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  1. Alternative grading strategies are increasingly popular in higher education, but research into the outcomes of these strategies is limited. This scoping review aims to provide an overview of the relevant resea...

    Authors: Emily L. Hackerson, Tara Slominski, Nekeisha Johnson, John B. Buncher, Safana Ismael, Lauren Singelmann, Alexey Leontyev, Alexander G. Knopps, Ariana McDarby, Jonathan J. Nguyen, Danielle L. J. Condry, James M. Nyachwaya, Kathryn T. Wissman, William Falkner, Krystal Grieger, Lisa Montplaisir…
    Citation: Disciplinary and Interdisciplinary Science Education Research 2024 6:15
  2. The development of reflective practitioners is one of four dominant change strategies in the Science, Technology, Engineering, and Mathematics (STEM) higher education literature. However, little research conce...

    Authors: Haleigh Machost, Emily A. Kable, Jherian K. Mitchell-Jones, Brandon J. Yik and Marilyne Stains
    Citation: Disciplinary and Interdisciplinary Science Education Research 2024 6:14
  3. Faced with international science and technology competition, strengthening information, communication, and technology (ICT) use has become the core goal of science education. Many studies have revealed that te...

    Authors: Beibei Lv, Danhua Zhou, Zhenshan Rong, Xuewai Tian and Jingying Wang
    Citation: Disciplinary and Interdisciplinary Science Education Research 2024 6:11
  4. Contemporary science competitions particularly have two intentions: (1) identifying the students demonstrating the highest levels of domain-specific cognitive abilities and (2) recognizing and valuing the effo...

    Authors: Paul Leon Tschisgale, Anneke Steegh, Stefan Petersen, Marcus Kubsch, Peter Wulff and Knut Neumann
    Citation: Disciplinary and Interdisciplinary Science Education Research 2024 6:10
  5. Induction programs have been promoted as a potential solution for alleviating aspects of job dissatisfaction that lead to attrition of beginning science teachers. We can meet the immediate concerns of beginnin...

    Authors: Joel D. Donna and Gillian H. Roehrig
    Citation: Disciplinary and Interdisciplinary Science Education Research 2024 6:9

    The Correction to this article has been published in Disciplinary and Interdisciplinary Science Education Research 2024 6:13

  6. The instructional approach of incorporating socioscientific issues (SSI) into science teaching has been found to improve critical thinking and problem-solving skills among K-12 students. Preparation for how to...

    Authors: Melanie Kinskey and Mark Newton
    Citation: Disciplinary and Interdisciplinary Science Education Research 2024 6:8

    The Correction to this article has been published in Disciplinary and Interdisciplinary Science Education Research 2024 6:12

  7. Faculty development and support play an important role in improving undergraduate STEM education. Learning communities, including Faculty Online Learning Communities (FOLCs), can be a valuable resource for fac...

    Authors: Tamar More, Fred Goldberg, Mo Basir, Steven Maier and Edward Price
    Citation: Disciplinary and Interdisciplinary Science Education Research 2024 6:7
  8. Civic scientific literacy (CSL) is a fundamental indicator of social development and national literacy and is very important for personal well-being and national competitiveness. To be in line with the technol...

    Authors: Yuemei Liu, Jian Wang, Zhimin Zhang, Jingchun Wang, Tian Luo, Shan Lin, Jiaxin Li and Sumeng Xu
    Citation: Disciplinary and Interdisciplinary Science Education Research 2024 6:6
  9. Secondary students’ perceptions of teachers’ questioning have not been clarified in the literature, but these perspectives are invaluable as they help to make sense of what students notice about teachers’ ques...

    Authors: Zhongyan Zhang and Xiaoge Chen
    Citation: Disciplinary and Interdisciplinary Science Education Research 2024 6:5
  10. Spatial thinking is a set of cognitive abilities that enable people to organize, reason about, and mentally manipulate both real and imagined spaces. One of the available measurement instruments is the Spatial...

    Authors: Kannaki Thayaseelan, Yanfang Zhai, Siqi Li and Xiufeng Liu
    Citation: Disciplinary and Interdisciplinary Science Education Research 2024 6:3
  11. The development of students' core competencies for the future society has become a shared goal in curriculum reform worldwide. Efforts are being made to investigate which core competencies should be cultivated...

    Authors: Xiaoge Chen, Lei Wang, Xin Shao and Rui Wei
    Citation: Disciplinary and Interdisciplinary Science Education Research 2024 6:2
  12. Inquiry-based science teaching has emerged as a prominent trend in science education. Nevertheless, it remains uncertain how teachers' self-efficacy in regard to the teaching of science as inquiry (TSI) affect...

    Authors: Xiying Li, Yuelai Zhang, Fabi Yu, Xingyu Zhang, Xin Zhao and Zhongling Pi
    Citation: Disciplinary and Interdisciplinary Science Education Research 2024 6:1
  13. A groundswell to include Indigenous Knowledge in the school science curriculum has led to the inclusion of Aboriginal and Torres Strait Islander Histories and Cultures (generally known as Indigenous perspectiv...

    Authors: Michael Michie, Michelle Hogue and Joёl Rioux
    Citation: Disciplinary and Interdisciplinary Science Education Research 2023 5:23
  14. Global science education reform calls for developing student knowledge-in-use that applies the integrated knowledge of core ideas and scientific practices to make sense of phenomena or solve problems. Knowledg...

    Authors: Peng He, Joseph Krajcik and Barbara Schneider
    Citation: Disciplinary and Interdisciplinary Science Education Research 2023 5:22
  15. Assessing students' scientific literacy is necessary for science education policy, accountability and curriculum design and implementation, and there is a need for a valid, reliable and easy to use measurement...

    Authors: Lina Zhang, Xiufeng Liu and Hua Feng
    Citation: Disciplinary and Interdisciplinary Science Education Research 2023 5:21
  16. This research aims to explore the functional characteristics of Augmented Reality (AR) supported teaching in secondary chemistry learning, based on the theoretical framework of AR research in science education...

    Authors: Sifang Zhang, Chenshuang Zhou and Jiaoyan Zhao
    Citation: Disciplinary and Interdisciplinary Science Education Research 2023 5:20
  17. Learning progressions (LPs) provide researchers with a robust framework to describe the process of students’ cognitive development in science and provide teachers with an effective reference to help students’ ...

    Authors: Yi Yang, Yi-Xuan Liu, Xin-Hao Song, Jian-Xin Yao and Yu-Ying Guo
    Citation: Disciplinary and Interdisciplinary Science Education Research 2023 5:18
  18. Educational policies such as the No Child Left Behind Act in 2001 and Every Student Succeeds Act in 2015 have emphasized the need for hard evidence such as standardized test data to make educational decisions....

    Authors: Blair O’Connor and Mihwa Park
    Citation: Disciplinary and Interdisciplinary Science Education Research 2023 5:17
  19. Curriculum standards are a critical component of a nation’s educational system and directly impact talent development and overall national development. Most studies on curriculum standards focus on a single co...

    Authors: Shan Lin, Jian Wang, Xiaorong Li, Xingdong Tang, Chang Sun, Mingxia Tan and Tian Luo
    Citation: Disciplinary and Interdisciplinary Science Education Research 2023 5:16
  20. Both learner-generated drawing and retrieval practice methods are effective to enhance science learning. To compare the impact of combining different drawing methods (representational drawing vs. abstract draw...

    Authors: Mengyu Wang, Ming Yang and William C. Kyle Jr.
    Citation: Disciplinary and Interdisciplinary Science Education Research 2023 5:15

    The Publisher Correction to this article has been published in Disciplinary and Interdisciplinary Science Education Research 2023 5:19

  21. Educational policies exist as part of complex systems of many policies, all of which science teachers must make sense before using in practice. Using Actor-Network Theory to view policy translation in assembla...

    Authors: Kathryn M. Bateman and Scott McDonald
    Citation: Disciplinary and Interdisciplinary Science Education Research 2023 5:14
  22. This multi-case study examined the strengths and weaknesses of aligning teaching–learning-assessment of classroom project-based learning to curriculum standards and offered suggestions for teacher training and...

    Authors: Liu Zhao, Bo Zhao and Chunmi Li
    Citation: Disciplinary and Interdisciplinary Science Education Research 2023 5:13
  23. Teachers must know how to use language to support students in knowledge generation environments that align to the Next Generation Science Standards. To measure this knowledge, this study refines a survey on te...

    Authors: Chenchen Ding, Catherine Lammert, Gavin W. Fulmer, Brian Hand and Jee K. Suh
    Citation: Disciplinary and Interdisciplinary Science Education Research 2023 5:12
  24. The National Research Council’s Framework for K-12 Science Education and the subsequent Next Generation Science Standards have provided a widespread common language for science education reform over the last d...

    Authors: Paul C. Nelson, Rebecca L. Matz, Kinsey Bain, Cori L. Fata-Hartley and Melanie M. Cooper
    Citation: Disciplinary and Interdisciplinary Science Education Research 2023 5:11
  25. Considering teachers’ roles in developing children’s scientific literacy in preschools, a better understanding of pre-service teachers’ conceptualizations about scientific inquiry and scientists’ practices tha...

    Authors: Elanur Yilmaz-Na and Elif Sönmez
    Citation: Disciplinary and Interdisciplinary Science Education Research 2023 5:10
  26. Argumentation is crucial to fostering scientific reasoning and problem-solving in science education. However, researchers and teachers still report problems facilitating argumentation in the classroom. This ma...

    Authors: Raphael Wess, Burkhard Priemer and Ilka Parchmann
    Citation: Disciplinary and Interdisciplinary Science Education Research 2023 5:9
  27. In this article, we describe a study conducted online with 953 participants of varying levels of education and, when applicable, science/physics teaching experience. These participants were asked to solve a co...

    Authors: Patrice Potvin, Pierre Chastenay, François Thibault, Martin Riopel, Emmanuel Ahr and Lorie-Marlène Brault Foisy
    Citation: Disciplinary and Interdisciplinary Science Education Research 2023 5:8
  28. Much research has examined the incorporation of academic and scientific writing in science learning. However, less research has applied a narrative approach that represents events in a time sequence. Furthermo...

    Authors: Hua Ran, Ji Shen, Blaine E Smith and Changzhao Wang
    Citation: Disciplinary and Interdisciplinary Science Education Research 2023 5:7
  29. The study examines students’ disciplinary learning in physics and interdisciplinary science learning opportunities that students encounter during a collaborative invention project. Thirteen student teams (aged...

    Authors: Kati Sormunen, Saara Vehmaa, Pirita Seitamaa-Hakkarainen, Jari Lavonen, Kai Hakkarainen and Kalle Juuti
    Citation: Disciplinary and Interdisciplinary Science Education Research 2023 5:6
  30. Authors: Hannah T. Nennig, Nicole E. States, Marika T. Montgomery, Sidney G. Spurgeon and Renée S. Cole
    Citation: Disciplinary and Interdisciplinary Science Education Research 2023 5:4

    The original article was published in Disciplinary and Interdisciplinary Science Education Research 2023 5:2

  31. Effective K-12 integrated STEM education should reflect an intentional effort to adequately represent and facilitate each of its component disciplines in a meaningful way. However, most research in this space ...

    Authors: Elizabeth N. Forde, Latanya Robinson, Joshua A. Ellis and Emily A. Dare
    Citation: Disciplinary and Interdisciplinary Science Education Research 2023 5:3
  32. Student-centered instruction allows students to take ownership over their learning in the classroom. However, these settings do not always promote productive engagement. Using discourse analysis, student engag...

    Authors: Hannah T. Nennig, Nicole E. States, Marika T. Montgomery, Sidney G. Spurgeon and Renée S. Cole
    Citation: Disciplinary and Interdisciplinary Science Education Research 2023 5:2

    The Publisher Correction to this article has been published in Disciplinary and Interdisciplinary Science Education Research 2023 5:4

  33. The Covid-19 pandemic has sparked an unprecedented public debate over socio-scientific controversies, particularly regarding vaccination and social distancing measures. Despite the potential of such subjects f...

    Authors: Carolina Sotério, Adriele Ribeiro dos Santos Lamim and Salete Linhares Queiroz
    Citation: Disciplinary and Interdisciplinary Science Education Research 2023 5:1
  34. Undergraduate research experiences enculturate students into the research community by providing support networks to explore advanced professional opportunities. However, transfer students are at a considerabl...

    Authors: Austin L. Zuckerman, Ashley L. Juavinett, Eduardo R. Macagno, Brenda L. Bloodgood, Terry Gaasterland, David Artis and Stanley M. Lo
    Citation: Disciplinary and Interdisciplinary Science Education Research 2022 4:27
  35. Context-based science teaching aims to increase students’ motivation for science learning by demonstrating the personal and societal relevance of science knowledge and practices. However, designing and impleme...

    Authors: Kristine Bakkemo Kostøl and Kari Beate Remmen
    Citation: Disciplinary and Interdisciplinary Science Education Research 2022 4:26
  36. Water is critical to sustain human existence. Water literacy involves understanding the interactions within and between natural and human dimensions of water systems to support informed decision-making, an imp...

    Authors: Silvia-Jessica Mostacedo-Marasovic, Brooke Colleen Mott, Holly White and Cory T. Forbes
    Citation: Disciplinary and Interdisciplinary Science Education Research 2022 4:25
  37. The purpose of this study was to explore the experiences of secondary science preservice teachers while designing and implementing SSI-based instructional processes, as well as their interpretations from these...

    Authors: Engin Karahan
    Citation: Disciplinary and Interdisciplinary Science Education Research 2022 4:24
  38. Educator preparation programs experienced extreme challenges during the COVID-19 pandemic, as many universities and K-12 schools moved to fully online or hybrid instructional models. These abrupt changes signi...

    Authors: Jamie N. Mikeska, Heather Howell and Devon Kinsey
    Citation: Disciplinary and Interdisciplinary Science Education Research 2022 4:23
  39. Different argumentative discourse styles will have different effects on science learning. Some researchers proposed that two learners’ individual characteristics, including achievement goals and personality tr...

    Authors: Yunshan Chen, Xiaoran Li and Yanyan Li
    Citation: Disciplinary and Interdisciplinary Science Education Research 2022 4:22
  40. Increasing access, representation, and retention of underrepresented groups is essential across academia. Invited speaker seminars are common practice in academic science departments and serve to disseminate r...

    Authors: Rachel A. Hutto, Lisa Voelker, Jacob J. O’Connor, Lucy H. Lin, Natalia Mesa and Claire Rusch
    Citation: Disciplinary and Interdisciplinary Science Education Research 2022 4:21
  41. Some science education researchers have presented either isolated findings on specific points in time during the pandemic or non-empirical insights or suggestions for how teachers, district leaders, policymake...

    Authors: Meghan Macias, Ashley Iveland, Melissa Rego and Maya Salcido White
    Citation: Disciplinary and Interdisciplinary Science Education Research 2022 4:20
  42. In March 2020, the COVID-19 pandemic closed all educational institutions. Teachers were called upon to respond quickly to the needs of K-12 students. They had to learn how to navigate online learning systems w...

    Authors: Heather McPherson and Rebecca Pearce
    Citation: Disciplinary and Interdisciplinary Science Education Research 2022 4:19
  43. Authors: Catherine Lammert, Brian Hand, Jee Kyung Suh and Gavin Fulmer
    Citation: Disciplinary and Interdisciplinary Science Education Research 2022 4:17

    The original article was published in Disciplinary and Interdisciplinary Science Education Research 2022 4:12

  44. Development of scientific literacy is a crucial aim of science education across the globe and research suggests that this can be realized through student exploration of socioscientific issues. While the COVID-...

    Authors: Ruth Chadwick and Eilish McLoughlin
    Citation: Disciplinary and Interdisciplinary Science Education Research 2022 4:16

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