Abstract
Next Generation Science Standards identifies the science all K-12 students should know. These new standards are based on the National Research Council's A Framework for K-12 Science Education. The National Research Council, the National Science Teachers Association, the American Association for the Advancement of Science, and Achieve have partnered to create standards through a collaborative state-led process. The standards are rich in content and practice and arranged in a coherent manner across disciplines and grades to provide all students an internationally benchmarked science education. The print version of Next Generation Science Standards complements the nextgenscience.org website and: Provides an authoritative offline reference to the standards when creating lesson plans. Arranged by grade level and by core discipline, making information quick and easy to find. Printed in full color with a lay-flat spiral binding. Allows for bookmarking, highlighting, and annotating.
... Despite these promising teaching strategies, there is still the challenge that science teachers must follow existing curricula, often based on the Next Generation Science Standards (NGSS [34]) while teaching with limited time in which to cover the content [12,14]. This is problematic since NGSS only includes the word "quantum" to identify the term as a part of a topic that should not be tested, and only some advanced high school science courses, such as AP Physics 2, include quantum physics topics [34,35]. ...
... Despite these promising teaching strategies, there is still the challenge that science teachers must follow existing curricula, often based on the Next Generation Science Standards (NGSS [34]) while teaching with limited time in which to cover the content [12,14]. This is problematic since NGSS only includes the word "quantum" to identify the term as a part of a topic that should not be tested, and only some advanced high school science courses, such as AP Physics 2, include quantum physics topics [34,35]. However, enrollment in such courses is low, for example, AP Physics 2 enrolled 21 835 students out of 15.3 million high school students in the United States in 2020 [36,37]. ...
... Connections with NGSS [34] were highlighted throughout the program using K-12 curricular frameworks developed by the National Q-12 Partnership for physics, chemistry, computer science, and middle school STEM [52]. The three-dimensional approach outlined in NGSS was applied to QIST concepts as teachers were prompted to consider how these ideas could be implemented in their instruction. ...
[This paper is part of the Focused Collection in Investigating and Improving Quantum Education through Research.] There is a growing need in the United States for a workforce trained in quantum information science and technology (QIST), a disciplinary topic that is rarely addressed in precollege science, mathematics, and computer science curricula. University quantum physics and physics education researchers designed and initiated a 4-week, 12-h QIST professional development workshop for N = 5 1 preservice and in-service secondary school science, mathematics, and computer science educators. A STEM integration framework guided the workshop structure, which incorporated a situated cognition model for learning quantum concepts and computing, identifying recent advances in quantum technologies, planning curricula, and differentiating among QIST subfields including quantum communication, quantum computation, quantum simulation, and quantum metrology and sensing. The pre-/post-research design employed a newly developed teacher attitude survey, Exploratory factor analysis identified three latent constructs in teachers’ self-efficacy, including (i) knowledge about QIST academic pathways and careers; (ii) QIST pedagogical fluency and STEM integration; and (iii) facilitating QIST learning. Parametric comparisons of means indicated that teacher participants showed significant gains overall and in all latent constructs with medium to large effect sizes ( p < 0.0 0 1 ). This professional learning model shows promise in strengthening teachers’ self-confidence in pedagogical content knowledge of quantum ideas so they may facilitate student engagement in quantum information science, a field that involves conceptual change and is often considered abstract, counterintuitive, inaccessible, and suitable only for the academically elite. Implications for policy and practice are discussed.
Published by the American Physical Society 2024
... In response to these reports, several national level initiatives in K-12 and higher education were devised and implemented. For example, three sets of science education standards were developed for K-12 science education, the most recent being the Next Generation Science Standards (NGSS) [5][6][7][8]. While there is not a coherent approach to the design and implementation of curriculum reform in higher education, there are a number of influential reports. ...
... It also provided the basis for the NGSS, operationalized as a set of performance expectations of increasing sophistication over time. Each performance expectation provides a three-dimensional description of what students should be able to do with their knowledge [8]. The transformation efforts at MSU follow this approach by working to blend the scientific practices, crosscutting concepts, and core ideas into the gateway science courses. ...
... Although the NRC report "Developing Assessments for the Next Generation Science Standards" [8,45] summarizes existing literature and provides guidance for assessment developers (including recommending Evidence-Centered Design), few examples of three-dimensional assessment tasks are currently available. Notably, the authors of that report state that selected response tasks should not be the sole method of collecting information about student learning, as there is ample evidence that selected response tests overestimate the ability of students to use their knowledge [48]. ...
Many calls to improve science education in college and university settings have focused on improving instructor pedagogy. Meanwhile, science education at the K-12 level is undergoing significant changes as a result of the emphasis on scientific and engineering practices, crosscutting concepts, and disciplinary core ideas. This framework of "three-dimensional learning" is based on the literature about how people learn science and how we can help students put their knowledge to use. Recently, similar changes are underway in higher education by incorporating three-dimensional learning into college science courses. As these transformations move forward, it will become important to assess three-dimensional learning both to align assessments with the learning environment, and to assess the extent of the transformations. In this paper we introduce the Three-Dimensional Learning Assessment Protocol (3D-LAP), which is designed to characterize and support the development of assessment tasks in biology, chemistry, and physics that align with transformation efforts. We describe the development process used by our interdisciplinary team, discuss the validity and reliability of the protocol, and provide evidence that the protocol can distinguish between assessments that have the potential to elicit evidence of three-dimensional learning and those that do not.
... In the framework, the eight science and engineering practices collectively describe what students should be doing in the classroom to best represent authentic science. Understanding disciplinary core ideas and communicating science ideas with others become fundamental goals for the K-12 students in the framework and NGSS [2,3]. According to the NGSS, communicating science ideas can be achieved in multiple modalities, including the oral and written modalities, and through extended discussions. ...
... To meet the demands of the NGSS [2], the Secondary Science Education with English Language and Literacy Acquisition (SSTELLA) program was designed [34]. Reformed science methods courses provided science preservice teachers structured opportunities to learn how to facilitate ELs learning science through engagement in science and engineering practices ("SEPs") and productive use of science language in authentic disciplinary contexts. ...
... Collaboration among trifocal faculty also led to the design of a rubric to examine the trifocal construct described above in the program. This accompanying trifocal rubric was designed to provide criteria in six dimensions [2] to measure the alignment of science teaching with specific indicators of each of the trifocal areas. Within each dimension, the indicators for science were adapted based on the NGSS Educators Evaluating the Quality of Instructional Products (EQuIP) rubric [39], while indicators under EL second language support and disciplinary literacy instruction were created by the trifocal faculty. ...
To meet the needs of English learners (ELs) and the call of the Next Generation Science Standards to engage all students in communicating science ideas, a collaboration between science, second language acquisition, and disciplinary literacy teacher educators resulted in a trifocal approach within a reformed science teacher education program. The purpose of this study is to explore how TeachLivETM, a mixed-reality simulation technology, was used to prepare preservice teachers (PSTs) to support ELs in communicating science ideas through questioning. Findings from transcribed lessons, coaching sessions, and PST self-reports show that TeachLivETM provided opportunities to practice questioning and reflect on challenges, and was a collaborative learning context. The significance for secondary science teacher education and inservice teacher professional development is presented.
... One of them has been developed in physics education (Lazzaro, 2015) to make the latest physics learning objectives called next-generation science standards often referred to as NGSS. This NGSS is expected to improve students' abilities in learning science, technology, engineering, and mathematics (STEM) (Barakos et al., 2012;States, 2013). This NGSS not only represents a set of up-to-date science standards but is also repackaged (Atwood-Blaine, 2017). ...
... NGSS provides students with continuous opportunities from primary to secondary school to develop and engage a deeper understanding of the three dimensions of science. This NGSS has three dimensions to be developed: Scientific content (core ideas of subjects), scientific applications (scientific techniques and practices), and ideas that connect scientific subjects (concepts) (States, 2013). ...
... As the NGSS points out which uses the terms "practice" as well as "skill", conducting scientific inquiry involves not only procedural skills but also conceptual understanding, which is specific to each discipline (Hynes-Berry & Berry, 2021). Skill SEPs consist of eight aspects (States, 2013). Asking questions and defining problems, in activities carried out by asking and refining questions that lead to descriptions and explanations of how the natural and designed world works and can be tested empirically. ...
Education in the era of the Industrial Revolution 4.0 has become one of the hot topics discussed, one of which is in the field of science. This high-quality generation is supported by skills, including collaboration, communication, professionalism, problem-solving, innovation, creativity, critical thinking, flexibility, business and management, digital literacy, agility, initiative, productivity, accountability, leadership, practical responsibility. intelligence, high ethical standards, dynamics, and resilience. NGSS provides students with continuous opportunities from primary to secondary school to develop and engage a deeper understanding of the three dimensions of science. This study is intended to determine the effectiveness of using project-based learning modules seen from the skills of students' SEPs. This study used a one-group pretest-posttest design involving 40 class XI students of Engineering Specialization, consisting of 20 female students and 20 male students from SMAIT Ulil Albab Batam. Data were collected using test techniques with Two-Tier Multiple Choice. (TTMC) instrument. The developed modules are effectively applied in physics learning to improve the skills of SEPs. This is indicated by the percentage value on each aspect of the SEPs. The results of the Science and Engineering Practices skill data analysis of students obtained test of normality pretest results of 42.4363 and posttest of 70.5765 (results using modules > without modules). In the homogeneity test used, namely Shapiro-Wilk, a significance value (p) pretest = 0.973 and posttest = 0.938 (p > 0.05), so it can be concluded that the SEPs skill data are normally distributed. Based on the results of calculations obtained from wide-scale trials, it shows that the value of N-Gain from the skills of SEPs in the aspects of SEPs 1 of 0.4875, SEPs 2 of 0.5067, SEPs 3 of 0.4062, SEPs 4 of 0.5146, SEPs 6 of 0.4887 and SEPs 8 of 0.5517, so that the average value of N-Gain of 0.49255 is obtained. So it can be concluded that the effectiveness of the module is in the medium category.
... Briefly, our previous studies focused on understanding how students apply design and physics thinking in tandem, highlighting the importance of interdisciplinary problem-solving in STEM education. The context for this research stems from a growing recognition of the need for students to connect scientific knowledge with engineering practices [18,19,[38][39][40]. Key findings from our earlier work showed how students engaged in iterative design processes, applied physics concepts to refine and justify their solutions. ...
... Detailing assumptions and approximations made. [21,38,49,50] Science thinking fosters the ability to ask questions, formulate hypotheses, and design experiments to test those hypotheses. Students learn to apply scientific principles to solve problems. ...
... With the growing emphasis on design thinking in education [38,70,71], educators have numerous opportunities to integrate it into their curricula. In a university-level physics course, design-based problems provide a context for students to not only apply theoretical principles but also expand their understanding of science. ...
Investigating students' thinking in classroom tasks, particularly in science and engineering, is essential for improving educational practices and advancing student learning. In this context, the notion of Ways of Thinking (WoT) has gained traction in STEM education, offering a framework to explore how students approach and solve interdisciplinary problems. Building on our earlier studies and contributing to ongoing discussions on WoT frameworks, this paper introduces a new WoT framework: Ways of Thinking in Engineering Design based Physics (WoT4EDP). WoT4EDP integrates five key elements: design, science, mathematics, metacognitive reflection, and computational thinking within an undergraduate introductory physics laboratory. This framework offers a novel perspective by emphasizing how these interconnected elements work together to foster deeper learning and holistic problem-solving in Engineering Design based projects. We describe the development of WoT4EDP, situate it within the broader landscape of undergraduate STEM education, and provide detailed characterizations of its components. Additionally, we compare WoT4EDP with two contemporary frameworks: Dalal et al. (2021) and English (2023), to glean insights that enhance its application and promote interdisciplinary thinking. This paper is the first of a two-part series. In the upcoming second part, we will demonstrate the application of the WoT4EDP framework, showcasing how it can be used to analyze student thinking in real-world, ED-based physics projects.
... This article elucidates how a school teacher leveraged in-class artwork creation and out-class investigative fieldwork centering on bees to promote pupils' learning of core life science ideas pertaining to external structures, associated functions, and pollination. The paired activities of artwork creation and investigative fieldwork align with the dimensions of the Next Generation Science Standards [9]. The three-dimensional NGSS takes an integrated approach that combines disciplinary core knowledge, scientific and engineering practices, as well as crosscutting concepts [10]. ...
... The Framework for K-12 Science Education asserts that students should be able to construct drawings or diagrams as representations of events or systems-for example, drawing an insect with labeled features [1]. Thus, visual representations are an integral part of the practice of science, enabling students to convey their scientific ideas [9,12,13]. In this vein, a teacher in a local school invited her pupils to create an artwork of a bee or bees by drawing in her class teaching. ...
This article describes a pedagogical approach that integrated artistic expression with experiential fieldwork to enhance pupils’ learning of bees. Initially, pupils were tasked with creating an artwork of a bee or bees based on their preconceived notions, allowing teachers to identify their prior ideas of bees. Afterward, an immersive field activity was conducted to provide pupils with an opportunity to close-up observe live honey and native bees in canola fields and their pollination processes. Through teacher-guided explorations, pupils systematically inspected the morphology of various bee species, relating their external structures to associated functions. The fieldwork allowed for detailed observations of bees’ features, such as the proboscis, antennae, and legs, and their roles in nectar collection and pollen distribution. In addition, exposure to honey and native bees informed pupils of the differences in their stinging, nesting and sociality. Pupils’ summative reflections post-fieldwork suggest that the immersive fieldwork enabled multi-sensory modes of learning barely available in a traditional classroom setting. By juxtaposing the new insights from field observations with the prior ideas of bees embodied in their initial artworks, pupils achieved gains in both their conceptual understandings and perceptual knowledge about bees. Pupils acknowledged deeper understandings of bee anatomy, pollination processes and the diversity within bee species. This approach to learning about bees epitomizes the value of empirical investigation for advancing pupils’ scientific practices and understanding life science core ideas of how animals' external structures fulfill various functions and of how plants and pollinators are interdependent, as highlighted in the Next Generation Science Standards . The integration of artwork creation and experiential fieldwork exemplifies an effective pedagogical approach for enhancing pupils' engagement and learning of biological ideas.
... This should be transferred to the classroom through didactic proposals situated in reallife contexts that favor the development of multidimensional thinking, reasoned decision-making 2 of 22 and critical thinking [14,23]. In this sense, argumentation occupies a relevant place among the scientific practices necessary for science education [24], known as argumentation, modeling, and inquiry. These play a fundamental role in the development of scientific literacy, which includes scientific knowledge, procedures, attitudes, and the transfer of learning to different contexts [25]. ...
The teaching of environmental education must change to promote critical and reflective engagement with environmental problems. This study introduces a social science question for primary education focused on pharmaceuticals in surface water. The aims of the paper are to evaluate: the level of students' performance in arguing their answers in relation to the reference answer; their use and interpretation of provided materials from which they draw the evidence to justify their arguments; and the type of solutions they propose. This is done by analyzing the content of their written reports and the discourse during their group discussions. Statistical tests are also used to compare their individual and group performance. The results show that students perform at an in-termediate level. They use text and video effectively but struggle with graphs and maps. Their proposed solutions are contextually appropriate and consider multiple perspec-tives. Notably, their performance is similar whether working individually or in groups. All in all, this pedagogical intervention in the framework of scientific practices and transformative environmental education supports the development of scientific think-ing and sheds light on how students process information when addressing socio-environmental issues.
... The education levels are: (1) College, with grades 13-20 for higher education; (2) Middle and High School, with grades 5-12 for high school and secondary school; and (3) Primary school, with grades preK-6 for primary school and kindergarten (NARST, 2018). Branches of science are life science for biology, physical science for physics and chemistry, and earth space science (NRC, 2013). In addition to knowing the trends and contribution of science education during the Covid-19 pandemic, this study also aims to synthesise the results of science education papers for consideration in post-COVID-19 educational adjustments. ...
The COVID-19 global pandemic was a socio-scientific
issue (SSI) that had an impact on various aspects of life
including education. Educational institutions adapted
to new learning, teaching and assessment approaches
to be effective in responding to the pandemic. This
study aims to determine the research trends and contributions of science education during the COVID-19
pandemic in order to follow up on possible impacts
and other crises in the future. The study involved a
narrative systematic literature review of 898 articles
published in three selected journals from 2018 to 2021.
The analysis was divided into two stages. First, to
compare research trends between 2018 and 2019 as
the baseline with research trends for 2020–2021 during COVID-19. Second, to systematically analyse the
content of articles published between 2020 and 2021
to explore the contribution of science education amidst
COVID-19 descriptively. The results show that the empirical type of research during the COVID-19 pandemic
has increased compared to the baseline. Research
topics on learning contexts dominate the baseline and
amidst the pandemic, but ‘teaching’ topics are current
and future trends in science education research. The
three selected journals contributed many publications
related to understanding and resolving the crisis during the COVID-19 pandemic directly and indirectly. In
addition, science education amidst COVID-19 contributes to preparing the younger generation to become resilient citizens capable of dealing with crises. Direct evidence of preparing resilient citizens amidst
the COVID-19 pandemic is contributed by technological and pedagogical knowledge, content and context
knowledge, futurising education, and student mobility programmes in science education. Furthermore,
indirect evidence is contributed by science education
publications published in the three selected journals
between 2020 and 2021. Most publications are carried
out at the high school level. More articles in the integrated sciences are published than in separate disciplines such as physics, chemistry, biology and earth/
space science. Furthermore, the details of research
trends and contributions of science education amidst
the COVID-19 pandemic are discussed.
... These standards are based on work by the National Research Council, the National Science Teachers Association, and the American Association for the Advancement of Science,detail standards in K-12 science education that integrate disciplinary core ideas, science and engineering practices, and crosscutting concepts that bridge scientific and engineering disciplines. 4 Grade-level appropriate educational experiences with medical imaging can encourage students to consider structure and function within life sciences or the ideas that "the way in which an object or living thing is shaped and its substructure determine many of its properties and functions." 5 These experiences can also encourage students to engage with ideas of the influence of science, engineering, and technology on patients and within healthcare; understanding that models can be used to simulate or visualize different systems; and identifying and modeling geometric planes by developing possible solutions. ...
This case report describes a 45‐min active learning lesson plan that engages 4th–5th and 6th–8th grade school students in spatial reasoning through a review of medical imaging. The lesson plan reviews different planar orientations and cross‐sections of computed tomography (CT) images of familiar objects. The lesson is designed to introduce students to the idea that scientists are key contributors to healthcare, including in medical imaging technologies that facilitate the visualization of internal structures of patients without invasive procedures. The lesson demonstrates the three standard anatomical planes, axial, sagittal and coronal, by guiding students through CT image datasets of various objects. Students then are led in an interactive “dissection” of fruit to compare internal structures with medical images. The lesson plan aligns with key aspects of Next Generation Science Standards and aims to spark interest in the field of medical physics among a young student population through an introduction to imaging technologies. Worksheets and imaging datasets are included as supplementary materials to facilitate interested physicists adapting this work for educational purposes in their own communities, with minimal repeated effort.
Competency-based testing and credentialing (CBTC) initiatives aim to address inequity in adult education by fundamentally changing how states use GED®, HiSET®, and TASC™ test scores to award and withhold high school equivalency credentials. However, CBTC is inconsistent with how developers intend states to use those scores. Accordingly, it falls on states to evidence the validity of such interpretations. In the present study, I do just that – analyzing the extent to which GED®, HiSET®, and TASC™ test scores reflect interchangeable measures of academic attainment for the purpose of credentialing high school completion. Findings suggest high alignment between these tests across all sources and types of validity evidence. This finding – that CBTC-oriented use of GED®, HiSET®, and TASC™ test scores is valid – may appear simple, but the policy implications are complex. Considerations range from how states should handle non-authorized test scores to how they can support stakeholders’ understanding of those scores.
Artificial intelligence (AI) holds tremendous potential for promoting equity and access to science, technology, engineering, and mathematics (STEM) education, particularly for students with disabilities. This conceptual review explores how AI can address the barriers faced by this underrepresented group by enhancing accessibility and supporting STEM practices like critical thinking, inquiry, and problem solving, as evidenced by tools like adaptive learning platforms and intelligent tutors. Results show that AI can positively influence student engagement, achievement, and motivation in STEM subjects. By aligning AI tools with Universal Design for Learning (UDL) principles, this paper highlights how AI can personalize learning, improve accessibility, and close achievement gaps in STEM content areas. Furthermore, the natural intersection of STEM principles and standards with the AI4K12 guidelines justifies the logical need for AI–STEM integration. Ethical concerns, such as algorithmic bias (e.g., unequal representation in training datasets leading to unfair assessments) and data privacy risks (e.g., potential breaches of sensitive student data), require critical attention to ensure AI systems promote equity rather than exacerbate disparities. The findings suggest that while AI presents a promising avenue for creating inclusive STEM environments, further research conducted with intentionality is needed to refine AI tools and ensure they meet the diverse needs of students with disabilities to access STEM.
Reasoning and arguing well lies at the core of thinking and constructing knowledge about complex, controversial issues. Leveraging the techniques of learning by teaching and deliberate erring, the present study developed and tested a novel intervention—learning by misteaching—to boost argumentative reasoning. University students (N = 208) were trained on argumentation strategies and studied a dual-position argumentative text on a controversial topic using one of three learning methods: notetaking, correct teaching, or misteaching. The notetaking group prepared to be tested and wrote study notes while generating good arguments about the topic, whereas both teaching groups prepared to teach and wrote a verbatim teaching script about the topic exactly as how they would orate a lecture while generating good arguments (correct teaching) or deliberately weak arguments (misteaching) for their intended audience to spot. All students were then tested on their basic recall of the text and higher order argumentative reasoning in integrating opposing views to form conclusions about the topic (e.g., weighing arguments and counterarguments, developing new alternative solutions or compromises). On both tests, students who had taught outperformed their peers who had written study notes. Importantly, misteaching produced additional gains for argumentative reasoning over correct teaching, even after controlling for recall performance. Yet, students’ metacognitive judgments revealed that they were largely unaware of these benefits even after the tests. Overall, these findings demonstrate how learning by teaching and deliberate erring can be strategically combined to improve higher order outcomes such as argumentative reasoning, while highlighting the counterintuitive benefits of intentionally making errors in low-stakes contexts.
The importance of nature of science (NOS) for promoting science literacy and its fundamental role in science education are widely acknowledged. Employing the analytical framework of the family resemblance approach (FRA), which conceptualizes NOS as a combination of cognitive-epistemic and social-institutional systems involving 11 NOS categories, this study investigates how NOS are represented within three successive versions of Chinese physics curriculum standards over the past two decades. To offer a comprehensive view, the epistemic network analysis (ENA) is also utilized to visually depict and compare the evolving frequency of connections among the NOS categories over time. The result reveals a consistent underrepresentation of the social-institutional system, notably marked by the absence of three categories: professional activities, social organizations and interactions, and financial systems. However, there is a slight upward trend observed in social categories of NOS, indicating a growing awareness of this imbalance. The ENA analysis further demonstrates a steady increase in connections among NOS categories within the physics curriculum standards, while connections are more frequent and extensive within the cognitive-epistemic system compared to the social-institutional system. These findings provide valuable insights for the enhancement of the current physics curriculum standards, aiming to establish a more comprehensive and progressive approach to NOS education. As China’s curriculum reform advances, addressing the insufficient representations of NOS through the FRA lens can help foster a deeper understanding of nature of science, ultimately promoting science literacy among students.
Computational Thinking (CT) is viewed as a set of foundation skills required to solve problems efficiently and effectively, with or without the use of technology. It has also been argued that CT can provide connections between computing and other core curriculum areas which can be beneficial for student learning outcomes. However, there are still gaps in elementary teachers’ understanding of CT, and how to integrate CT within the core curriculum. This qualitative study used a case study approach and examined how elementary teachers from a school district in the Midwest of the United States learned CT and designed CT-integrated lessons. We used the Interconnected Model of Professional Growth (IMPG) as a framework to structure our understanding of what factors within each domain supported or undermined the teachers when learning and integrating CT across core curriculum areas. Our study provides insight on what factors can support or impede elementary teachers’ understanding of CT and CT integration.
This qualitative case study investigated the learning process of Thai in-service science teachers as they studied science literacy. This learning process was conducted in the form of a professional development program delivered on digital platforms. The program’s design relied on adult learning and pedagogical content knowledge theories and included four phases: knowledge of science literacy, knowledge of pedagogy, integration between knowledge and lessons, and practice in lesson planning. The teachers were selected by a non-probability purposeful sampling technique and participated in the six-day program on weekends. Data from a focus group interview, thirty lesson plans, and ten individual interviews were analysed through conventional content analysis and triangulation techniques. The findings illustrated that the teachers had prior knowledge about scientific literacy but could not completely adapt it to plan effective lessons. However, through inquiry-based approaches such as receiving feedback, sharing lessons, and a community workshop, nine teachers appeared to improve their own lessons by connecting global issues to scientific concepts and local contexts. The findings recommend the use of reflective journals and classroom observations in school settings to obtain more details about teachers’ learning and promote sustainable development of teaching science literacy.
The integration of information and communication technology (ICT) in mathematics and science (MAS) classrooms is not yet sufficient despite its advantages. This study investigates the perceptions of MAS teachers on ICT integration for presenting information and visual aids, inquiry, and assessment and compares it with their self-reported technological, pedagogical, and content knowledge (TPACK). The data was collected using an online quantitative questionnaire distributed using non-probabilistic sampling to 91 in-service teachers. The results show that teachers use ICT to a moderate extent for presenting information and for assessment and to a low extent for inquiry. There was a moderate correlation between teachers’ perceived TPACK and the extent of their ICT integration, and most frequently used forms of ICT were interactive presentations, video/image/animation, digital games, eBooks, digital practice apps, computerized environments, and widgets. The findings can be translated into practical aspects for implementation in pre- and in-service teacher training.
Having a robust understanding of viruses is critical for children to understand the COVID-19 pandemic and the protective measures recommended to promote their safety. However, viral transmission is not part of current educational standards in the United States, so children likely must learn about it through informal means, such as media and conversations with caregivers—contexts that often animate and anthropomorphize viruses. In this registered report, we developed an at-home educational intervention to teach children about viruses by creating a picture storybook about COVID-19. We tested children ages 5–8 on their understanding of viruses before and after reading the book at home with their caregivers. Critically, we manipulated which of three books children received: realistic (that detailed the microscopic processes involved in COVID-19 transmission), anthropomorphic (that depicted all the same information but using anthropomorphic language and images for COVID-19), or control (that only showed the visible aspects of illness). Bayesian analyses revealed that children learned about COVID-19 by reading the picture books with their parents at home and extended this knowledge to other viruses and that learning was substantially higher for those reading the realistic and anthropomorphic books than the control books. We also found that learning did not differ as a function of whether the book used anthropomorphic depictions or not although children reading the anthropomorphic book reported being less afraid of viruses. Altogether, these results demonstrate that carefully constructed picture books can help children learn about complex scientific topics at home.
This study explored the impact of Argumentation-driven inquiry (ADI) on primary school students’ argumentation performance in a blended synchronous learning environment (BSLE). A total of 159 fifth-grade primary school students (79 from an urban school and 80 from a rural school) participated in this quasi-experimental study. Students in the control group received inquiry-based (without argumentation) instruction in BSLE, while the experimental group students were instructed in an ADI approach in BSLE. Argumentation performance was measured before and immediately after the four-week research intervention. Results demonstrated that the remote (rural) school students in the experimental group scored significantly higher than remote (rural) school students in the control group on the Claim and Evidence dimensions, while no significant difference existed on the Reasoning and Counterclaim dimensions. The experimental group’s onsite (urban) school students scored significantly higher on the Claim and Reasoning dimensions than the control group’s onsite (urban) school students, though no significance was found in the overall score. This study also found that within the experimental group, the remote (rural) students scored significantly higher on the Evidence dimension of argumentation than the onsite (urban) students. The results of this study showed that in a BSLE, the ADI instructional approach had positive influence on the argumentation performance of primary school students in both rural and urban sites. Implementing ADI in BSLE could bridge the rural–urban gap in education and promote educational equity.
With the aim of understanding how two groups of teachers constructed opportunities for teacher learning about Inquiry-Based Science Teaching (IBST), we analyzed events from a professional development program offered in a municipal education system in the context of a curricular reform movement, guided by an ethnographic perspective and adopting principles and practices of Interactional Ethnography. Through a macroscopic analysis of audiovisual records and fieldnotes, we selected a set of events in which two groups of teachers seek to identify the phases of the Inquiry Cycle in didactic units that composed the instructional material produced within the scope of the reform. We then produced event maps and transcribed teacher interactions into message units. We seek to understand, in these data, which intertextual and intercontextual relationships are proposed in each group of teachers and how they support the construction of teaching learning opportunities about IBST. From a microscopic discourse analysis, we show how each group constructed opportunities for teachers learning about IBST through the establishment of intertextual and intercontextual relations of different nature. While in Group 1 these opportunities were built through intertextual relationships with the curriculum document, in Group 2 they were based upon intertextual and intercontextual relationships with the group members classroom context. Based on these analyses, we discuss group differences regarding what counts as knowledge about Inquiry-Based Science Teaching in such events and present implications for science teacher education.
This study was aimed at assessing the research trends in the family resemblance approach to the nature of science ( FRA -to- NOS ). This was accomplished through bibliometric analysis using the R program and a literature review employing the analysis framework. The findings demonstrated that the field of FRA -to- NOS has been experiencing growth, with the journal Science & Education being the primary source of coverage for the field. Additionally, the study identified the most influential authors and articles. In addition, the results also showed that the current FRA -to- NOS research has been more focused on general science rather than science subjects such as physics and biology. The results also showed that the research has centered on pre-service science teachers and that qualitative and mixed methods were mainly applied as research designs. Based on these findings, the researchers identified four research gaps, including the need to develop domain-specific teaching methods and materials and suggested directions for future research.
Photosynthesis is a crucial topic in life sciences and is intimately connected to human life. In this study, photosynthesis served as the context to examine the effects of 6E-based STEM learning strategies on tenth-grade students’ academic achievement, higher-order thinking skills, and attitudes towards STEM. Throughout the intervention of six biological lessons, a pretest-posttest non-equivalent group design was implemented with 92 tenth-grade students. Data were collected both quantitatively and qualitatively through tests, scales, and semi-structured interviews. The results indicated that the 6E-based STEM learning strategies: (1) significantly improved students’ academic achievement; (2) had a substantial positive effect on students’ higher-order thinking skills; (3) greatly enhanced students’ STEM attitudes, particularly towards mathematics, engineering, and career aspirations. Certain challenges were also identified that necessitate further improvement in the design and implementation of 6E-based STEM learning in the future.
Southeast Asian countries are embracing updated integrated curricula, such as STEM , which are impacted by socio-scientific, political, and economic reasons related to global educational reform. This study compares science curricula regarding science and engineering practices ( SEP s) in Indonesian, Thai, and Vietnamese science curricula. The SEP s in the curricular learning outcomes were examined using qualitative content analysis. According to the analysis, the learning outcomes of the three Southeast Asian countries were more aligned with science than engineering. Students most often practiced ‘constructing scientific explanations,’ while the least common was ‘asking questions and defining problems’ across countries. Compared to Indonesia and Vietnam, the Thai curriculum typically included ‘developing a model’, a key science and engineering practice. The findings suggest that curriculum design may reconsider integration, curricular coherence, and learning goals for modelling, asking questions, and engineering to increase engagement with diverse activities.
We aimed to explore how Early Childhood (EC) preservice teachers (PSTs) choose and apply content-specific mathematics and science standards by analyzing two sets of lesson plans and two transcripts from whole class discussions from an EC mathematics and science methods course. From our analyses, we identified major themes and explanatory categories that indicated issues related to PSTs’ standards selection process. Students’ reasoning about their choices illustrated the resiliency of their beliefs about teaching and learning EC mathematics and science, and how their own observation experiences prevailed over our explicit instruction and assignment expectations. Drawing from literature related to Lortie’s (1975) Apprenticeship of Observation, we use our findings to consider ways to better appreciate and mitigate the strength of PSTs’ incoming beliefs on their readiness to plan for and implement lessons.
Elementary teachers require support through professional learning activities to enhance their climate change literacy and bolster their self-efficacy for teaching climate change. This study explores methods for supporting in-service elementary teachers’ self-efficacy in climate change teaching by examining the impact of professional learning activities that incorporate learning technologies on climate change literacy. We present the findings from two in-service elementary teachers’ perspectives on how learning technologies facilitated the scaffolding of their self-efficacy for teaching climate change. Initially, both teachers held non-normative beliefs that ozone depletion was a cause of climate change. Interactive visualizations of climate models and simulations of the greenhouse effect enriched the teachers’ climate change literacy, leading to a correct understanding of the causal mechanisms linking greenhouse gases, energy, and global temperatures. The experience also elevated the teachers’ self-efficacy for teaching science concepts, with a particular focus on their understanding of the greenhouse effect and climate change.
Η παρούσα εργασία, η οποία αποτελεί μέρος ενός ευρύτερου ερευνητικού προγράμματος, αναφέρεται στον σχεδιασμό, την υλοποίηση και την αξιολόγηση επιμορφωτικού σεμιναρίου εκπαιδευτικών για την εκπαίδευση STEM, το οποίο πραγματοποιήθηκε στο πλαίσιο του χρηματοδοτούμενου από το Ελληνικό Ίδρυμα Έρευνας & Καινοτομίας (ΕΛΙΔΕΚ) Προγράμματος «Διάχυση STEM» (DI-STEM). Το σεμινάριο υλοποιήθηκε στα τρία σχολεία – κόμβους του Προγράμματος από το Εργαστήριο Διδακτικής και Επιστημολογίας Φυσικών Επιστημών και Εκπαιδευτικής Τεχνολογίας του Παιδαγωγικού Τμήματος Δημοτικής Εκπαίδευσης του Εθνικού και Καποδιστριακού Πανεπιστημίου Αθηνών με ενθαρρυντικά αποτελέσματα.
Στην παρούσα εργασία διερευνάται η εξοικείωση των μαθητών δημοτικού σχολείου με τις πρακτικές της επιστήμης μετά την πραγματοποίηση συγκεκριμένου προγράμματος STEM. Το εκπαιδευτικό πρόγραμμα STEM εστιάζει στη συλλογή, ανάλυση, σύγκριση δεδομένων από διαφορετικές πηγές – μετεωρολογικούς σταθμούς και δίνει στους μαθητές την ευκαιρία να εξασκηθούν σε αρκετές από τις επιστημονικές πρακτικές. Τα πρώτα ευρήματα της έρευνας είναι συγκρατημένα θετικά σε ό,τι αφορά τη βελτίωση των μαθητών στο να αναγνωρίζουν και να αξιοποιούν συγκεκριμένες επιστημονικές πρακτικές, όπως η ανάπτυξη και χρήση μοντέλων, η ανάλυση και ερμηνεία δεδομένων, η χρήση των μαθηματικών και η επικοινωνία και παρουσίαση των αποτελεσμάτων.
This paper presents the findings of a validation study for an instrument designed to assess the views on the non-epistemic nature of science (NE-NOS) among pre-service physics teachers (PSPTs). Despite the acknowledged significance of the nature of science (NOS), research has predominantly focused on its epistemological aspects, sidelining non-epistemological facets that encompass contextual, social, and psychological dimensions relevant to science and its practitioners. Drawing from a comprehensive literature review within science education research, we developed a construct map describing three underlying components of NE-NOS. This construct map forms the basis for a proposed hypothetical progression outlining the developmental stages of PSPTs’ views on NE-NOS, categorized as naïve, mixed, and informed. The items comprising the NE-NOS assessment adopt an ordered multiple-choice format, where each response option reflects a specific level of views on NE-NOS. Results from a validation study involving 309 PSPTs demonstrate robust reliability and validity through Rasch analysis, corroborated by evidence in internal scale validity, construct validity, concurrent validity, and response process validity. The evaluation of PSPTs using the instrument reveals a prevailing mixed level of views on NE-NOS. The implications of the NE-NOS instrument for enhancing theoretical understanding of NOS and NOS-based teacher training are discussed. In conclusion, the NE-NOS assessment validly measures PSPTs’ NE-NOS views and could serve as a valuable tool for raising awareness of NE-NOS. Researchers and teacher educators can utilize it as a diagnostic instrument to study the effects of NOS education.
The purpose of this paper is to explore the current situation and challenges of assessing science learning achievement in primary school. We interviewed 23 primary school science teachers from 17 schools in an East metropolitan area of 10 million people in China. Drawing from a grounded theory study, our findings revealed a generally favorable disposition among primary school science teachers toward the assessment on scientific academic performance. But the current primary school science assessment is still lacking in standardization. Considering assessment methods, paper-based test method is the most commonly used in primary school science academic assessment, and is also considered to be the most effective method. The current academic assessment method is mainly based on teacher assessment and supplemented by student assessment. Assessment on science academic performance also faced several challenges, including undiversified assessment methods, a heavy workload for teachers and students, a lack of financial support and a lack of assessment instruments.
Two laboratory experiments have been developed to engage students in scientific practices and to central ideas of chemical practices. The experiments are based on the model of pH color scale from plant extracts and its application on acid-base reactions. Three color pH models from red cabbage, radish, and flowers have been developed by students during the first experiment. After evaluating the merits and limitations of each model, the most appropriate pH indicator has been chosen to be used during the second experiment dealing with carbon dioxide production and properties. The activities have been designed in a way that fosters collaboration, decision-making, and the connection of chemistry to the natural world and everyday life. The majority of the materials are household, inexpensive and suitable for both face-to-face performance of the experiments at a school laboratory or for hands on activities on distance learning. The experiments have been implemented in (a) a training course to a group of 23 secondary chemistry teachers and (b) two laboratory lessons to a group of 25 upper secondary students. The activities of the laboratory experiments and the feedback from both teachers' and students' implementation are further described.
This study explored Next Generation Science Standards (NGSS) in cross-cultural biology teaching through collaborative lesson studies involving educators from the USA and the Philippines. We employed grounded theory and examined iterative feedback processes during lesson development to refine learning exemplars. Learning exemplars validation affirmed their alignment with both NGSS and the Philippine science education frameworks, ensuring cultural relevance and educational rigor. Five key themes were identified as pivotal: retrieval of prior knowledge, fostering meaningful learning experiences, enhancing memory and retention, fostering active engagement, and cultivating critical thinking skills-integral for developing culturally responsive curricula. Moreover, students became independent learners, responsible for their learning, reflective and critical thinkers, problem solvers, inquiry-oriented, creative, collaborative communicators, modelers, data analysts, persistent, adaptable, and self-directed. Implications include enhancing educational policies to support cultural diversity and integrating cross-cultural learning exemplars to enhance global teaching practices. This study underscored the transformative potential of cross-cultural collaboration in advancing science education, fostering engaging learning environments, and preparing students for global citizenship.
The pervasive digitization of society underscores the crucial role of data and its significant impact on decision-making across various domains. As a result, it is essential for individuals to acquire competencies in handling data. This need is particularly pertinent in K-12 education, where early engagement with data and statistics can lay a foundational understanding for future academic and professional endeavors. Additionally, K-12 education should provide students with critical skills necessary for navigating the complexities of daily life and making informed decisions in a data-rich society. This systematic review examines the state of research on statistical and data literacy in K-12 STEM (Science, Technology, Engineering, and Mathematics) education. It focuses specifically on cognitive, affective, and behavioral metrics and pedagogical approaches empirically investigated in this context. Using a rigorous selection process, we identified and synthesized 83 original empirical papers. Additionally, we invited the authors of these studies to share their perspectives on future strategies for addressing statistical and data literacy. The results indicate that the included studies primarily focus on the construct of statistical literacy, which is operationalized through a diverse array of metrics, predominantly within the context of mathematics education. We identified effective pedagogical approaches, such as authentic problem-solving and the integration of real-world data. The researchers surveyed emphasized the importance of interdisciplinary teaching, adapted curricula, and improved professional development for pre- and in-service teachers. Our findings underscore the growing relevance of this field, but suggest that integrated perspectives on statistical and data literacy within STEM subjects are limited.
This study explored pre-service teachers’ perceptions of a 3D printing integrated science, technology, engineering, and mathematics (STEM) module within a college-level mathematics content course. Data from surveys and reflections collected from nineteen participants were analyzed. Results indicated that the pre-service teachers perceived improvement in their understanding in several areas: 3D printing technology, software utilization, the 3D crystal lattice structures, and the application of mathematical concepts in STEM contexts. The integration of 3D printing technology within the STEM module facilitated an experiential learning environment, enhancing the visualization and comprehension of geometric and measurement concepts. Furthermore, the exposure to the practical applications of mathematical concepts in fields such as chemistry, engineering, and technology enabled pre-service elementary teachers to situate their understanding within a more profound, interconnected, and pragmatic framework.
Full-text available: https://drive.google.com/file/d/1IN0d2JLxT0f2ZCgIgDilDXUuQ5EE3oyZ/view
Metaphors are a crucial factor in students’ biological content learning as they are used to make abstract phenomena more comprehensible. Therefore, metaphors are used in biology education to support students’ learning. However, metaphors might even impede the understanding of non-native speakers: They must not be understood literally, but in a transferred sense, and the usage of metaphors differs between different languages as well as cultures. So far, it is still unclear what impact different first languages have on students’ use of metaphors with respect to their biological content learning. This study examines which metaphors students with different first languages use when talking about immunology as biological phenomenon and to what extent and kind the metaphors differ. For this purpose, guided interviews with 10th grade students (15-17 years old) were conducted. Additionally, information about students’ language biography was collected. The interviews are analyzed by using a combination of two methods: First, Qualitative Content Analysis is used to structure the content of the interviews, and afterwards, the data was analyzed by Systematic Metaphor Analysis to get a deeper insight into students’ metaphor use while talking about different aspects of the phenomenon. Using these methods, a deeper insight into the connection between content and language was gained. Results show that students' use of metaphors differs individually. Contradictory to the state of research, 18 different types of metaphors were found, of which some metaphors were used just by single students.
In science education, students need to work with laboratory elements that create conditions for them to learn to do science and experience the value of making meaning in this process. However, students rarely get to carry out investigations that resemble actual scientific practices. More often, they are encouraged to follow an already given knowledge structure, rather than allowed to shape it by themselves. In this study, we investigate how students' meaning-making processes develop when they work with an open inquiry with three degrees of freedom aimed at really doing science. Meaning-making in doing science involves both the typical science-content dimension and a sometimes more overlooked aesthetic dimension. Thus, to gain insight into the students' meaning-making in this, we rendered a thick description of the students' experience, including an analysis of the aesthetic dimension. We compared the processes of two student groups in year 9 and how, within their groups, they collectively made meaning of an open inquiry. The results showed how the processes took quite different turns, moving through peaks and troughs in each group. The first group began with resignation and ended up with a strong commitment towards the openness of the task. For the other group, the journey was quite the opposite. They began engaged, with a lot of ideas about a phenomenon that turned out to be impossible to create. This study shows that in this open process, the materials available and the teacher’s guidance are crucial for supporting the students’ meaning-making. This study therefore becomes an important contribution to a discussion about what is needed to help students make meaning in doing.
This study investigates the integration of STEAM (Science, Technology, Engineering, Arts, and Mathematics) and PBL (Project-based Learning) into pedagogical practice and investigates their impact on students' creative thinking. This research examines how a single case school integrates diverse educational objectives and technologies within a Tri-Phase STEAM PBL (TPSP) course. Using a quasi-experimental methodology, an 18-week TPSP course was implemented in an experimental group of 27 sixth-grade students. This group was contrasted with a control group of 56 students who received standard lecture-based education. To ensure consistency in education delivery, the experimental and control groups were taught by the same cohort of teachers. The PISA-based (Program for International Student Assessment) Creative Thinking Test was used as the research instrument to evaluate the differences in creative thinking between the experimental and comparison groups. Evidence indicated that students in the experimental group with STEAM PBL outperformed their peers in the comparison group in both overall social and scientific creative thinking. Specifically, the experimental group students' ability to generate diverse ideas (GD), generate creative ideas (GC), and evaluate and improve others' ideas (EI) were significantly improved. The experimental group students can think faster and divergently (GD) and develop unique and original ideas for problem-solving (GC). The student's ability to understand, evaluate, and improve others' ideas or products was also enhanced (EI). Evidence indicated that a well-structured TPSP can be used as a feasible and practical approach to improving students' creative thinking.
Purpose
There is a need for precollege learning designs that empower youth to be epistemic agents in contexts that intersect burgeoning areas of computing, big data and social media. The purpose of this study is to explore how “sandbox” or open-inquiry data science with social media supports learning.
Design/methodology/approach
This paper offers vignettes from an illustrative youth study case that highlights the pedagogical prospects and obstacles tied to designing for open-ended inquiry with computational data science to access or “scrape” Twitter/X. The youth case showcases how social media can be taken up productively and in ways that facilitate epistemological agency, an approach where individuals actively shape understanding and knowledge-creation processes, highlighting the potentially transformative impact this approach might have in empowering learners to engage productively.
Findings
The authors identify three key affordances for learning that emerged from the illustrative case: (1) flexible opportunities for content-specific domain mastery, (2) situated inquiry that embodies next-generation science practices and (3) embedded computational skill development. The authors discuss these findings in relation to contemporary education needs to broaden participation in data science and computing.
Originality/value
To address challenges in current data science education associated with supporting sustained and productive engagement in computing-based data science, the authors leverage a “sandbox” approach – an original pedagogical framework to support open inquiry with precollege groups. The authors demonstrate how “big data” drawn from social media with high school-aged youth supports learning designs and outcomes by emphasizing learner interests and authentic practice.
هدفت الدراسة الحالية إلى التحقق من فاعلية البرنامج التدريبي القائم على معايير العلوم للجيل القادم ((NGSS في تنمية الممارسات العلمية الهندسية لمعلمات العلوم للصف الثامن بمحافظة مسقط في سلطنة عمان. وتكونت عينة الدراسة من مجموعتين: تجريبية (14 معلمة)، وضابطة (14 معلمة) من معلمات العلوم للصف الثامن. ولتحقيق هذا الهدف تم إعداد بطاقة ملاحظة الممارسات العلمية والهندسية (SEPs) لمعلمات العلوم وتم تطبيقها على المجموعتين قبل وبعد تطبيق البرنامج التدريبي الذي تم تنفيذه لمدة خمسة أيام. وتزامن تنفيذ هذا البرنامج إنشاء منصة تفاعلية (Google Chat) خاصة بالبرنامج التدريبي، حيث تم فيها التفاعل بين الباحث الأول ومعلمات المجموعة التجريبية عينة الدراسة؛ حيث يتم تكليف المجموعات بأنشطة ومهام يتم مناقشتها وإيجاد حلول مناسبة لها بتفعيل مجتمعات التعلم المهنية داخل كل مدرسة. وأشارت نتائج هذه الدراسة إلى وجود فروق ذات دلالة إحصائية عند مستوى دلالة (0.05 = α) بين متوسط درجات المجموعتين الضابطة والتجريبية في الممارسات العلمية والهندسية لدى معلمات العلوم في التطبيق البعدي لصالح المجموعة التجريبية تعزى للبرنامج التدريبي. وفي ضوء هذه النتائج قدمت الدراسة بعض التوصيات والمقترحات.
الكلمات المفتاحية:
معايير العلوم للجيل القادم (NGSS) – الممارسات العلمية والهندسية – دليل البرنامج التدريبي – بطاقة ملاحظة.
The third book in the ESERA 2023 Proceedings Book Series brings together
research that spans four key strands of science education: Nature of Science:
History, Philosophy and Sociology of Science (Strand 5), Interdisciplinarity
and Education (Strand 6), Discourse and Argumentation in Science Education
(Strand 7), and Scientific Literacy and Socio-scientific Issues (Strand 8). This
collection reflects the diverse yet interconnected themes that drive contemporary
research in science education and contribute to a deeper understanding of how
science is taught, learned, and applied in various contexts.
Multiple reform documents call for school-aged children to learn about engineering as a way of developing engineering-literate adults. Children’s attitudes towards and understandings of engineering are influenced by their conceptions of what engineering is. This multiple case study uses photo novellas to investigate primary-grade students’conceptualizations of engineering in their rural or reservation communities. Students from four schools completed similar photo novella assignments where they took pictures of what they considered engineering within their communities and further described those photos in writing or verbally. Photo novellas were analyzed using an a priori codebook to identify themes within and across cases. Every participant across all schools identified tangible engineering artifacts, while fewer students provided examples that represented engineering as systems or processes. Students from reservation schools were more likely to describe the purpose of their engineering examples and describe engineering as “helping.” Students in rural schools were more likely to include descriptions of math and science connections in their engineering examples. Rural students also used possessive language when identifying examples of engineering. This paper provides empirical data for a research-based activity to elicit young students’ ideas of engineering with attention to place-based learning. Findings indicate that photo novellas can be used as a tool for identifying children’s nuanced perspectives of engineering. As the engineering community continues to develop career pathways for students from rural places and Indigenous communities, it is important to recognize the nuanced perspectives different rural and Indigenous populations offer to the field.
The results of a survey of the views of employers and tutors in higher education on the scientific curriculum for 16‐ to 19‐year‐olds in England, Wales and Northern Ireland is reported. The results show that a limited range of scientific ideas are seen as essential by representatives of all areas. Both employers and tutors in higher education believe that developing a student's capability in a wide range of generic skills (including mathematics skills) should be an aim of courses leading to advanced science qualifications. Higher education tutors tend to require higher levels of thinking in the use of the ideas than do employers. The implications of taking note of employmnent and higher education needs for secondary science education are discussed.