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Climate change education is both important and challenging. Prior research suggests that many secondary school science teachers in the United States were conveying "mixed messages" to students that legitimized scientifically unwarranted explanations of recent global warming. In this paper, we focus on US climate education at the middle school level and assess whether teacher attention to recent global warming, and whether the messages conveyed to students, changed between 2014 and 2019. Pooling data from two nationally representative probability surveys of middle school science teachers, we show significant advances on several key criteria, but the prevalence of mixed messages remained high. Exploratory analysis suggests that improvements were spurred partly by the adoption of the Next Generation Science Standards by many states and by partly by shifts in the personal views of science educators.

Environmental risk perception has a long-time travel in the public participation in environmental fields. This perception involves individually socially constructed physical and mental experiences that involve many factors just for knowledge, attitudes, and the culture that develops in society. An individual's understanding of environmental risk provides an overview of an individual's preparedness for appropriate environmental risk strategies and measures. This cross-sectional survey study aims to collect data on the environmental risk perception of Indonesian students. The survey data instrument used in this study is the environmental risk perception scale (ERPS) questionnaire, transformed into Google Forms in the Indonesian language. The target respondents were 1,267 students from 1,300 undergraduate population size of educational study programs in the field of biology who came from various institutions in Indonesia. Sexual category, grade point average (GPA), and university status to explore the perception of the active student environment of prospective biology teachers with various parameters. The results showed several interesting findings: the female sex is more sensitive to environmental risks, academic abilities play a more logical role in environmental risk analysis, and respondents who have taken environmental courses have a higher sensitivity to environmental risk.

This study aims to develop a valid and reliable scale for determining the self-efficacy of teachers toward context-based science education. This study employed a survey design. The sample has formed 433 science teachers working in Kayseri province in the 2020-2021 spring semester. Firstly, an item pool of 85 items was developed by reviewing the literature. Secondly, a five-point Likert-type draft scale consisting of 67 items was developed. Required arrangements have been performed according to expert opinions to provide content validity. Explanatory and confirmatory factor analyses have been run to provide construct validity. As a result of explanatory factor analysis, a structure with four factors as "Learning/Teaching Process", "Self-efficacy Resources", "Academic Self-efficacy" and "Planning Instruction" consisting of 47 items has been reached. Factors have been confirmed by confirmatory factor analysis. Cronbach Alpha internal consistency coefficient has been calculated as 0.98. To provide criterion validity, the Pearson correlation coefficient has been found as 0.86 between the draft and criteria scales. Based on the findings, researchers have determined that the scale was valid and reliable, and they recommended that this scale should be used to determine self-efficacy beliefs towards context-based learning of science teachers.

In this randomized control study, we evaluated science teachers' pedagogical practices via classroom observations following ongoing, intensive, and structured instructional support sessions. These sessions included virtual professional development (VPD) and virtual mentoring and coaching (VMC) that accompanied a literacy-infused science curriculum. Using a low-inference observational instrument, we explored the direct impact of VPD and VMC on fifth-grade science teachers' observed time allocation in a randomized controlled trial (RCT) validation study. The observations were collected three times during science instruction from 121 teachers in 68 schools from 35 public school districts in the U.S. state of Texas, during the 2017-2018 school year. Preliminary findings revealed pedagogical differences in time allocation among teachers between treatment and control classrooms. We identified improved instructional practices within treatment classrooms, which suggests the intervention had a positive effect by enhancing the quality of pedagogy as well as the content-area instruction in science.

The study aims to investigate the influence of the online professional development (PD) program focused on precollege engineering education on science teachers' teaching engineering self-efficacy. A nested mixed research design was employed to conduct the study, in which the basic qualitative design was integrated into a weak experimental design and data collection was interrelated. The quantitative dimension of the study utilized the engineering teaching self-efficacy scale, while the qualitative dimension utilized the teachers' reflections as a data collection instrument. Fourteen science educators were selected through purposive random sampling in a province in the Black Sea region of Türkiye. The study's results suggested that the self-efficacy of science teachers in teaching engineering was significantly enhanced by the PD program, which focused on engineering education. The qualitative results were consistent with the quantitative results. Considering the study's results, practitioners and researchers were provided with suggestions for future research in the field of teacher education or PD programs.

The specific focus of this study is how a team of four preservice teachers experienced a collaborative practicum model to support the development of cogenerative dialogue and foster professional growth. Data sources included individual video club annotations and the associated group discussions facilitated by comparison of groups members selected annotations. The analysis found that participation in peer collaboration provided multiple viewpoints of shared teaching experiences that enabled preservice teachers' different ways to notice student thinking. Providing a structured framework for reflection, namely the individual video club annotations, served as the genesis for cogenerative dialogues centered on instructional change for the preservice teachers. This work's implications showcase the importance of allowing for the iterative enactment and reflection on pedagogical choices by preservice teachers early in their professional development.

The study aimed to assess the effectiveness of the Predict-Explain-Enact-Observe-Reflect (PEEOR) instructional strategy on general science students' conceptual understanding and motivation in the topic of motion and force. The research employed a pre-test post-test quasi-experimental design. The sample consisted of 107 general science summer, year II students from Woldia College of Teacher Education. Data collection involved a conceptual understanding test (comprising 15 questions) and a post-motivation questionnaire. The KR-20 reliability value for the conceptual understanding test was 0.75. The Cronbach Alpha (a) reliability coefficient for the scale was determined to be 0.84. Descriptive statistics and ANCOVA revealed the following: The PEEOR group (adjusted mean = 6.787) significantly outperformed the traditional group (adjusted mean = 5.134). The POE group (adjusted mean = 6.472) did not differ significantly from either PEEOR or the traditional group. Regarding student motivation: There was a statistically significant difference (p < 0.05) in post-test motivational questionnaire (PMQ) scores among the three groups. The F-statistic for this difference was 4.753. The study recommends that college physics teachers adopt the PEEOR instruction strategy. Additionally, the college and department heads of natural science should promote the potential benefits of this novel strategy among science educators.

This research aimed to assess the readiness of Indonesian pre-service science teachers by examining their perceptions of impending challenges, desired competencies, and anticipated instructional methodologies in preparing for the challenges of Society 5.0. Using a quantitative survey research methodology, 884 pre-service science teachers from 16 universities were surveyed. The research instrument's validity and reliability were assessed utilizing the Rasch model. Inferential statistics were employed to assess the readiness of pre-service science teachers for future challenges, taking into account their backgrounds. The test outcomes showed the Cronbach's Alpha coefficient reached 0.92, is deemed "excellent", affirming the instrument's high reliability. The findings of the study revealed that the majority of teachers share a consistent perception of future challenges and recognize the importance of mastering 21st-century skills, particularly critical thinking, creative thinking, communication, and collaboration. However, respondents believe that the current learning process does not adequately train these skills. They expressed a desire for an alternative learning method that can enhance their skills while accommodating their diverse backgrounds, including place of residence, economic background, and technological proficiency. Further research is needed to identify alternative teaching methods that can effectively foster these abilities in diverse backgrounds.

The objective of this research is to examine teachers' competence in designing activities after engaging in professional development activities aimed at enhancing teaching design in order to develop students' thinking abilities that are contextually appropriate. The participants consist of 5 elementary school science teachers from schools. The research employed semi-structured interviews and classroom observation as research instruments. The findings reveal that teachers engaged in self-development through observation and learning from their peers within the community of practice (CoP). They receive advice and feedback from fellow teachers and apply these insights to improve their activities. Consequently, teachers are able to continuously refine and develop their teaching approaches to align with students' contexts. This approach facilitate diversification in thinking and learning management, as well as collaborative teamwork to enhance teaching methods. As a result, engaging and interesting thinking development activities are incorporated into student learning, along with the creation of a seamless learning-promoting environment. Collaborative teamwork in instructional design and problem-solving further afford teachers the opportunity for additional self-learning and personal development. This collaborative approach also contributes to fostering cognitive diversity and relieved the need for individual teachers to undertake all tasks independently.

South African teachers experience challenges with the implementation of the national school curriculum -- the "Curriculum and Assessment Policy Statement" (CAPS). In this regard, teachers may not feel empowered to effectively deal with the demands of the current educational policy. Concerns have been expressed about learners' poor performance in schools and the school infrastructure coupled with educational capacity emerged to be a possible contributing factor. In the study reported on here we focused on the challenges experienced by South African life sciences teachers in the implementation of CAPS caused by limited resources. The context of the study was secondary schools in 1 sub-district in the Northwest province that offered life sciences (LS) in Grades 10 to 12. A qualitative research approach was followed and 10 teachers from rural public schools who taught LS in Grades 10 to 12 during the period of this study were purposefully selected. For data generation, we used audio recordings from individual and focus-group interviews. The findings indicate that teachers' needs in terms of resources to effectively implement CAPS are often not catered for. It is recommended that adequate teaching and learning resources for effective implementation of CAPS should be provided. The Department of Education's prioritisation of teachers' needs will engender effective curriculum implementation.

Teacher readiness is the willingness of a teacher to implement a planned program successfully. Readiness is crucial in ensuring a program can be implemented at the individual or organizational level. The readiness of science teachers to implement Classroom-Based Assessment (CBA) determines the direction and success of primary school assessments in Malaysia. This pilot study aims to create and evaluate the Inventory of Science Teachers' Readiness in Implementing Classroom-based Assessment (ISTRI-CBA). There have been many studies on CBA. However, there are limitations in measuring the readiness of science teachers to implement CBA. The evaluation will be ineffective without a suitable tool to measure teacher readiness in CBA. Therefore, to determine the level of readiness of science teachers, the researcher needs an instrument that is valid, reliable, and appropriate to the context of the Ministry of Education, culture, and the current situation in Malaysia. It is necessary to have a conceptually and psychometrically substantial inventory. This challenge was addressed by developing the ISTRI-CBA, comprising five measurement dimensions: knowledge about CBA, skills of CBA, resource support, attitudes, and professional values. The development of ISTRI-CBA requires validity and reliability for its use. This study aims to (1) test the quality characteristics of the ISTRI-CBA items and (2) determine the reliability of the ISTRI-CBA obtained using the Rasch Model measurement. The research involves the administration of a survey questionnaire to 44 science teachers in a district in Malaysia. The findings show that the ISTRI-CBA, comprising 157 items, has good psychometric characteristics and meets the measurement criteria of the Rasch measurement model. The item quality and reliability also prove the suitability of the whole dimension. The study's findings provide evidence of the empirical implications that consistently support ISTRI-CBA as a valid and reliable instrument to measure teachers' readiness to implement CBA in science subjects. The findings also reveal that the ISTRI-CBA can measure science teachers' readiness to implement CBA.

Learning the periodic table of elements can pose a challenge for students due to the complex organization and relationships between the different elements. Game-based interventions have been shown in past studies to be one of the feasible ways to overcome this challenge. In this research, a tabletop game, called "Little Periodic" was developed to improve students' chemical representation and conceptual understanding. Following the five phases of the ADDIE model - Analysis, Design, Development, Implementation, and Evaluation - the study first analyzed students' needs and identified key concepts for mastery. Additionally, an overview of the five phases is discussed in detail within this study, providing insight into the systematic process to develop and evaluate the tabletop game. Three teachers were interviewed to see the appropriate content that will be included in the tabletop game based on the "Dokumen Standard Kurikulum dan Pentaksiran (DSKP)." A tabletop game was designed and developed that could be used in physical learning environments. To evaluate the effectiveness of the developed tabletop game, validation forms and questionnaires were administered to three validator experts. The results indicated that the tabletop game was valid and effective, with high scores for content suitability, potential effectiveness, and overall satisfaction. The feedback received from chemistry teachers indicated a significant level of satisfaction with the tabletop game. The developed tabletop games can be employed in various learning situations, including in-person learning, and the effects of tabletop games need to further be investigated to ensure and enhance students to achieve deeper learning outcomes.

Socioscientific issues (SSIs), which are an important component of scientific literacy in science education, are scientific-based issues with dilemmas and no clear answers. SSIs can be local issues that affect a region or global issues that affect the world. This study aimed to investigate informal reasoning (IR) patterns and their influencing factors on science teachers about local SSIs. The research was designed as a case study. The participants consisted of 38 science teachers from various provinces of Central Anatolia, where the local features of context were at the forefront. Teachers were asked to form an IR about the texts with dilemmas addressed to them. Using content analysis, teachers' IR patterns were based on rationalistic, emotive, and intuitive reasoning; factors affecting their reasoning were analyzed according to sociology-culture, environment, economy, science, technology, ethics-morality, and policy (SEE-STEP). In the results, science teachers mostly use rationalistic IR and rationalistic and intuitive IR patterns about energy-related local SSIs. While the factors that most influence teachers' IR regarding local SSIs are economy and environment, the factor that least influences their IR is ethics. As a result of the study, IR is closely related to the context and environmental/socio-cultural background that can influence IR. Based on the result that teachers' IR is affected by the content, the main suggestion of this study is to investigate the IR of different contents in local SSIs.

With a primary objective to engage students in the process of science online, we transformed a long-standing laboratory course for first-year science students into a more accessible, immersive experience of current biological research using a narrow and focused set of primary literature and the Consider, Read, Elucidate a hypothesis, Analyze and interpret data, Think of the next Experiment (CREATE) pedagogy. The efficacy of the CREATE approach has been demonstrated in a diversity of higher education settings and courses. It is, however, not yet known if CREATE can be success fully implemented online with a large, diverse team of faculty untrained in the CREATE pedagogy. Here, we present the transformation of a large-enrollment, multi-section, multi-instructor course for first-year students in which the instructors follow different biological research questions but work together to reach shared goals and outcomes. We assessed students' (i) science self-efficacy and (ii) epistemological beliefs about science throughout an academic year of instruction fully administered online as a result of ongoing threats posed by COVID-19. Our findings demonstrate that novice CREATE instructors with varying levels of teaching experience and ranks can achieve comparable outcomes and improvements in students' science efficacy in the virtual classroom as a teaching team. This study extends the use of the CREATE pedagogy to large, team-taught, multi-section courses and shows its utility in the online teaching and learning environment.

There is a consensus amongst scholars that learning from student feedback depends on how the feedback is sought and used by the individual teachers. Using Hand and Rowe's (2001) framework of eliciting and using student feedback, the purpose of this self-study was to investigate how I, as a novice teacher educator, can use dialogue with my students to learn about and how to foster student interaction in my biology classroom. I collected data through multiple sources including students' written feedback, my reflective journal, focus-group interviews with the students, and video recordings of my teaching. Data were analysed through a narrative approach. Findings indicate that the continuous dialogue with my students helped me learn about student interaction and fostering it in my classroom through a variety of ways. This study also illustrates that the teacher needs to establish trust with students from the onset such that the dialogue cannot only be of professional value to the teacher but also improve the students' learning. These insights are discussed, and recommendations are made in the article.

This research aims to produce integrated biology teaching materials with the values of the Al-Qur'an and As-Sunnah that are valid and effective in improving cognitive, psychomotor, and strengthening students' faith and devotion. This development research (R&D) uses the ADDIE model which consists of five stages, i.e. analysis, design, development, implementation, and evaluation. The data collection techniques used were literature studies, observations, interviews, questionnaires, and tests. Data collection instruments used include interview sheets, validation sheets, questionnaire sheets, pre-test and post-test question sheets, observation sheets, and checklists. The teaching materials were validated by three validators (material experts, learning experts, Al-Qur'an/Hadist experts), and practitioners from several biology teachers from different schools. The data was analyzed quantitatively and qualitatively (triangulation). The research results showed that the teaching materials developed met the very valid category based on the assessment of material experts, learning experts, Al-Qur'an/Hadist experts, and practitioners. Moreover, the products received excellent responses from the students. The teaching materials could improve students' cognitive and psychomotor and also increase students' values of faith and piety. Further action will be extended to schools, especially schools with Islamic nuances so that they can be used both as self-taught materials for students and as teaching materials for teachers to use in the learning process.

As a form of implementing Education for Sustainable Development (ESD) in educational institutions, an appropriate learning model is needed, which also accommodates aspects of spirituality. Before developing a model, baseline data is needed, so a broad-scale or national needs analysis is needed. This research aims to determine the profile of spirituality-based action competence for sustainability (ACS) among prospective biology teacher students throughout Indonesia. This research is a cross-sectional survey. The target respondents are students of LPTK biology education study programs in Indonesia. The target population size is 650 people, so based on the Krejcie and Morgan table, the minimum sample size with a confidence level of 95% and a margin of error of 5% is 620 students. The data collection instrument used in this research is the action competence for sustainability instrument based on spirituality (ACSIS). Data on respondent characteristics were analyzed using frequencies and percentages. The mean and standard deviation of scores were calculated for each item. Comparisons of two groups of students were analyzed using the Mann-Whitney U Test, while comparisons of more than two groups used the Kruskal-Wallis H Test. We discuss interesting findings in this research, including the aspects of spirituality in ACS among prospective biology teacher in Indonesia.

With the unprecedented shift to online or flexible learning modes, both teachers and students adapt to the new normal of education. A qualitative study aimed to draw out the voices of three beginning science teachers, the study utilized the narrative inquiry approach through in-depth interviews. It was found that beginning science teachers are faced with challenges: transitioning to the actual teaching practice and adjusting to the new normal in education. Beginning science teachers voiced out their challenges, including adapting to the culture of the new generation of students, access to a stable internet connection, problems with technology use, and teaching-learning process adjustments. Coping strategies include creative and responsive adjustments to teaching-learning, assessment of learning, learning mode, and internet connection problems and online platforms. Their stories serve as a springboard for interventions that guide and assist beginning teachers.

Assessment for learning (AFL) is a pedagogical approach that enhances student learning outcomes through high-quality feedback. This study investigates the effectiveness of integrating the feedback loop model (FLM) with AFL to improve students' engagement and understanding of physics, specifically in kinematics and motion dynamics. The study employs a mixed-methods research design, combining quantitative and qualitative data to assess the impact of the FLM-based AFL approach. A one-group pretest-posttest design was used, supported by research instruments that measured student engagement and their conceptual grasp of physics. The findings indicate that integrating FLM into AFL led to significant improvements, evidenced by Cohen's effect size of 1.91, highlighting a substantial impact on student learning. These results affirm that FLM-based AFL positively affects student engagement and understanding of physics. The study contributes to the existing research on effective assessment methods, providing valuable insights for educators and policymakers in developing enhanced assessment and teaching strategies. This study emphasizes the potential benefits of incorporating FLM-based AFL in diverse educational settings to elevate student learning experiences and outcomes.

This study compared two versions of the same elementary science professional development (PD) and curriculum program that were offered face-to-face and completely online, while keeping all content consistent between the two. Using quantitative analyses of pre- and posttests of content knowledge (CK), we evaluated the extent to which the online version of the PD compared to the face-to-face PD for increasing the earth science and art CK of upper elementary teachers required to teach an earth science and art integrated curriculum. Additionally, we explored how the impact of PD modality (online vs. face-to-face) on teachers' CK learning outcomes differed for novice and experienced teachers. Findings revealed significantly higher CK learning gains for teachers who participated in online PD compared with face-to-face PD, but with a small effect size. Subgroup analysis revealed that compared with experienced teachers, the novice teachers had significantly higher CK gains from participating in the online PD compared to the face-to-face version with a large effect size. We also discuss the implications for the design of large-scale online teacher PD.

The declining interest in science learning, along with students' perception that science is irrelevant to their daily lives, has been identified as a significant issue. This research aimed to help students connect abstract scientific concepts with their personal and everyday experiences. To achieve this, the research utilized the metaphysical principles implied by scientific concepts, a component of Kuhn's paradigm. To replace the abstract term 'metaphysical meanings', the term 'Meaning of Life implied by Scientific Concepts' (MLS) was introduced to make these metaphysical principles more accessible and comprehensible for students. Using MLS, activity sheets were developed and implemented with 57 lower-secondary students. The results showed that students could effectively identify real-life examples of the presented MLS, the number of students who successfully generated MLS increased with additional class sessions, and the content of the MLS expressed by the students was thoughtful and meaningful. Post-activity interviews indicated that students found this approach interesting and helpful for understanding concepts, and teachers were impressed by the quality of the students' work, expressing a desire to implement this approach in their classes. It is concluded that using MLS to connect abstract scientific concepts with students' everyday lives is both feasible and applicable in school science.

In 2007, the Ministers of Education across Canada adopted the Canadian Degree Qualifications Framework, articulating learning outcomes for bachelor's, master's, and doctoral degrees. Yet, by 2016, only 30% of Canadian institutions reported having learning outcomes for all programs (MacFarlane & Brumwell, 2016). One obstacle institutions face when developing program learning outcomes (PLOs) is faculty resistance. Unfortunately, faculty participation is critical to successfully implementing PLOs. This paper describes the process used to develop PLOs in the Faculty of Science at UBC Okanagan, which is deeply collaborative and consultative, to gain faculty buy-in and initiate a positive culture around learning outcomes and assessment. This was accomplished by educating faculty on the benefits and rationale for implementing PLOs, fostering faculty ownership of PLOs, supporting faculty through the process, and engaging with various stakeholders. This collaborative process led to community building, increased stakeholder commitment, laid the foundation for future collaborations, and fostered robust PLOs.

This study examines the role of epistemological beliefs in moderating the relationship between critical and creative thinking among science teachers. It aims to explore how advancements in understanding knowledge influence these cognitive skills. The primary focus is on the extent to which epistemological beliefs impact critical and creative thinking, highlighting the need for a deeper grasp of knowledge to foster these skills. A mixed-methods approach is used, combining qualitative and quantitative data within a pragmatic framework to provide a comprehensive view. The sample includes science teachers from Selçuklu, Meram, and Karatay districts in Konya, Türkiye. Quantitative data were gathered using the Epistemological Beliefs Scale, the Critical Thinking Scale, and the Creative Thinking Scale. Results show that epistemological beliefs significantly influence critical and creative thinking, suggesting that these skills are closely tied to epistemological development. Qualitative findings support this, indicating that a solid epistemological foundation is essential for both types of thinking. Additionally, the study finds that authoritarian teaching methods suppress critical thinking, while student-centered strategies enhance it. To promote critical and creative thinking, science teachers should develop their epistemological beliefs and create an environment that encourages open discussion and diverse perspectives.

Trends in International Mathematics and Science Study (TIMSS) 2019 data revealed that Grade 8 science teachers in several Asian countries (Chinese Taipei, Hong Kong SAR, Japan, and South Korea) reported lower job satisfaction levels than the international average. For example, while Japanese Grade 8 students ranked among the highest in science achievement on the TIMSS 2019, their science teachers reported the lowest job satisfaction composite scale score compared to the other 63 participating countries. Using teacher questionnaire data from TIMSS 2019, we utilized correlation analysis and multiple linear regression to uncover the answers to this research question: Which factors contribute to Japanese Grade 8 science teachers' job satisfaction? The results from the analysis indicate that working in a safe and orderly school environment was the strongest predictor of Japanese Grade 8 science teacher job satisfaction. The number of working hours, amount of perceived pressure exerted by their students' parents, participation in professional development focused on science curriculum, and adopting a constructivist orientation to science teaching were the other significant factors that predicted job satisfaction. Findings from this study have implications for Japanese educational policy stakeholders, school administrators, mentor teachers, science department leadership, and those invested in science teachers' professional development.

STEM, STEAM education is important for building a better future, and teachers have a key role in attracting students to the field of STEM. However, when teachers need to shift from traditional disciplinary-based education to integrated STEM education, they often find this transition challenging. This difficulty arises because their beliefs about science teaching and learning are deeply rooted in traditional disciplinary-based approaches. Beliefs have a profound influence on their teaching practises as well as their professional development, even though teachers are often not conscious of their own beliefs. To address this issue, we employed a phenomenological approach to investigate the phenomena when their beliefs espoused by asking formative episodes that influenced their development as science teachers. This study aimed at exploring the current subject-specific beliefs of in-service science teachers. This told us how best to guide teachers through this process of the transition from traditional disciplinary-based education to STEM education. Our findings revealed that teachers' beliefs showed that curiosity and/or interest towards science to be the most important factors in student learning. This indicates that while teachers' core beliefs are not entirely disciplinary-oriented, they are more open. It would reduce their anxiety and low self-efficacy in conveying STEM education.

This study explored online mentoring dialogues of first-year science teachers (FYSTs) to construct a model that was informed by metaphors in teaching dilemmas. Nine teachers' yearlong threaded dialogues were archived and first analyzed by Windschitl's (2002) four dilemma categories, and later by Lakoff and Johnson's (2003) conceptual metaphor theory. Particularly, we charted conceptual metaphor systems and schematic elements of FYSTs' teaching practices in conceptual, pedagogical, cultural, and political dilemma categories using computer-mediated discourse analysis. Findings indicated that the FYSTs' mentoring dialogues were predominantly pedagogical dilemmas (64.34%), mostly related to mastering the art of facilitation. The conceptual metaphors and schematic elements include (a) "Teaching is a trip" within a path schema, (b) "Teaching is a race" within an up-down and more-less visual field schema, (c) "Teaching is policing" within a sanctioned land schema, and (d) "Teaching is building a house" within a construction site schema. This study contributes to the understanding of challenging factors that FYSTs encounter and also illustrates the functionality of the conceptual metaphors for teacher effectiveness.

Teaching physical sciences in English as the Language of Learning and Teaching (LOLT) has presented numerous challenges, particularly for learners who are not proficient in the language. The South African government is increasingly considering the use of indigenous languages as the medium of instruction for subjects such as physical sciences, sparking debates regarding the effectiveness of indigenous languages in teaching and learning. This study aimed to explore stakeholders' perceptions regarding the use of Tshivenda scientific language for the concept of electricity. Utilizing qualitative interpretative case study methodology, the researcher conducted interviews with two grade 10 teachers, three parents, and two groups of grade 10 learners from selected schools to investigate their views on using Tshivenda scientific language register to teach physical sciences. The findings indicate that stakeholders view the adoption of scientific language registers in Tshivenda as a positive initiative. They believe it will provide learners who struggle to understand physical sciences when taught in English with an opportunity to learn effectively in a language they are familiar with. Therefore, the study recommends expanding the development of scientific registers in Tshiven?a to cover other topics in physical sciences.

The purpose of this paper is to describe teacher outcomes from participating in an intensive science, technology, engineering, and mathematics (STEM) professional learning (PL) initiative for middle school science teachers in the United States. The initiative included intensive summer coursework and ongoing support (e.g., individual coaching, professional learning communities), and focused on enhancing teachers' STEM instruction and their pedagogical content knowledge (PCK), with the ultimate goal of improving student outcomes. In this mixed method study, we examine change across time in teachers' beliefs, use of STEM instruction, and PCK. In general, we did not observe statistically significant change in teachers' beliefs, use of STEM instruction, or PCK from the beginning to the end of Year 1. In follow-up focus groups, ten teachers described their perceptions of student outcomes of STEM instruction and identified tensions related to implementation. We offer implications intended to inform future work in the area of STEM PL.

The purpose of this mixed-method study is to investigate and compare students' problem-solving and higher order thinking skills. This study involves two contexts: a traditional teaching program and a Lesson Study program. In qualitative phase, seven mathematics lecturers, a physics lecturer and the researcher forms the Lesson Study group and they collaboratively design five research lessons on functions topics. Also, the researcher collects all the materials taught by the lecturers individually in their classes on these topics. These topics in the textbook, individual lecturers' lessons and research lessons analyse descriptively using document analysis technique to find some understanding on the emphasis on problem-solving and higher order thinking skills. In quantitative phase, two classes choose randomly as experimental and control groups. The lecturers' developed tests use to compare the ability of students in problem-solving and higher order thinking. Data was analysed using independent samples t-test. The results of this mixed-method study show that, lecturers were teaching exactly contents of the textbook and focusing more on solving of routine exercises. Whereas, in Lesson Study program, collaborative work among lecturers in preparing suitable problem-solving activities not only improved lecturers' knowledge tremendously but also enhanced the ability of students in problem-solving and higher order thinking skills.

In this study, it was aimed to evaluate the views of pre-service science teachers on project studies with SWOT analysis. Phenomenological design from qualitative research method was used in the study. The study group consisted of 42 students who are continuing their education in science teaching program in a state university in Central Anatolia Region. Documents were used as data collection tool. Inductive content analysis was used to analyse the data. Freshman stated being able to do research and working in a planned way; senior stated being able to do research and problem solving as their strengths at a higher rate. Freshman expressed more opinions on lack of self-confidence and low creativity skills as weaknesses, while senior expressed more opinions on inability to prepare original projects and inability to use technology. In terms of opportunities, freshman expressed financial support and rewarding quite a lot, while senior expressed more opinions in the codes of receiving support from the environment and institutions, teacher support, and project fairs. Freshman and senior stated that there were similar threats to their project work. Suggestions were made within the framework of the findings obtained in the research.

This study aims to determine the opinions of science teachers on robotics coding, which is one of the prominent applications in recent times and is expected to be integrated into education. The research was designed as a case study, one of the qualitative research methods. The study group of the research consists of 12 science teachers. Semi-structured interviews were conducted with the participating science teachers to determine their opinions on robotics coding, using a semi-structured interview form developed by the researchers. The interview form consists of two sections. The first section includes the demographic characteristics of the teachers. The second section includes open-ended questions aimed at determining the definitions of science teachers regarding robotics coding, the usability of robotics coding in science classes, teachers' experiences with robotics coding, and their suggestions. The collected data were analyzed using the descriptive analysis method and interpreted according to thematic order. As a result, it can be said that robotics coding applications are usable in science education, play an important role in developing various skills in students, and contribute to efficient and permanent learning in classes. However, it was concluded that support for teachers and students in terms of knowledge and equipment, provision of material support, or resources are necessary for its use in classes.

The integration of Technological Pedagogical Content Knowledge (TPACK) into instructional design is pivotal for teachers. This intricate knowledge framework encompasses the interplay between technology, pedagogy, and subject matter, profoundly impacting the multifaceted aspects of student learning, encompassing knowledge acquisition, skill development, and the cultivation of desirable attributes. This research at hand adopts an exploratory approach, examining two sample groups: 1) Science teachers from secondary schools under the Northeastern Region of Thailand during the academic year 2565-2566, totaling 124 individuals, and 2) Secondary school students receiving instruction in science-related subjects from the aforementioned teachers, with a minimum of one classroom involved. Data collection tools include a survey on TPACK, a scientific competency assessment, and semi-structured interviews. Statistical analysis employs mean, standard deviation, and content analysis. Testing of hypothesis uses One-Way Analysis of Variance (One-Way ANOVA). The study reveals that students taught by science teachers with varying levels of TPACK exhibit statistically significant differences in scientific competency at a 0.05 significance level. When comparing scientific competency with TPACK levels of teachers, statistically significant differences at the 0.05 level are found in two pairs: 1) the Adapting level and the Advancing level and 2) the Exploring level and the Advancing level.

This study investigated the impact of Open Educational Resources (OER) on the professional development of Bhutanese Physics teachers. Collaborating with partner institutions in Tanzania, Nigeria and India, Samtse College of Education developed and implemented three physics modules: Force and Motion; Work, Power and Energy; and Electromagnetism. These OER incorporate activity-based learning, technology integration, Universal Design for Learning (UDL) and design thinking principles. A mixed-methods approach, including pre-test and post-test scores, lesson plans, reflections, and interviews were used to assess the impact of OER on teacher's Subject Matter Knowledge (SMK), Pedagogical Content Knowledge (PCK) and General Pedagogy Knowledge (GPK). Additionally, the study examined a Community of Practice (CoP) on Telegram to understand knowledge sharing within the community. The findings revealed that most teachers demonstrated improved proficiency level after using OER, thus positively impacting their professional development by enhancing content knowledge, technological skills, and pedagogical practices. However, some teachers require further enhancement in SMK and PCK especially in Work, Energy and Power and Electromagnetism modules. The use of CoP proved valuable for knowledge sharing and collaboration. The study recommends educational institutions support the Continuous Professional Development (CPD) of Physics teachers by providing access to OER for their use and additional resources to enhance their SMK and PCK.

In biology learning, the object of a virus cannot be seen directly. Augmented reality (AR) technology can help visualize the object of a virus in 3D, making it easier for students to learn about viruses. Therefore, this research aims to develop an AR-based learning media product called ARVi. ARVi was created using the ADDIE model, which consists of five stages: analysis, design, development, implementation, and evaluation. The results of the analysis revealed that students need learning media with engaging visualizations. Therefore, ARVi was designed as a mobile application with various colors, images, videos, AR, and quizzes. ARVi underwent validation tests by experts, including biology education lecturers and biology teachers. The user responses were evaluated through a small group test involving 20 students, where questionnaires were distributed. Based on the questionnaire results, the average score for the media expert was 3.84, and for the material expert was 3.80. These scores indicate that ARVi is very valid for use as a learning medium. The results of the small group test were 2.85, indicating that ARVi is valid for use after minor revisions are made. The implementation results for 60 students, as determined through a paired t-test, showed a significant difference between the pretest and posttest results, with the posttest score being higher than the pretest score. The research results concluded that ARVi is suitable as a biology learning media.

Biology teachers' attitudes play a vital role in successful scientific investigations. Some biology teachers situated in the central part of South Africa experience challenges that include a lack of the necessary scientific knowledge and skills, which hinders the presentation of scientific investigations. These challenges adversely influence these biology teachers' attitudes towards conducting scientific investigations. The result is that they conduct the minimum number of investigations with their learners, or don't conduct them at all. Professional, in-service training workshops allow biology teachers to develop the necessary scientific knowledge and skills to successfully conduct scientific investigations. This study aimed to understand how a scientific investigation workshop affected biology teachers' attitudes by measuring the ABC attitude model's affective, cognitive and behavioural components. Likert-type, five-point scale items were used for the 20 pre-surveys and the same for the 20 post-surveys that were completed and collected for analysis. This research provided information on how vital in-service training programmes such as this scientific investigation workshop are in fostering positive attitudes toward scientific investigations amongst biology teachers. The findings that emerged from this study imply that implementing this scientific investigation workshop has developed biology teachers' confidence in their science skills and knowledge to facilitate scientific investigations. The findings also indicate that this workshop caused a significant improvement in teachers' intended behaviours in implementing scientific investigations in the science classrooms, as they gained valuable knowledge and skills regarding the science apparatus and the use thereof in conducting scientific investigations.

With the onset of COVID-19, colleges and universities moved to emergency remote teaching, and instructors immediately adjusted their curricula. Many instructors adapted or developed new online lessons that they subsequently published as Open Educational Resources (OERs). While much has been examined related to how entire course designs evolved during this period, the same attention has not been paid to how individual lessons were structured to meet online learners' needs. As such, we evaluated OER lessons for the integration of universal design for learning (UDL) guidelines and active learning strategies. We evaluated OER lessons published in "CourseSource," which is an open-access, peer-reviewed journal that focuses on biology lessons implemented in undergraduate classrooms and provides the necessary details and supporting materials to replicate the lesson. We found that biology instructors used a variety of UDL guidelines and active learning strategies to encourage student learning and engagement in online teaching environments. This study also provides a collection of OER online lessons that instructors and educational developers can use to inform the practice of engaging biology students.

The purpose of the current study is to examine the effect of adapting the engineering design process to robotic coding, STEM, and the nature of science applications on teachers' self-efficacy towards engineering education and attitudes towards robotic coding. A weak experimental design with a single-group pre-test and post-test, one of the quantitative research methods, was used in the study. The sample of the study consists of 20 science teachers from all over Turkey who meet the application requirements within the scope of the project 2237 supported by TÜBITAK and working in schools affiliated to the Ministry of National Education. The sample was determined using the purposive sampling method. In this study, teachers were given theoretical and practical training on engineering design process-based STEM, robotic coding, and the nature of science for a total of 36 hours over one week. Quantitative data were analyzed using dependent groups t-test and correlation analysis in the SPSS 23 program. They evaluated their ability to apply these activities in their classes. As a result of the analysis of the quantitative data of the study, it was observed that their self-efficacy towards engineering education and attitudes towards the use of robotic coding in the class showed a positive increase.

The study assessed, designed, developed, validated, implemented, and evaluated the effects of the e-training package on TPACK. The study was conducted at Bukidnon State University from 2021-2022. Using Research and Development, an e-training package on TPACK involved Content Knowledge, Technological Knowledge, and Pedagogical Content Knowledge was developed. The level of TPACK knowledge of secondary pre-service teachers was measured using weighted mean and sd. Findings revealed that pre-service teachers' TPACK level of knowledge shows advancement across all levels of knowledge except for pedagogical knowledge, which is expert. From the needs analysis result, an e-training package on content knowledge, technological knowledge, and pedagogical knowledge was designed. With the development of e-training package, Integrating Resources in Science, feedback from the panel of experts was used as the basis for the revision of the lessons with the guidance of a systematic set of criteria. The e-training was implemented through an online platform for both 3rd year and 4th-year science pre-service teachers. From the evaluation result, preservice teachers have a thorough initial comprehension and fundamental knowledge of TPACK.

Teachers' discourse is instrumental in facilitating the emergence of students' scientific discourse. Many studies have shown that teachers' cognitive demand levels and discursive moves are the main factors in eliciting students' scientific discourse, but few focus on whole-class (non-grouped) teaching settings. This research explored the correlation between teachers' discourse strategies (the cognitive demand of questions and discursive moves) and students' scientific discourse quality in whole-class teaching without intervention. Applying the chi-square test, correspondence analysis, and content analysis, the study revealed the correlation structure between teachers' discourse strategies and students' scientific discourse quality. The teachers' lower (remembering and understanding) cognitive demand questions, primarily elicited students' low-quality (everyday discourse and elementary) scientific discourse responses. High (analyzing and creating) cognitive demand questions, primarily elicited students' high-quality (moderate and advanced) scientific discourse responses. The teachers' discursive moves also elicited students' high-quality scientific discourse, particularly following the teacher's high cognitive demand questions. High-control discursive moves (e.g., "providing opinion") elicited students' moderate scientific discourse responses, and low-control discursive moves ("allocation and organization") elicited students' moderate and advanced scientific discourse responses. Based on these findings, suggestions were made for science teachers.

The Many-Facet Rasch model is frequently used to analyse and minimize disparities in rater (judge) severity in performance evaluations, in which raters assign scores to test-takers' performances. In this research, the aim of the present study was to analyse science teacher candidates' laboratory activities by using the Many-facet Rasch model. Rasch model's surfaces are, respectively: 9 juries, 8 science activities and 24 criteria. The FACETS program was used to do data analysis. Findings show that laboratory activities, which were coded as E8, were found to be the most successful and E2coded activity was found to be the least successful based on the criteria. Jury numbered 7 or coded as G7, is the most lenient, and scorer numbered 5, or coded as G5, is the severest when the juries are listed from the most lenient. The study's objective is to use the Many-Facet Rasch measurement model to analyse laboratory experiments linked to science-related activities. Analysis of the performance of science activities, analysis of criteria hardness, analysis of the severity and leniency of juries, and study of jury bias were carried out concurrently with this goal. At the end of the study, it can be easily inferred that the Multi-Facet Rasch measurement model could be used effectively to evaluate peer groups in science education and objective results could be obtained.

The purpose of the drawing method is to reveal the hidden beliefs, attitudes, knowledge and understanding of students without being dependent on words. It is more useful than other techniques in that it is easy to apply and a lot of data can be obtained with a drawing. Some misconceptions can be revealed by asking students to describe or illustrate some objects or phenomena. Biology is mostly concerned with the diagnosis of structures, their interrelationships and their functions. For this reason, it is very important to draw the biological structures correctly. Human circulatory system' comprehension is a major point in biology education. Because understanding this system is a basis for learning the transport and exchange of substances in the human body, the lymphatic system, gas exchange, and other important biological concepts. The aim of this study is to examine the cognitive structures of biology teacher candidates about the "circulatory system" with the drawing technique. In this study, a case study was conducted to reveal the biology teacher candidates' drawings in detail. In order to explore biology teacher candidates' drawing of the circulatory system in detail, their drawings were collected as data through 32 high school students (teacher candidates) in biology education faculty from Turkey. After the drawings were completed, each drawing was effectively scored for the presence or absence of at least one organ/structure in circulatory system. In addition, the drawings were further reclassified, taking into account the pattern of the path of pulmonary and systemic circulations. According to the findings obtained from the drawings of the biology teacher candidates about the circulatory system, it was revealed that the teacher candidates had many misconceptions, mistakes and incomplete information.

The implementation of instructional models in the classroom significantly impacts students' learning abilities and achievements. The adoption of a teacher-centered learning approach might lead to reduced student engagement in the learning process, consequently influencing their ability to acquire life skills. The current study aimed to determine the educational attainment, teaching experience, utilization of learning media and application of learning models by junior and senior high school biology teachers in Ternate, Indonesia. This study employed a qualitative research method that utilized survey questionnaires. The respondents were 25 biology teachers of junior high school and 30 biology teachers of senior high school. The research findings showed that (1) 84% of the junior high school biology teachers have the undergraduate education and 16% of them have the master education; 69.77% of those of the senior high school have the undergraduate education and 30.23% of them have the master education. (2) Both the junior and the senior high school biology teachers have over 15 years of teaching experience. (3) Among the junior high school biology teachers, the use of student worksheet is only 20%, and the use of learning media is 14%; Among the senior high school biology teachers, the use of student worksheet is 36.66% and the use of learning media is 23.33%. (4) The uses of conventional learning and the use of cooperative learnings among junior high school biology teachers are 83% and 17%, respectively; where as among those of senior high school are 73.34% and 26.66%, respectively. In conclusion, the educational qualifications of junior and senior high school biology teachers in Ternate have satisfied the necessary criteria for teaching. However, the teachers have not been able to enhance the quality of education in the city. This highlights the importance of developing innovative learning models to improve the learning abilities and achievements.

This study aimed to identify the Next Generation Science Standards (NGSS) science practices secondary science teachers considered as most important, to determine what type of value teachers ascribed to those practices, and to examine any correlations between teachers' perceived importance of the practices and their self-reported implementation. An electronic survey was used to collect multiple forms of data from 128 secondary science teachers. Quantitative data was analyzed using descriptive statistics, average ranking scores, and Spearman's rank correlation coefficient. Qualitative data was analyzed through qualitative content analysis using Wigfield and Eccles' (2000) Expectancy-Value Theory (EVT) as an analytic framework. Our findings indicate that: (1) teachers ranked asking questions as the most important science practice, and mathematics and computational thinking as least important; (2) teachers most frequently attached attainment value to the usefulness of the practices; and (3) the correlations between teachers' rankings of the practices and their selfreported implementation were mixed. The rank-implementation mismatches can be interpreted as an outcome of teachers' misconceptions about some of the science practices. This study highlights the need for teacher education initiatives that promote teachers' implementation of and long-term utility value of proficiency with all eight of the science practices.

Waste, a byproduct of human activity, can cause environmental pollution if released without proper processing. It can accumulate in piles, disturbing natural beauty and emitting unpleasant odors. The aim of this research is to from the students to care about the environment by learning with the Bubble Wrap Recycling Project, Used Plastic and Patchwork. The method of this project is a structured experiment. Common waste includes bubble wrap, plastic, and rags from the convection industry. A student project in an environmental science course involved recycling these materials into sitting pillows. Three variants were tested: 10% bubble wrap, 10% plastic waste, 80% patchwork, 15% bubble wrap, 15% plastic waste, 70% rags, and 20% bubble wrap, 20% plastic waste, 60% rags. The pillow's comfort was measured using a Linkert scale of 1-5. The results showed that the pillow measures 40cm. Recycling is a way to promote environmental care and awareness. Cooperation from educational agents, such as supervisors, leaders, and lecturers, is needed to increase students' environmental awareness. This includes examples of good environmental actions in daily routines, such as disposing of waste and implementing 3R practices.

The application of effective teaching methods needs to be implemented to improve the quality of microbiology education which can empower important competencies in the current era. This study aims to analyze the application and trajectory of argumentation-based inquiry learning through the application of microbiology lectures. This research uses research design methods consisting of preliminary design steps, teaching experiments and retrospective analysis. The source of the data comes from student learning activities in argumentation-based inquiry learning implemented in microbiology courses. The results showed that the learning trajectory of Hypothetical Learning Trajectory (HLT) in microbiology lectures with an argumentation-based inquiry model was in accordance with the stages of student research ranging from determining research themes, compiling proposals, designing and implementing data collection, analyzing data, discussing research results, writing research reports to conducting scientific publications in journals. Students who carry out microbiology lectures using argumentation-based inquiry learning through the implementation of different research in the field of microbiology experience a similar learning trajectory so that a specific and distinctive set of Hypothetical Learning Trajectory (HLT) can be formulated.

The aim of this research is to explore the system of knowledge of the Lebanese secondary physics teachers that affects the selection and integration of educational resources. This teachers' knowledge was studied through their pedagogical and technological pedagogical content knowledge (PCK and TPCK) concerning instructional strategies, students understanding, curricula, and curriculum materials, including technology that is mobilized in their practice. For this aim, a qualitative approach was employed, and four physics teachers purposefully selected from four secondary schools participated in this study. Classroom observations and interviews were used as research data collection tools. The data analysis revealed that the system of the different teachers' knowledge studied in this research could be seen as a whole, while one system of knowledge was highly related to another. This study, hence, called these consistent knowledge systems "nested knowledge system." This study also showed that this "nested knowledge system" determines teachers' didactical decisions in general and influences the selection and integration of resources in particular. It also revealed that misconceptions are persistent and cannot be changed easily. Moreover, the context of the teaching-learning process reshapes the teacher's knowledge about students' understanding, which is the only knowledge that shows inconsistency between intended and operational practice. In addition, it showed that teachers' knowledge about students' understanding (PCK/U) has a significant effect on teachers' knowledge about curricula and instructional strategies (TPACK/C & TPACK/S).

English language teaching in Indonesia continues to improve the communicative ability of students. To support English language mastery, school subjects such as mathematics, science, and technology are taught in English. However, the main problem faced by prospective science teachers is their limited English proficiency which leads to limited English communication. Therefore, a tool called "Science Instruction in English Audiobook" was seen as one of the media which can help prospective science teachers to practice the teaching skills in English. Hence, this study aims to develop and evaluate a "Science Instruction in English Audiobook" to help prospective science teachers improve their science teaching skills in English. The skills of science teaching in English were then observed to find out the effectiveness of the audiobook. The subjects were 65 prospective science teachers. The research design was Research and Development consisting of problem analysis, literature study, product design, product validation, revision, trial, revision, application, and revision. The "Science Instruction in English Audiobook" product has been successfully developed. The product is a sound recording in .mp3 format with a duration of almost 1 hour 3 minutes 43 seconds. The audiobook contains science vocabulary material (physics, chemistry, and biology) and teaching skills in English. Following the research design steps, the product has been validated by material, media, and language experts. Based on the validation from the experts, it can be stated that the audiobook product is valid with an accumulated percentage of 98% which means it is feasible to be used as a learning resource to develop the English skills of prospective science teachers. Moreover, it has been found that audiobooks can help prospective science teachers to practice effective science teaching skills in English.

Pedagogical methods shape students' grasp of democracy. Cooperative learning, by fostering democratic values in classrooms, empowers students for active civic participation. This approach is seen as ideal, suggesting pre-service teachers using it will hold positive democratic attitudes. This study seeks to determine how attitudes towards democracy and implementing cooperative learning differ among preservice science teachers at various grade levels (n=207), and how these attitudes correlate with each other. Additionally, the study aims to investigate how the relationship between attitudes towards democracy and implementing cooperative learning changes across grade levels. A cross-sectional design was employed. Data was collected using the Collaborative Learning Scale to measure the attitudes towards implementing cooperative learning and Democratic Perceptions and Attitudes Scale to measure democratic attitudes. The findings revealed that pre-service teachers' year of training has no influence on their democratic attitudes and their attitudes towards implementing cooperative learning. However, participants consistently exhibited strong democratic attitudes and attitudes towards implementing cooperative learning, with a non-significant increase across grade levels. These findings suggest a widespread support for democratic principles in future classrooms and a belief in the value of cooperative learning as an instructional approach and their high expectations of success when using this method. Furthermore, there is a strong, positive correlation between democratic attitudes and attitudes towards implementing cooperative learning at all grade levels. This means that pre-service teachers who value democratic principles in the classroom are more likely to view cooperative learning strategies favorably. These findings highlight a strong link between pre-service science teachers' democratic values and their openness to using cooperative learning. The correlation coefficient increases with higher training years. As pre-service science teachers progress through their training program, the focus on democratic education practices might increase.

This study aims to develop, implement, and evaluate an instructional design model to enhance the pedagogical content knowledge (PCK) of physics student teachers. Model development is accomplished in five stages over two years: 1) problem identification, 2) preliminary identification of the product and design concepts, 3) preliminary theories and products, 4) prototypes and assessments of early products and theories, and 5) final product and theory quality improvement. This study included three sets of participants: four professional teachers, four science education experts, and 54 physics student teachers. Following validation, revision, and implementation, it was determined that the Concept Mapping Content Representation--Lesson Study (CoMCoRe-LS) model was beneficial in enhancing pre-service teachers' PCK. This study demonstrates an increase in student teachers' capacity to plan and implement courses, regardless of whether they have a strong or weak conceptual understanding. This model may serve as an alternative for assisting pre-service teachers in building PCK while enrolled in courses that combine classroom lectures and internships in schools.