This systematic review examined evidence of the utility of learning progression (LP)–based
assessments to inform teaching and student learning in classroom contexts. Fifty-nine …

ABSTRACT The Scientific Model of Plant Nutrition (SMPN) is one of the most recurrent
models in the science curricula due to its socioecological significance. However, its well …

ABSTRACT Although Inquiry-Based Science Teaching (IBST) and the Nature of Science
(NOS) are well documented as important aspects of teaching science subjects in schools …

Botanical literacy is a crucial component of science education, particularly in light of the
contemporary socio-ecological challenges. However, the literature reports that, due to the …

This mixed-methods study was designed to compare the learning gains of seventh-grade
students (N= 417) taught a 4-week conceptual change unit on density using either a student …

Identifying the mental models held by students has been widely emphasized as being a
pivotal aspect of effective science education. In fact, it allows us to understand students' …

The purpose of this study was to explore translanguaging space as a transformative third
space, where alternative and competing discourses are celebrated and where science …

As models of how students' thinking may change over time, learning progressions (LPs)
have been considered as supports for teachers' classroom assessment practices. However …

Climate change is one of the most significant socio-scientific challenges of this century. To
address this challenge, people need to be empowered to assess information about climate …

This work conveys the results of an iterative investigation conducted within the Design-
Based Research framework. The primary objective was to develop and assess a Teaching …