Current discourses of equity in teaching and learning are framed around calls for inclusion,
grounded in the extension of a set of static rights for high-quality learning opportunities for all …

The vision of the Framework and NGSS requires important shifts in teaching approaches
and instructional materials. We argue that this commitment to engaging learners in …

The literature on science discourse in K–12 classrooms in the United States has proliferated
over the past couple of decades, crossing geographical, disciplinary, theoretical, and …

There is a considerable amount of research on the nature and effectiveness of modeling as
applied to student learning in science. However, few studies have examined the role of …

Only a limited amount of scholarship on practice-based teacher education has investigated
the relationship between practice-based pedagogies of teacher education and teachers' …

This study describes multilingual students' authentic use of their multiple languages in a
science classroom in Viljoensdrift, South Africa. There has been a broad scope of research …

Science education researchers have highlighted how uncertainty can foster meaningful
scientific sense‐making, supporting students to re‐evaluate their understandings of scientific …

Teachers' use of formative assessment (FA) has been shown to improve student outcomes;
however, teachers enact FA in many ways. We examined classroom videos of nine …

In this conceptual paper, we describe the approach in storylines that builds on principles of
project-based learning and focuses on supports for making science learning coherent from …

The COVID-19 pandemic brought many challenges in higher education. All teaching and
learning activities were moved online. Universities had to provide adapted solutions to …