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Developing Elementary Teachers’ Climate Change Knowledge and Self-efficacy for Teaching Climate Change Using Learning Technologies
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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…
Exploring Teachers’ Eye-Tracking Data and Professional Noticing When Viewing a 360 Video of Elementary Mathematics
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Research incorporating either eye-tracking technology or immersive technology (virtual reality and 360 video) into studying teachers’ professional noticing is recent. Yet, such technologies allow a better understanding of…
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This study employs the Experiential Learning Theory framework to investigate students’ use of a wildfire simulation. We analyzed log files automatically generated by middle and high school students (n = 1515) as they used…
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Building on the literature, we designed a practical framework to support attention to equity and justice in science teacher education coursework. This framework presents four approaches for including justice moves in…
Toward a Framework of Culturally Relevant Science and Mathematics Pedagogy: A Pedagogical and Analytical Tool for Teacher Education
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In this article, we present a framework of culturally relevant science and mathematics pedagogy (CRSMP), which is grounded in the tenets of culturally relevant pedagogy. It delineates practices ranging from the most…
Toward Ontological Alignment: Coordinating Student Ideas with the Representational System of a Computational Modeling Unit for Science Learning
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Computational modeling tools present unique opportunities and challenges for student learning. Each tool has a representational system that impacts the kinds of explorations students engage in. Inquiry aligned with a tool’…
Transforming Teachers’ Roles and Agencies in the Era of Generative AI: Perceptions, Acceptance, Knowledge, and Practices
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This paper explores the transformative impact of generative artificial intelligence (GenAI) on teachers’ roles and agencies in education, presenting a comprehensive framework that addresses teachers’ perceptions, knowledge…
What Distinguishes Students’ Engineering Design Performance: Design Behaviors, Design Iterations, and Application of Science Concepts
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Engineering design that requires mathematical analysis, scientific understanding, and technology is critical for preparing students for solving engineering problems. In simulated design environments, students are expected…
Exploring Resources and Reasoning Practices in Socioscientific System Modeling for Justice-Centered Science Education
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Integrating science education with social justice is vital for preparing students to critically address significant societal issues like climate change and pandemics. This study examines the effectiveness of…
Facilitating Student Argumentation Around Socioscientific Issues Through Productive Discourse and Negotiation Toward Consensus
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Controversial topics that arise in science classrooms, especially those of social relevance (e.g., the climate crisis), provide opportunities to help students learn about and discuss contradictory ideas they may encounter…
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Socioscientific issues (SSI) are problems involving the deliberate use of scientific topics that require students to engage in dialogue, discussion, and debate. The purpose of this project is to utilize issues that are…
Speak Up or Stay Silent: How Does Teachers’ Verbal Participation in a Professional Development Programme Relate to Instructional Outcomes?
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Like classrooms, professional development (PD) workshops can be organised as dialogic and inclusive spaces, where the verbal contributions of the participants are critical for driving the inquiry and meeting the intended…
Exploring the Attending and Interpretation of Three Science and Engineering Practices Among Secondary Science Teachers
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This study explored secondary science teachers’ attending and interpretation of three science and engineering practices (SEPs) occurring in a classroom setting. This data were further examined to see if teaching experience…
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In response to the growing emphasis on addressing global socio-scientific issues like climate change and viral pandemics in K-12 education, we designed three socio-scientific units for middle school science. We call this…
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Research on teachers’ noticing of student mathematical thinking has typically focused on how a teacher attends to, interprets, and determines a response to an individual student contribution in isolation from the broader…
STEM Teacher Characteristics and Mobility: Longitudinal Evidence from the American Midwest, 2010 Through 2023
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This study examines the demographics, qualifications, and turnover of STEM teachers in Kansas and Missouri—two contiguous, predominantly rural states in the Midwestern region of the United States. The existing literature…
“Adapting for a Local Space Can be Tricky”: Designing Units for Teachers to Localize Through Phenomenon Adaptation
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Learning science in the context of local phenomena and problems can be powerful for young people. Yet, designing place-based instructional materials is resource intensive, limiting broad access. This study investigates how…
Expanding Uses of the STEM Observation Protocol (STEM-OP): Secondary Science Teachers’ Reflections on Integrated STEM Practice
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There are few guidelines related to how to implement integrated STEM education in the K-12 science classroom. It is important that teachers have opportunities to reflect on integrated STEM instruction when implemented so…
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A teacher’s working context is an important factor in how they make sense of and enact curriculum. Understanding how external factors (e.g. state and/or district policies, school cultural norms) interplay with teachers’…
Fostering Critical Consciousness: A Systematic Review of K-12 Teachers’ Integrations of Sociopolitical Issues in Science and Mathematics Classrooms
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Efforts towards providing inclusive science and mathematics education for marginalized students are increasingly found in literature advocating for equity-oriented instruction through supporting students’ critical…
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Science and engineering offer ways to maintain the thermal comfort of our homes while minimizing impacts on the environment. This article introduces the Energy-Plus House Design Project, an NGSS-aligned curriculum unit…
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Grand Challenges (GCs) are complex, global, and multifaceted science and societal problems such as climate change, viral pandemics, loss of biodiversity, and quests for new energy sources. In this article, we advance a…
Textbooks as a Resource for Teaching Mathematics Through Problem Posing: Catalyzing Instructional Change
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Research has shown that teaching mathematics through problem posing, or problem-posing based learning (P-PBL), is a student-centered instructional approach that can improve students’ cognitive and affective aspects of…
A Usability Analysis and Consequences of Testing Exploration of the Problem-Solving Measures–Computer-Adaptive Test
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Testing is a part of education around the world; however, there are concerns that consequences of testing is underexplored within current educational scholarship. Moreover, usability studies are rare within education. One…
Co-designing Citizen Science Projects for Elementary Schools in New Hampshire Through Teacher and Community-based Extension Science Volunteer Partnerships
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In the United States, reforms put forth by Next Generation Science Standards have increased the demand for K-12 teacher professional development in science instruction. This study investigates a new professional…