1), 103–120, (2021) Inquiry-Based Science Teaching Efficacy Scale (IBSTES, Science & Education, 30:103–120). Confirmatory factor analysis on data from 428 pre-service teachers in kindergarten and elementary school revealed a two-factor structure, which is consistent with the conceptual framework of IBST. The two factors measured self-efficacy beliefs regarding (1) helping students improve their understanding of the nature of scientific inquiry and (2) helping students develop procedural skills for conducting scientific inquiry. Both factors demonstrated very high reliability (> 0.90), as assessed by Cronbach's alpha and McDonald's omega. This latent structure was invariant across genders, suggesting that the instrument can be used with both male and female prospective teachers, allowing for gender comparisons. This study is the first of its kind to validate in Spanish a self-efficacy scale for IBST that specifically tackles the epistemological understanding of the nature of scientific inquiry. The Spanish IBSTES provides a valuable tool for researchers and practitioners to assess and support teacher self-efficacy, which is essential for the success of educational reforms.

‘The piece that we were looking for’: teachers' collaborative curriculum design for equity-centred biology units

ABSTRACT Critiques of current science education reforms call for science curricula that reflect expansive notions of equity in science teaching. This case study explores the experiences of two secondary-school biology teachers in the United States working as a Teacher-Design-Team (TDT) to centre equity through new curriculum materials that they co-designed. Four questions guided the study: (1) How did teachers centre equity in their curriculum design decisions and what concepts of equity did these decisions evoke? (2) How did teachers characterise their process for centring equity in the collaborative design of their biology units? (3) What do teachers describe as outcomes of their work? (4) What did teachers experience as supports – or challenges – in their efforts to design equity-centred units? Key findings include that a strong partnership and shared goals grounded in an equity framework catalysed the teachers’ work; teachers used an emergent ‘three-pronged approach’ to organise their unit planning; teachers’ centring of equity contained many facets; and teachers described multiple benefits from their TDT efforts, including greater job satisfaction and strengthened intention to remain in teaching. These findings have implications for future research and for practitioners who support the work of Teacher-Design-Teams (TDTs), particularly for science curriculum innovations that centre equity.

Refining the opportunity to learn construct through the Productive Disciplinary Engagement framework

ABSTRACT Opportunity to learn (OTL) is a ubiquitous measure of the likelihood of learning in educational research, which typically has been characterized by three dimensions: time, coverage of content, and quality of instruction. The last dimension has been defined in highly divergent ways, which gives it a double-edged nature. While it may be operationalized to better serve a specific problem or context, it also makes it harder to achieve consensus or derive broader implications across studies. Using the four design principles from the Productive Disciplinary Engagement (PDE) framework, we show how PDE can characterize the quality of instruction dimension in OTL that reflects contemporary understandings of the end-goals of science education i.e. learning science as practice. This revision is valuable for science educators and evaluators who rely on OTL measures for it helps them: i) evaluate the quality of instruction consistent with reformed science teaching in valid and reliable ways, and ii) address questions about the adequacy of content coverage in the subject. We exemplify analysis using this refined OTL model with a case study of middle-school learners in Singapore engaged in the challenging scientific practice of argumentation.

Voices from Graduate School and the Workforce: Identified Student Outcomes from Completing a Multi-Semester Undergraduate Research Experience Capstone

Recent reforms in undergraduate science education have highlighted the need for student-centered learning that challenges students to take ownership of the scientific process through conducting authentic research. As such, Undergraduate Research Experiences (UREs) have become more prevalent in higher education. However, extensive variations in the structures, durations, and contexts of UREs exist and long-term implications are not well documented. We used the Social Cognitive Career Theory to guide our exploration of student outcomes from completing a required three-semester capstone URE at a predominantly undergraduate institution located in the Midwest, United States. We sought to answer two central research questions: (1) What skills and competencies do alumni perceive to have gained from completing the URE capstone, and (2) What is the impact of the URE capstone on alumni success in the workforce and/or graduate school? We conducted in-depth, one-on-one interviews with 16 alumni who recently completed their undergraduate research capstone and who were currently in a science-based career or attending graduate school. Results indicate long-term benefits from URE capstones and are described through three primary themes: technical skill acquisition and future application, soft skill acquisition and future application, and scientific pursuits.

Organizational sensemaking during curriculum implementation: The dilemma of agency, role of collaboration, and importance of discipline‐specific leadership

AbstractAdopting new instructional materials is an important way to support reform in science education, but implementation can be challenging and complex. Therefore, we conducted a contrasting case study of two middle schools implementing new curricular materials. We conducted semi‐structured interviews with teachers and leaders and collected instructional artifacts and reflections from teachers. Using an organizational sensemaking framework, we investigated the tensions that came up during implementation, the resources leveraged to address those tensions, and resulting instructional and leadership practices. One school focused on implementing the materials with fidelity, relying on networking and past practices, which led to a more traditionalized teaching approach. The other school centered the curricular materials, prioritizing understanding the instructional model and customizing for their students, resulting in more aligned instructional practices. Looking across the two cases highlights three key takeaways. First, we discuss the dilemma of agency, which is how can leaders balance teachers' professional agency with the push for instructional reform, especially when teachers may not fully understand the reform approach. We propose that a focus on understanding the goals of instructional reform might help resolve this dilemma. Second, we discuss the role of collaboration as potentially supporting or inhibiting teacher learning and propose that when teachers collaborate about high quality instructional materials they may be more likely to learn about the reforms inherent in them. Finally, we highlight the importance of discipline‐specific leadership in helping teachers to understand and implement the complexities inherent in new science instructional materials.

Students’ Constructions of Mastery-Approach Goals Contextualized in Inquiry-Based and Traditional Science Curricula

Recent science education reforms call for greater integration of scientific practices, such as inquiry and constructing models, which may have implications for students’ meaning-making of mastery-approach goals. Yet, limited achievement goal theory (AGT) research has been conducted in these new learning environments. The present study addressed this gap by examining students’ constructed meanings of mastery-approach goals across inquiry and traditional contexts. Further, we applied a sociocultural perspective of AGT by situating meanings in the values and expectations of each context. Participants were 73 seventh graders from five science teachers’ classrooms (two traditional classrooms, three inquiry classrooms). Students were interviewed and qualitative thematic analysis was conducted for students’ mastery goal meanings based on three framings drawn from prior AGT research: thoroughly understanding, improving, and mastering. A total of 19 themes emerged reflecting students’ espousal of a diversity and range of mastery meanings. Frequency and chi-square analyses distinguished the prevalence of each theme by curriculum context. Results suggest students’ mastery constructions are contextualized in curricula, with a majority of inquiry students emphasizing “knowing deeply,” including in disciplinary and prosocial ways. Correspondingly, accepting teachers as authority was emphasized in traditional contexts. Methodological and theoretical implications of this sociocultural approach are discussed.

Implementing an integrated natural sciences course in Ukrainian high schools: A nationwide experiment from 2018-2022

From 2018 to 2022, Ukraine conducted a significant nationwide experiment to implement an integrated natural sciences course for students in grades 10-11 of general secondary education institutions. This review paper provides a comprehensive overview of the context, design, implementation, and outcomes of this initiative, drawing on the final report and case studies of participating schools. The integrated course sought to develop students' scientific worldview and understanding of cross-cutting relationships between the natural science disciplines of biology, physics, chemistry, astronomy, geography, and ecology. Results indicate the experiment had a positive impact on students' motivation and performance in science. However, ongoing challenges include the need for more teacher training, resources, and alignment with university entrance exams. The Ukrainian experience offers valuable lessons for other countries seeking to reform science education through curriculum integration. This paper discusses the experiment's design, implementation process, outcomes, and implications for future research and practice in integrated science education.

Assessing biology teachers’ satisfaction with a shift from a thematic to conceptual curriculum approach: implications for science education reform

ABSTRACT This paper investigates the satisfaction of high school biology teachers within a context of educational reform in Croatia, which could serve as a representative model for broader science education reforms. The reform introduced a conceptual, student-centred approach replacing the previous thematic approach in biology education, aligning with the global trends in science education. Departing from the prescribed thematic content, this new approach emphasises the comprehension of biological concepts relevant to students’ daily lives and learning outcomes. The study aims to assess teachers’ overall satisfaction by (i) comparing the new curriculum’s conceptual emphasis with the earlier thematic approach and (ii) investigating teachers’ perceptions regarding increased content autonomy. Survey results highlight a preference for the former thematic approach, notably among experienced teachers, suggesting the necessity for curriculum reassessment and potential adjustments based on teacher input. Furthermore, the findings indicate a potential necessity for establishing a comprehensive support system to aid teachers in navigating the transition to the new conceptual approach, particularly within the broader context of science education reform.

Organizing activities for students of chemistry pedagogy to research according to the CDIO approach in Vietnam

A comprehensive educational framework is provided by the Conceive-Design-Implement-Operate (CDIO) which is particularly relevant to engineering and applied sciences. This paper investigates the application of the CDIO approach in the field of chemistry pedagogy in Vietnam focusing on its adaptability to the current educational demands and its potential to enhance the competency of future teachers. The CDIO approach develops training curricula and output standards based on input from teachers, students, alumni and recruitment firms. This study uses the CDIO approach extensively with professional knowledge, social awareness and creative tendencies. The study involved a survey of 240 chemistry teachers and 242 students from various universities across Vietnam. Data were collected through online surveys using Google Forms and processed using SPSS software for statistical analysis. The research analyzed the alignment of practical teaching activities with CDIO standards and developed a framework for experimental practice competency. Findings indicated a robust implementation of the CDIO approach in chemistry pedagogy. In laboratory safety, experimental planning, execution and competence were high. The study shows that the CDIO strategy enhances professional competence and practical abilities in Vietnamese chemistry pedagogy students. It promotes collaboration and personal growth to meet changing educational needs. The CDIO approach could transform chemistry pedagogy in Vietnam suggesting science education reforms and capacity building.

A (TRANS)formative approach to gender‐inclusive science education

AbstractThe teaching of science in K‐12 schools has long been criticized as a process that propagates oppression for students who do not conform to entrenched norms of gender, sex, and sexuality. Academic standards, curriculum, and textbooks are rife with rhetoric that reinforces any deviation from cisheterosexuality as aberrant, unusual, or abnormal. However, these often‐over‐simplified conceptions discount the historic social and scientific intricacies of gender and sexual diversity as well as students' own lived experiences. While there have been advancements in LGBTQ+ and gender‐inclusive science education reform, these movements have been stymied by a lack of cohesive guidelines for pedagogy and practice, particularly for trans, nonbinary, and gender‐creative youth. Situated within trans‐created conceptual frameworks for critical education, this study explored the pedagogical practices of 10 transgender science teachers with the purpose of learning from their experiences creating gender inclusive curriculum. From the data (in‐depth interviews, instructional materials samples, and reflective teaching statements) emerged the TRANS (Trans and Research‐informed Approaches for Nonbinary and gender‐inclusive Science education) Framework for gender inclusive science education pedagogy. This framework is anchored in three domains for teaching science through a trans‐informed lens:interrogating and accessing power, resisting essentialism, and embracing experiential knowledge and personal epistemologies. The findings of this study contribute to our growing understanding of gender‐inclusive science learning environments. Importantly, this study amplified the experiential knowledge of teachers whose voices are critically absent from research surrounding gender and LGBTQ+‐inclusive science education practice. Moreover, the framework derived from teachers' experiences can be used to guide educators in making their science classrooms safer and more gender inclusive.

Supporting chemistry teachers’ formative assessment with a three-dimensional learning progression

ABSTRACT International science education reforms seek to support teachers in using everyday assessment to draw out and work with student ideas; however, developing these instructional practices requires time and support. This paper investigates how a professional development program supported high school chemistry teachers to learn about formative assessment design with a learning progression for modelling energy. Five high school chemistry teachers participated over the course of one academic year, attending bimonthly school-based sessions in which they designed, enacted, and reflected upon formative assessment tasks. We used qualitative methods to analyze recordings of professional development meetings, videorecorded classroom observations, and interviews. Findings suggest that the professional development approach supported teachers’ learning about tools and routines of formative assessment with the learning progression, and in turn, they were able to apply this learning in their classroom practice.

A Study on the System of Cultivating Core Literacy of Science Education Teacher Trainees Based on the Background of Deep Learning

Abstract This paper aims to develop the IDL-C system to cultivate the professional core literacy of science education teacher trainees through deep learning technology and science education theory. The authors constructed a model for assessing the effectiveness of core literacy development containing multiple algorithms to determine the system’s effectiveness. They conducted an empirical study using the example of Science Education College in S city. The values of teacher trainees in clustering as good and excellent are relatively close to each other, 0.4480 and 0.4246 respectively, and their cultivation effect is approaching from good to excellent, and the total score of the measurement = 0.685 × “Civic and Political Literacy” + 0.411 × “Foundation Literacy” + 0.091 × “Practical Literacy” + 0.111 × “Innovative Literacy”, which is most related to the cultivation of Civic and Political Literacy. The study not only enhances the core literacy of science education teacher trainees, but also promotes the modernization and reform of science education.