Search
Resource
In this article, authors introduce the design of a science teaching video club and present a study of its implementation.
Science education stakeholders worldwide are engaged in efforts to support…
“You are Never too Little to Understand Your Culture”: Strengthening Early Childhood Teachers through the Diné Institute for Navajo Nation Educators
Resource
This article describes one effort to strengthen early childhood teaching in schools on the Navajo Nation that centers the work of two teachers within a program attempting to support teachers in the development of…
Developing Transmedia Engineering Curricula Using Cognitive Tools to Impact Learning and the Development of STEM Identity
Resource
This paper examines the use of Imaginative Education (IE) to create an NGSS-aligned middle school engineering curriculum that supports transfer and the development of STEM identity.
This paper examines…
Resource
In this article, the authors present evidence from teachers' reflections that this stability was supported by the teachers' intellectual and emotional experiences as learners. Specifically, they argue that engaging in…
Resource
Urban Title I schools need teachers who recognize and can help address challenges with broadening participation in science and inequities in access to quality science instruction found in elementary schools. The paper…
Bridging Science Teaching and Learning in Title 1 Schools Poster (2021 NARST Annual International Conference)
Resource
This poster describes the work of the Bridging Science Teaching and Learning in Title 1 Schools project. Historically, the public education community has struggled with providing all children withequitable access to…
Resource
Socially relevant and controversial topics, such as the climate crisis, are subject to differences in the explanations that scientists and the public find plausible. Scaffolds can help students be evaluative of the…
“Science Theatre Makes You Good at Science”: Affordances of Embodied Performances in Urban Elementary Science Classrooms
Resource
School science continues to alienate students identifying with nondominant, non-western cultures, and learners of color, and considers science as an enterprise where success necessitates divorcing the self and corporeal…
Climate Education in Secondary Science: Comparison of Model-based and Non-Model-based Investigations of Earth’s Climate
Resource
In this mixed method study, we analyse the effectiveness of two pedagogical approaches – one model-based and another non-model-based – for developing secondary students’ understanding of the phenomenon of increase in Earth…
Examining the Responding Component of Teacher Noticing: A Case of One Teacher’s Pedagogical Responses to Students’ Thinking in Classroom Artifacts
Resource
In this study, we investigated how an experienced fourth-grade teacher responded to her students’ thinking as part of her teacher noticing practice in a formative assessment context. Our primary purpose in doing this work…
Transforming Science Learning Framework: Translating an Equity Commitment into Action through Co-Design
Resource
In this study, we present a conceptual tool for guiding teachers’ principled pedagogical actions toward equitable instruction, referred to as the Transforming Science Learning (TSL) framework. The TSL framework was…
Resource
To address the lack of a classroom observation protocol aligned with integrated STEM, the author team developed one to measure the degree of integrated STEM instruction implemented in K-12 science and engineering…
Investigating the Presence of Mathematics and the Levels of Cognitively Demanding Mathematical Tasks in Integrated STEM Units
Resource
Effective K-12 integrated STEM education should reflect an intentional effort to adequately represent and facilitate each of its component disciplines in a meaningful way. However, most research in this space has been…
Secondary Chemistry Teacher Learning: Precursors for and Mechanisms of Pedagogical Conceptual Change
Resource
Despite years of research and practice inspired by chemistry education research, a recent report shows that US secondary instruction is not aligned with current national reform-based efforts. One means to mitigate this…
Investigating the Mangle of Teaching Oxidation–Reduction with the VisChem Approach: Problematising Symbolic Traditions that Undermine Chemistry Concept Development
Resource
Specific to the topic of oxidation–reduction (redox), teachers are obligated by the discipline to prioritise symbolic traditions such as writing equations, documenting oxidation states, and describing changes (e.g., what…
Resource
Teachers must know how to use language to support students in knowledge generation environments that align to the Next Generation Science Standards. To measure this knowledge, this study refines a survey on teachers’…
Intersections of Teacher Noticing and Culturally Sustaining Pedagogy: A Conceptual Framework to Inform the Design of Teacher Learning
Resource
Teacher noticing scholars are just beginning to explore how to support noticing that is responsive to students' cultural resources. The theoretical basis of the teacher noticing literature affords scholars a range of paths…
Why Does Teacher Learning Vary in Professional Development? Accounting for Organisational Conditions
Resource
Professional development providers often struggle with how some teachers take up and internalise new instructional practices while others have difficulty implementing new ideas and strategies. Teacher personal…
Why Do Teachers Vary in Their Instructional Change During Science PD? The Role of Noticing Students in an Iterative Change Process
Resource
This qualitative study uses a nonlinear, iterative model of teacher learning (Interconnected Model of Professional Growth; Clarke & Hollingsworth, 2002) alongside professional noticing to help understand why elementary…
Elementary Teachers’ Knowledge of Using Language as an Epistemic Tool in Science Classrooms: A Case Study
Resource
Language is a fundamental tool for learning science. This study highlights the importance of teacher knowledge in utilising language as a tool for knowledge generation in the classrooms. This case study examines elementary…
Embodied, Dramatizing Performances in Science Class: Multimodal Spaces and Places of Knowledge and Identity Construction
Resource
We explored the semiotic choices children in grades 1–6 made that nurtured embodied, dramatizing performances in science classes at urban public schools, serving predominantly students of color in a large US city. We…
Resource
Justice-centred science pedagogy has been suggested as an effective framework for supporting teachers in bringing in culturally relevant pedagogy to their science classrooms; however, limited instructional tools exist that…
Elementary Preservice Teachers' Responsiveness While Eliciting Students' Initial Arguments and Encouraging Critique in Online Simulated Argumentation Discussions
Resource
Limited research has explored elementary preservice teachers' responsiveness while navigating an argumentation-focused discussion, particularly in an online simulated teaching experience. The purpose of this study was…
Preservice Teachers Noticing and Positioning Students as “Knowers” in Equitable Scientific Argumentation-based Discussions
Resource
This study investigated how preservice elementary teachers' (PSTs) noticed the discourse practices they used to position students and their scientific thinking as they engaged a group of student avatars in argumentation-…
Resource
TU professor studies avatar-based classroom simulations in three-year, $3 million NSF grant.
TU professor studies avatar-based classroom simulations in three-year, $3 million NSF grant.
Kirkman, R. (…
Resource
In this article, we describe our implementation of an innovative approximation of practice in teacher education: chat-based role-play. In so doing, we share our collective experiences as teacher educators about how the…
Shaping Ambitious Science Teaching to Be Culturally Sustaining and Productive in a Rural Context: Toward a Justice-Centered Ambitious Science Teaching Framework
Resource
Significant science education resources, namely the Next Generation Science Standards (NGSS) and the Ambitious Science Teaching (AST) framework, need an intentional aim of centering social justice for minoritized…
Cultivating a Higher Level of Student Agency in Collective Discussion: Teacher Strategies to Navigate Student Scientific Uncertainty to Develop a Trajectory of Sensemaking
Resource
Teachers play a crucial role in guiding students through sensemaking by addressing uncertainties and assisting in solution development. Student uncertainty is recognized as a pedagogical resource, engaging them in…
Using Simulations to Support Students’ Conceptual Development Related to Wildfire Hazards and Risks from an Experiential Learning Perspective
Resource
From the experiential learning perspective, this study investigates middle and high school students (n = 1009) who used an online module to learn about wildfire hazards, risks, and impacts through computational simulations…
Communities of Practice and the Elevation of Urban Elementary Teacher Discourse About Critical Pedagogy of Place
Resource
Children who live in under-resourced communities and attend under-resourced schools deserve access to high-quality teachers and educational opportunities to support their success and well-being. This study emerged from a…
Resource
Cyberlearning
Environmental Science
Science
Pedagogy
Statistics
Technology
Presentation…