This study aimed to assess the effectiveness of a professional development program rooted
in knowledge generation theory. Specifically, it sought to examine the changes in teachers' …

With an ultimate goal of characterizing teachers' movement toward understanding the
epistemic complexity of generative learning environments, this study refers to adaptive …

Educational and psychological research on argumentative interactions has identified
several challenges in young people's argumentation, as well as early manifestations of …

Policy documents in many nations, as well as international policies indicate that the goal of
improved student science learning requires teachers to learn to use knowledge generation …

We report on the development and pilot testing of a new instrument for teachers' knowledge
of argument as an epistemic tool. Our construct-based approach involved domain analysis …

Language is a fundamental tool for learning science. This study highlights the importance of
teacher knowledge in utilising language as a tool for knowledge generation in the …

The dimensionality of the epistemic orientation survey (EOS) was examined across four
occasions with item factor analysis (IFA). Because of an emphasis on the knowledge …

Embracing curricular reforms such as the Next Generation Science Standards poses unique
challenges for early childhood science teachers who often value play and curiosity, but are …

In-service professional development is important for improving teaching. However, little
research has examined how the roles, beliefs, and backgrounds of the individuals providing …

Science education has been the focus of reform for years since the publication of the Next
Generation Science Standards (NGSS) framework in 2013, which included eight science …