This chapter presents a systematic review of the science education literature to identify how
researchers investigate science teachers' pedagogical content knowledge (PCK) …

Pedagogical content knowledge (PCK) is generally accepted as positively impacting
teaching quality and student learning. Therefore, research on PCK development in …

In today's schools, teachers are frequently called on to adapt new curricula and instructional
practices in their classrooms. Making sense of the complexities of teaching occurs primarily …

Guiding teachers to customize curriculum has shown to improve science instruction when
guided effectively. We explore how teachers use student data to customize a web-based …

While teacher educators have had some success in helping prospective teachers
understand the nature of science (NOS), they have been less effective in helping …

As the nation's K‐12 classrooms become increasingly more racially, culturally, and
linguistically diverse, it is incumbent upon the science community to seize opportunities to …

Students' and pre-service teachers' conceptions of scientists have been assessed in a
variety of studies. One of the most commonly used instruments is the Draw-A-Scientist Test …

This chapter provides a systematic review of research on the teaching, learning, and
assessment of nature of science (NOS) in science education since the time of the publication …

This multiple case study examined how secondary science teachers supported their
students' self-regulated learning development after an intensive, year-long, professional …

The main objective of this study was to map (1) the research of metacognition in science
learning;(2) learning interventions used and metacognition's key components that learned …