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Featured Application: Virtual chemical laboratory system based on augmented reality. In the natural science curriculum, chemistry is a very important domain. However, when conducting chemistry experiments, safety issues need to be taken seriously, and excessive material waste may be caused during the experiment. Based on the 11-year-old student science curriculum, this paper proposed a virtual chemistry laboratory, which was designed by combining a virtual experiment application with physical teaching materials. The virtual experiment application was a virtual experiment laboratory environment created by using selected experimental equipment cards in combination with augmented reality (AR) technology. The physical teaching materials included all virtual equipment required for experiment units. Each piece of equipment had corresponding cards for learners to choose from and utilize in specific experimental operations. It was hoped that students were able to achieve the desired learning effectiveness of experimental teaching while reducing the waste of experimental materials through the virtual experimental environment. This study employed the quasi-experimental and questionnaire survey methods to evaluate both learning effectiveness and learning motivation. Eighty-one students and eight elementary school teachers were surveyed as research subjects. The experimental results revealed that significant differences in learning effectiveness existed between the experimental group and control group, indicating that the application of AR technology to teaching substantively helped enhance students' learning effectiveness and motivation. In addition, the results of the teacher questionnaire demonstrated that the virtual chemistry laboratory proposed in this study could effectively assist with classroom teaching. [ABSTRACT FROM AUTHOR]

Nowadays, virtual reality technologies and immersive virtual reality (VR) apps allow people to view, explore, engage with and learn about historic monuments and buildings, historic sites, and even historic scenes. To preserve our cultural heritage for future generations. it is essential that damaged and dilapidated historic artefacts are accurately documented, and that steps are taken to improve user experiences in the areas of virtual visits, science and education. This paper describes an approach to reconstruct and restore historic buildings and mural paintings. The work process uses digital models that are then inserted into an interactive and immersive VR environment. Windows-Mixed Reality is used to visualize the said VR environment. The work method was applied at a United Nations Educational, Scientific and Cultural Organisation (UNESCO)World Heritage Site in Tenerife (Canary Islands, Spain), thereby creating a virtual three dimensional (3D) rendering of the architectural structures of the St Augustine Church in La Laguna and its murals. A combination of topography and terrestrial photogrammetry was used to reconstruct its architectural features, and the digital imaging tool DStretch® to recover its murals. The resulting 3D model was then inserted into an immersive and interactive VR environment created using the cross-platform game engine Unity. One of the greatest challenges of this project revolved around recovering the dilapidated and virtually nonexistent mural paintings using DStretch®. However, the final result is an immersive and interactive VR environment containing architectural and artistic information created within the video game engine Unity, which thereby allows the user to explore, observe and interact with a cultural heritage site in real time. [ABSTRACT FROM AUTHOR]

This paper charts the recent history of the STEM Learning UK contracts with local Science Learning Partnerships (SLPs) and identifies what leadership has been made available to support the Early Years and Primary school sector. A case study approach is taken using 'Super SLP' hubs in England. Curriculum Hubs exist in core subject areas such as maths, English, science and computing. They have recently been expanded to include Behaviour Hubs. This forms the current DfE strategy of Teaching School Hubs (TSHs), i.e., to offer system support and a full career-length support for all stages of teacher-career and leadership development. This paper charts the changes to the Early Years (EY) and Primary teacher support networks, in science particularly, and examines what they provide and how this can be improved, and discusses, through session evaluation and feedback, what teachers have appreciated the most. [ABSTRACT FROM AUTHOR]

This paper focuses on the potential of storytelling as a means of influencing students to become engaged with science and to choose a career in a STEM field. Given the role that leaders can play in motivating and influencing people and considering Nikola Tesla a leader in the fields of electrical engineering and science, the paper identifies Tesla's leadership traits, as these emerge from his life story, that is, actual historical events regarding his life and his scientific/technological work. These leadership traits refer to (a) imaginative thinking and innovation, (b) persistence/perseverance, and (c) vision, and point to the need for empirical studies to document the effectiveness of the Nikola Tesla story to motivate and influence students. The significance of the Nikola Tesla story for science education is also discussed. [ABSTRACT FROM AUTHOR]

Experimental work is an important component of science subjects at all educational levels. The implication of green chemistry ideas indicated the need for optimization of traditional experimental work by implementing green chemistry principles to promote sustainable development. The aim of the study is to present findings from a systematic literature review on the use of experimental work in science education from green chemistry perspectives in the literature from 1995 to 2020. Thus, three electronic databases were reviewed following the Preferred Reporting Items for Systematic Reviews (PRISMA) guidelines. The literature search identified a total of 1199 papers from Web of Science (N = 419), Scopus (N = 578), and Education Resources Information Center (ERIC) (N = 202). After applying inclusion/exclusion criteria, 263 papers were obtained and then analyzed in further detail. The findings highlighted trends in the integration of green chemistry principles into experimental work from primary to tertiary education levels and identified a literature gap, as well as the challenges and the possibilities for future development. The review outlined various opportunities for active learning within experimental work from green chemistry perspectives using a range of methods, with a particular focus on practical, hands-on, and laboratory activities. [ABSTRACT FROM AUTHOR]

Quantum physics is an essential field of science education research, which reflects the high relevance of research on quantum physics and its technologies all around the globe. In this paper, we report on a bibliometric analysis of the science education research community's scientific output in the area of quantum physics in the period from 2000 to 2021. A total of 1520 articles published in peer-reviewed physics and science education journals were retrieved from Web of Science and Scopus databases to conduct bibliometric analysis. This study aims to provide an overview of quantum physics education research in terms of scientific production, preferred publication venues, most involved researchers and countries (including collaborations), and research topics. The main findings point to a continuous increase in research output in the field of quantum physics education over the last two decades. Furthermore, they indicate a shift regarding the research foci. While formerly mainly papers on the teaching of quantum physics content were published, recently, an increase in the relevancy of empirical studies on the teaching and learning of quantum physics can be observed. [ABSTRACT FROM AUTHOR]

This paper reports research work related to a wider study, aimed at developing a mobile app for Science Education in primary-school. Several studies reveal that Science Education can be improved by using technology, namely educational software. However, to promote a structured use of technology, innovative learning approaches must be designed for educational software. This paper aims to answer how the interaction between students and a mobile app for Science Education can promote students' scientific competences development and self-regulated learning. To achieve this, a learning approach was designed, combining the Universal Design for Learning principles, Inquiry-Based Science Education and the BSCS 5E – teaching model for Science Education designed by the Biological Sciences Curriculum Study, which results in the acronym of the model. The 5E is related to each phase of the model: Engagement; Exploration; Explanation; Elaboration; Evaluation. The proposed was based on a grounded, participatory, and user-centred approach, crossing literature contributions with data collected among primary-school teachers through the application of a questionnaire (n = 118). Data collected allowed deductions about the expected adequacy of the learning approach, according to Nieveen's criteria for high quality educational interventions. This adequacy was revealed through the teachers' conceptions about the potential impact of the conceptualized mobile app (i) to provide a comprehensive and practical Science Education learning; and (ii) to enhance students' scientific competences development and self-regulated learning. The paper aims to contribute to the design of an innovative learning approach in Science Education and to share it with other researchers since it can be expanded to other educational software. [ABSTRACT FROM AUTHOR]

Despite many millions of dollars being spent each year to support undergraduate research experiences for students in the sciences, there has been little in the way of solid evaluation of these experiences. Recently, research has surfaced that addresses this issue and provides tools that are useful for researchers and evaluators to assess the gains students make from participation. This paper offers a new tool that can be used to measure student gains as a result of participation in these experiences. We discuss the development of the tool and use confirmatory factor analysis to evaluate the quality of the tool for measuring change over time in student confidence. [ABSTRACT FROM AUTHOR]

Simulations, serious games, and virtual reality (SSG) applications represent promising support for achieving practical proficiency, but it is difficult to know how to introduce them into a new environment. This paper aims to contribute to a better understanding of introducing new SSGs to a non-computer related educational environment—biomedical laboratory science (BLS) education. By following the choice, construction, and evaluation of a gamified app for practicing phlebotomy (StikkApp), not only the usefulness of the application, but also the general needs and possibilities for supporting SSG applications, are discussed. This paper presents the evaluation of StikkApp through an experimental study examining its use on mobile devices, as a web app and by discussing challenges for a corresponding virtual reality app by BLS students and their teachers. This evaluation focused on questions concerning usage scenarios, technologies, and how the design of the app can be aligned to learning goals necessary for education. By discussing these requirements and possibilities for apps and technology support for using SSG apps for BLS students, this paper contributes to a better understanding of using digital support for sustainable education. [ABSTRACT FROM AUTHOR]

COPHELA (Cooperation in Quality Assurance for Pharmacy Education and Training between Europe and Latin America), a collaborative project between the European Union (EU) and Latin America, will produce on-line courses for the master degree in pharmacy. The program runs from 2019 through 2021. It is funded by the Erasmus+ program of the Education, Audio-visual and Culture Executive Agency (EACEA) of the European Commission. The partners are EU and Latin American universities. These are accompanied by associated partners from EU and Latin American universities, as well as from governmental and non-governmental organizations, such as pharmacy chambers and educational associations. The project is coordinated by the University of Granada, Spain (first author of this paper). It will produce distance learning master degree courses in a dozen fields of specialized pharmaceutical science education and practice, ranging from patient care to industrial pharmacy. This paper describes the design of the project and is intended to evoke constructive comments. It also represents a call for the recruitment of additional associated partners. [ABSTRACT FROM AUTHOR]

Drawing is recognized as a powerful tool to learn science. Although current research has enriched our understanding of the potential of learning through drawing, scarce attention has been given to the social-cognitive interactions that occur when students jointly create drawings to understand and explain phenomena in science. This article is based on the distributed and embodied cognition theories and it adopted the notion of we-space, defined as a complex social-cognitive space, dynamically established and managed during the ongoing interactions of the individuals, when they manipulate and exploit a shared space. The goal of the study was to explore the role that collaborative drawing plays in shaping the social-cognitive interaction among students. We examine this by a fine-grain multimodal analysis of a pair of middle school students, who jointly attempted to understand and explain a chemical phenomenon by creating drawings and thinking with them. Our findings suggest that collaborative drawing played a key role in (i) establishing a genuine shared-action space, a we-space, and that within this we-space it had two major functions: (ii) enabling collective thinking-in-action and (iii) simplifying communication. We argue that drawing, as a joint activity, has a potential for learning, not restricted to the cognitive process related to the activity of creating external visual representations on paper; instead, the benefits of drawing lie in action in space. Creating these representations is more than a process of externalization of thought: it is part of a process of collective thinking-in-action. [ABSTRACT FROM AUTHOR]

Measuring heterogeneity in satellite imagery is an important task to deal with. Most measures of spectral diversity have been based on Shannon Information theory. However, this approach does not inherently address different scales, ranging from local (hereafter referred to alpha diversity) to global scales (gamma diversity). The aim of this paper is to propose a method for measuring spectral heterogeneity at multiple scales based on rarefaction curves. An algorithmic solution of rarefaction applied to image pixel values (Digital Numbers, DNs) is provided and discussed. [ABSTRACT FROM AUTHOR]

Increasing the scientific knowledge of the population through education is a development strategy towards a sustainable future. However, there is no equity in the access to science education and scientific knowledge. The aim of this paper is to present and analyse a science kit named "Energy, Environment and Sustainability" (KEAS). Based on research conducted in Guinea-Bissau, it explores strategies to promote science education for a sustainable future. The strengths and limitations of the KEAS were studied using different data collection methods, including interviews, observation, survey, focus groups and document analysis. The participants were teacher trainers from the Guinea-Bissau School of Education. It is concluded that the KEAS is a feasible and suitable teaching strategy appropriate to the context, having the potential to contribute to learning about the environment and sustainability. Further, it addresses real problems for which students should acquire knowledge and skills in order to be able to make informed choices. [ABSTRACT FROM AUTHOR]

This research contributes to the growing discussion on entrepreneurial competencies from a multidisciplinary point of view, integrating elements of entrepreneurship research, education sciences, and psychology. Despite many efforts to develop and utilize different entrepreneurial constructs in entrepreneurship education, there is still a lack of theoretical framework for systematic development and measurement validation related to entrepreneurial competencies. This paper aims to widen the theoretical and conceptual discussion on entrepreneurial competencies by stressing the roles of self-esteem and self-efficacy. The study aims to contribute to the academic discussion (1) by addressing this research gap through a literature-based analysis on how entrepreneurial competencies, self-efficacy and self-esteem relate to each other; and (2) by presenting a conceptual framework (ENTself) for further development of entrepreneurship education. The results of the study reflect how self-esteem and self-efficacy are connected, and how they can be aligned with entrepreneurial competencies. We argue that a systematic, theory-based approach to further research on entrepreneurial competencies, based on the proposed framework, is needed for a broader understanding and facilitation of entrepreneurship education. Also, the development of assessment tools adapted from ENTself is suggested for conducting future research of the framework and its validation. [ABSTRACT FROM AUTHOR]

In kindergarten, children are usually engaged with both verbal activities and non-verbal activities, often requiring the manipulation of physical objects. During technical tasks (e.g., problem solving), children can use argumentation as one of the languages of science that mediates how they interact with the surrounding world. In this paper, we focused on technical tasks in kindergarten in order to understand to what extent activities requiring the manipulation of physical objects also leave space for argumentation. The study involved 25 children engaged in three problem-solving activities requiring the manipulation of Lego® and some recycled materials. To analyze the non-verbal (embodied) side of the argumentative activities, we firstly identified the argumentative structure of each exchange involving the participants. Then, we focused on segments of "incomplete" argumentative dialogues (i.e., presenting only some elements typical of children's argumentation) by appealing to multimodal representations (speech, gestures, and physical objects). The findings of the study showed that even apparently incomplete exchanges can have an argumentative function generated by non-verbal elements of the interactions. Investigating the role of embodied argumentation during technical tasks in kindergarten can allow teachers to recognize and further develop children's argumentative resources. [ABSTRACT FROM AUTHOR]

While the hypothetico-deductive approach, which includes inductive and deductive reasoning, is largely recognized in scientific reasoning, there is not much focus on abductive reasoning. Abductive reasoning describes the theory-based attempt of explaining a phenomenon by a cause. By integrating abductive reasoning into a framework for modeling competence, we strengthen the idea of modeling being a key practice of science. The framework for modeling competence theoretically describes competence levels structuring the modeling process into model construction and model application. The aim of this theoretical paper is to extend the framework for modeling competence by including abductive reasoning, with impact on the whole modeling process. Abductive reasoning can be understood as knowledge expanding in the process of model construction. In combination with deductive reasoning in model application, such inferences might enrich modeling processes. Abductive reasoning to explain a phenomenon from the best fitting guess is important for model construction and may foster the deduction of hypotheses from the model and further testing them empirically. Recent studies and examples of learners' performance in modeling processes support abductive reasoning being a part of modeling competence within scientific reasoning. The extended framework can be used for teaching and learning to foster scientific reasoning competences within modeling processes. [ABSTRACT FROM AUTHOR]

Storytelling and drama are well-known teaching tools that can be used throughout the curriculum for the active participation of students in their own learning process. The introduction of robots in storytelling and drama activities provides students with a meaningful, multisensory, hands-on learning experience. This paper explores the potential and challenges of using storytelling and drama activities with robot actors in science teaching. We present the lessons learned from two experiences of storytelling and drama activities with robots in science education. Observations revealed that this approach facilitates the development of science concepts, creates a rich context to foster skills in students, creates a positive classroom environment, and improves the students' attention and motivation. Finally, it was identified that there is a need to design low-cost expressive actor robots that are easily customizable. Additionally, the need to develop multi-robot programming interfaces that facilitate the creation of scripts for robots and their programming is also shown. [ABSTRACT FROM AUTHOR]

This paper aims to elicit the different conceptions of Socioscientific Issues (SSI) in formal, non-tertiary STEM lessons. An examination of recent publications in the field of science education was conducted to elicit the most common conceptions of SSI as per the components of STEM lessons, namely: purpose, contents, teaching and learning strategies and assessment. As for purpose, the conceptions elicited have been organized in terms of contributing to citizenship goals, or to scientific competence. As for contents, it was found that SSI are related both to knowledge of science and knowledge about science and linked to skills such as argumentation. In terms of teaching and learning strategies, SSI are mainly associated with Inquiry-Based Learning; and with student engagement techniques such as dilemmas and group discussions. Lastly, performance assessment of student learning processes and results is typical when SSI are conceived as a method of assessment of STEM lessons. This conception sets up strong foundations for the design and evaluation of innovative SSI teaching. It shall also help to open new lines of research establishing connections among applications of SSI in different subjects, cultural contexts and educational systems. [ABSTRACT FROM AUTHOR]

This paper presents an intervention aiming to promote students' learning by enhancing their interest in the concept of energy. Junior high school students' learning and interest is evaluated after engaging in activities on work and energy. The intervention integrated hands-on and simulated experiments included a structured series of guided investigative tasks and whole-class discussions. The intervention was delivered to an experimental group consisting of 110 junior high school students. The control group consisted of 96 students of the same grade level, where students were taught about energy in the traditional sense, i.e., via the standard textbook. Written tests were then handed to all students to assess their learning outcomes. The results showed that the learning outcomes of students in the experimental group were significantly better than those of students in the control group. A notable increase in interest from students in the experimental group compared to that of the control group was also observed. Findings also showed a significant positive correlation between interest and academic achievement. This study reconfirms that enhancing interest could lead to better learning outcomes and its evidence-based methodology can be equally applied when introducing students to other difficult concepts of science. [ABSTRACT FROM AUTHOR]

The retrieved lidar OVD profiles in the upper troposphere-stratosphere in comparison with MLS/Aura and IASI/MetOp profiles, as well as the stitched OVD profile in comparison with the mid-latitude Krueger model, confirm the prospects of using the pairs of ozone sounding wavelengths 299/341 and 308/353 nm. However, the nitrogen and sulfur oxide concentrations are higher in the atmosphere over the city site. The Atmosphere Special Issue entitled "Atmospheric and Ocean Optics: Atmospheric Physics" comprises seven original papers. [Extracted from the article]

Over the past three decades, our understanding of science learning in early childhood has improved exponentially and today we have a strong empirically based understanding of science experiences for children aged three to six years. However, our understanding of science learning as it occurs for children from birth to three years, is limited. We do not know enough about how scientific thinking develops across the first years of life. Identifying what we do know about science experiences for our youngest learners within the birth to three period specifically, is critical. This paper reviews the literature, and for the first time includes children in the birth to three period. The results are contextualised through a broader review of early childhood science education for children aged from birth to six years. Findings illustrated that the empirical research on science concept formation in the early years, has focused primarily, on children aged three to six years. The tendency of research to examine the process of concept formation in the birth to three period is also highlighted. A lack of empirical understanding of science concept formation in children from birth to three is evident. The eminent need for research in science in infancy–toddlerhood is highlighted. [ABSTRACT FROM AUTHOR]

The technological revolution has created new educational opportunities. Today, robotics is one of the most modern systems to be introduced in educational settings. The main objective of this research was to analyze the evolution of the "robotics" concept in the educational field while having, as a reference point, the reported literature in the Web of Science (WoS). The methodology applied in this research was bibliometrics, which we used to analyze the structural and dynamic development of the concept. The collection of WoS studies on robotics in education began in 1975. Its evolution has been irregular, reaching peak production in 2019. Although the focus was on collecting studies with educational knowledge areas, other knowledge areas were also present, such as engineering and computing. It was found that the types of manuscript most commonly used to present scientific results in this area are proceedings papers. The country with the highest level of production in this field of study is the United States. The results confirm the potential of this type of study in the scientific field. The importance of this technology in the training of future surgeons and in the results they produce in their own learning was also detected. [ABSTRACT FROM AUTHOR]

Educ. Sci. 2021, 11, 44. https://doi.org/10.3390/educsci11020044 www.mdpi.com/journal/education Editorial Acknowledgment to Reviewers of Education Sciences in 2020 Education Sciences Editorial Office MDPI AG, St. Alban-Anlage 66, 4052 Basel, Switzerland Peer review is the driving force of journal development, and reviewers are gatekeepers who ensure that Education Sciences maintains its standards for the high quality of its published papers. [Extracted from the article]

The implementation of gamification in education has attracted many researchers to increase engagement and achieve learning more effectively. Implementing technology in science curricula has seen a massive influx over the past years to stop the decline in students' motivation towards science learning and promote scientific thinking. This study's objective is to present the empirical findings of the state-of-the-art literature on the use of gamification in science education. Therefore, we performed a systematic literature review of 24 empirical research papers published in various electronic databases and the web search engine for scholarly literature and academic resources, Google Scholar, between 2012 and 2020. This review reveals the latest emerging trends of gamification in science education while revealing the literature gap, challenges, impediments, and extending the possibilities for future research directions. It examines the conflicting findings of other studies and provides a framework and insight for future researchers regarding content areas, educational levels, theoretical models, outcomes, methodologies, game elements, and assessment tools. [ABSTRACT FROM AUTHOR]

The teaching of sciences has long been associated with practical work; an instructional tool that is believed to be effective in terms of both promoting learning as well as making the teaching of sciences enjoyable. However, empirical evidence on its effectiveness as a teaching method and whether it has any affective value for undergraduates is still lacking, when it has been deemed as one of the costliest aspects of science education. This paper reports on the preliminary findings of a mixed-methods case study conducted at a British university to examine the perceived aims of practical work as well as the effectiveness of practical work on conceptual understanding and motivating undergraduates according to the academic staff of a life sciences department. For the qualitative data presented here a questionnaire was administered to the academic staff who, along with Year 1 and Year 2 undergraduates, were interviewed and also observed during practical work classes. The preliminary findings showed that the perceived aims of practical work by the academic staff vary across years, while the observations revealed two types of lessons in which the importance of providing theoretical scaffolds during experiments so as to help undergraduates in linking concepts and theories with observables was prominent. [ABSTRACT FROM AUTHOR]

This paper reviews the beliefs which drive some agricultural sectors to consider the lunar influence as either a stress or a beneficial factor when it comes to organizing their tasks. To address the link between lunar phases and agriculture from a scientific perspective, we conducted a review of textbooks and monographs used to teach agronomy, botany, horticulture and plant physiology; we also consider the physics that address the effects of the Moon on our planet. Finally, we review the scientific literature on plant development, specifically searching for any direct or indirect reference to the influence of the Moon on plant physiology. We found that there is no reliable, science-based evidence for any relationship between lunar phases and plant physiology in any plant–science related textbooks or peer-reviewed journal articles justifying agricultural practices conditioned by the Moon. Nor does evidence from the field of physics support a causal relationship between lunar forces and plant responses. Therefore, popular agricultural practices that are tied to lunar phases have no scientific backing. We strongly encourage teachers involved in plant sciences education to objectively address pseudo-scientific ideas and promote critical thinking. [ABSTRACT FROM AUTHOR]

This conceptual paper offers a reconsideration of the application of Novakian concept mapping to higher education research by putting to work the Deleuzian concept of the rhizome. We ask: what does thinking with Deleuze's concepts offer researchers interested in concept mapping, and what conceptual, and terminological, obstacles might be created through such a reconceptualization? We have focused on the rhizomatic principles of mapping and tracing in the context of concept mapping. We contend that Deleuze offers a fresh line of flight with the potential to deterritorialise the discourse surrounding concept mapping, thus widening its applicability and increasing its accessibility to researchers who do not necessarily share the same arborescent concept mapping heritage: with its roots in science education. Exploring the overlap between rhizomatics and concept mapping also allows for the reappraisal and blurring of the boundary between structural and post-structural discourses—breaking down an unproductive binary in the literature. [ABSTRACT FROM AUTHOR]

Almost every country in the world is obligated to implement education policies to enable an inclusive school system. However, implementing techniques to be inclusive in schools is a major challenge to teachers, especially to those teaching a subject at secondary level and higher. Most of the literature concerning inclusive science education was published in recent years, and is more normative than empirical. Teachers struggle to transfer these normative demands to their accustomed way of teaching science. In this study, we analyze conflicts a teacher experiences when teaching a so-called 'hard science' like chemistry at an inclusive school. On the one hand, inclusive science education should facilitate participation in science specific learning processes for all learners. This broad perspective on inclusion demands that everyone can take part in everyday classroom life. On the other hand, chemistry strives for the understanding of abstract concepts, theories and models, which forms a barrier to learning chemistry for many people. This paper presents an explorative case study focusing on these conflicting demands. To reconstruct the inconsistencies, we analyzed a videotaped teacher–student discourse on atoms. Using the documentary method, a qualitative approach developed by the sociologist Ralf (Bohnsack et al., 2010). distinguishing between explicit and implicit knowledge, it was possible to reveal the orientational frameworks guiding the teacher's actions. On the surface level, traditional scientific educational approaches structure the discourse. Reconstruction of the discourse is deep, as evidence was found for a participation-oriented framework as well as for the challenges the conflicting demands of chemistry and inclusive teaching put on teaching. We implicate that future professional development courses must not only concentrate on combining chemistry with inclusive pedagogies, i.e., how to teach, but also on the reflection of implicit beliefs concerning inclusive chemistry teaching. [ABSTRACT FROM AUTHOR]

The editorial team greatly appreciates the reviewers who have dedicated their considerable time and expertise to the journal's rigorous editorial process over the past 12 months, regardless of whether the papers are finally published or not. The editors would like to express their sincere gratitude to the following reviewers for their generous contribution in 2019:. [Extracted from the article]

This study provides an overview of the didactic focus areas in educational research in biology, chemistry and physics, seeking to identify the focus areas that are investigated frequently and those that have been studied rarely or not at all. We applied the didactic focus-based categorization analysis method (DFCM), which is based on an extension of the didactic triangle. As the data set, we used 250 papers published in the Nordic Studies in Science Education (NorDiNa) between 2005 and 2013, and the European Science Education Research Association (ESERA) 2013 conference proceedings covering education at upper secondary and tertiary levels. The results show that the teacher's pedagogical actions and the student–content relationship were the most frequently studied aspects. On the other hand, teachers' reflections on the students' perceptions and attitudes about goals and content, and teachers' conceptions of the students' actions towards achieving the goals were studied least. Irrespective of the publication forum, the distributions of foci to different categories were quite similar. Our historical analysis completes the recent studies in the field as it is based on the theory driven categorization system instead of the data driven approaches used by the previous researchers. Moreover, our further observations on more recent publications suggest that no significant changes have taken place, and therefore wider discussion about the scope and the coverage of the research in science education is needed. [ABSTRACT FROM AUTHOR]

Simple Summary: The welfare of most dogs living in homes is largely unknown. However, national surveys carried out by animal welfare charities and findings by animal welfare researchers have shown significant deterioration in some key aspects of dog welfare. For example, more dogs presenting to vets with behavioural problems, obesity, and ill-health due to poor breeding practices. This means that some dogs are suffering due to their owners' behaviours or ownership practices. Educating dog owners as to how best to look after their dogs is, and has been seen by many, as key to improving the welfare of dogs living in homes. However, the concept of education, the context in which it occurs, and the lack of systematic evaluation of the effectiveness of education interventions means that nobody really knows if this approach works. This paper explores these concepts and draws together a wide range of sources of information to highlight some of the complexities of improving dog welfare by educating owners. Vets, animal welfare charities, and researchers have frequently cited educating owners as a necessity for improving the welfare of companion dogs. The assumption that improving an owner's knowledge through an education intervention subsequently results in improvements in the welfare of the dog appears reasonable. However, the complexity of dog welfare and dog ownership and the context in which these relationships occur is rapidly changing. Psychology has demonstrated that humans are complex, with values, attitudes, and beliefs influencing our behaviours as much as knowledge and understanding. Equally, the context in which we individuals and our dogs live is rapidly changing and responding to evolving societal and cultural norms. Therefore, we seek to understand education's effectiveness as an approach to improving welfare through exploring and understanding these complexities, in conjunction with the relevant research from the disciplines of science education and communication. We argue that well designed and rigorously evaluated education interventions can play a part in the challenge of improving welfare, but that these may have limited scope, and welfare scientists could further consider extending cross-disciplinary, cross-boundary working, and research in order to improve the welfare of companion dogs. [ABSTRACT FROM AUTHOR]

In Africa, there is growing knowledge regarding the use of data obtained by remote sensing and analysed while using Geographic Information Systems for solving myriad problems. The awareness has largely arisen through the efforts of the Programme on Space Applications (PSA) of the United Nations Office for Outer Space Affairs (UNOOSA), and the subsequent UN resolutions for the establishment of Regional Centres for Space Science and Technology Education, to train scientists and researchers in different thematic areas of space, including Remote Sensing/Geographic Information Systems (RS/GIS). The African Regional Centre for Space Science and Technology Education in English (ARCSSTE-E) is one of these regional centres. The Centre has successfully trained 474 professionals from 18 countries since its inception in 1998; about 14% of these trainees have been female. This paper highlights the training programmes of ARCSSTE-E from its inception, and discusses the potential areas of improvement with a focus on the RS/GIS area. In 2019, a survey was conducted on alumni of the Postgraduate Diploma (PGD) programme of ARCSSTE-E. Based on the analysis of their responses and the progression of the PGD programme to a new Masters programme in RS/GIS at the university, there is clear evidence regarding the impact of the UNOOSA-assisted capacity building programme on the work and career of alumni, which has already produced an appreciable number of trained personnel in developing countries in Africa. [ABSTRACT FROM AUTHOR]

A museum is an important place for science education for children. The learning method in the museum is reading exhibits and explanations. Museums are investing efforts to quantify interests using questionnaires and sensors to improve their exhibitions and explanations. Therefore, even in places where many people gather, such as in museums, it is necessary to quantify people's interest by sensing behavior of multiple people. However, this has not yet been realized. We aim to quantify the interest by sensing a wide range of human behavior for multiple people by coordinating multiple noncontact sensors. When coordinating multiple sensors, the coordinates and the time of each sensor differ. To solve these problems, coordinates were transformed using a simultaneous transformation matrix and time synchronization was performed using unified time. The effectiveness of this proposal was verified through experimental evaluation. Furthermore, we evaluated the actual museum content. In this paper, we describe the proposed method and the results of the evaluation experiment. [ABSTRACT FROM AUTHOR]

All reviews are selective and this one restricts itself to content analysis of articles published between the beginning of 2005 and the end of 2014 in the premier, generalist, Science-education, research journals: International Journal of Science Education; Journal of Research in Science Teaching; Research in Science Education; Science Education, and Studies in Science Education. The analysis relies on coding of over 2000 abstracts in terms of research method, educational level, disciplinary context and research topic. Articles were tallied within each category for each journal to produce ranks indicating the relative output for that category. Presentation of results in two five-year spans (2005–2009 and 2010–2014) allows comment on variations in output across the ten years reviewed. Such broad reviews provide a useful spur to expert reflection while also mapping the field for novices attempting to enter it. A discussion of the themes of this Special Issue: Interactive Simulations and Innovative Pedagogy for Conceptual Understanding in Science Education provides one example of such use. The paper closes with a comparison with existing reviews and suggestions for further work. This research literature has claims to wider relevance because of its location on the boundary between Science and the Humanities. [ABSTRACT FROM AUTHOR]