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  1. 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
  2. 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
  3. 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
  4. 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
  5. 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
  6. 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
  7. 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
  8. 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
  9. 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

  10. 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
  11. The unique circumstances of the COVID-19 pandemic required that instruction be shifted online through asynchronous, synchronous, or hybrid models of instruction. This created a need for many K-12 teachers to d...

    Authors: Jeanna R. Wieselmann and Elizabeth A. Crotty
    Citation: Disciplinary and Interdisciplinary Science Education Research 2022 4:15
  12. The radical global shift to online teaching that resulted from the initial lockdown of the COVID-19 pandemic forced many science educators into the predicament of translating courses, including teaching labora...

    Authors: Joseph Watts, Kent J. Crippen, Corey Payne, Lorelie Imperial and Melanie Veige
    Citation: Disciplinary and Interdisciplinary Science Education Research 2022 4:14
  13. This study investigates student and teacher use of online instructional YouTube chemistry videos in the context of the Covid-19 pandemic. Data were collected from a global sample of students (n = 1147) subscribed...

    Authors: Wayne Breslyn and Amy E. Green
    Citation: Disciplinary and Interdisciplinary Science Education Research 2022 4:13
  14. This special edition is based on the revelation that “the lessons learned and unlearned during COVID-19 grant us an unparalleled opportunity to reflect.” Here, we reflect on lessons learned related to teacher ...

    Authors: Catherine Lammert, Brian Hand, Jee Kyung Suh and Gavin Fulmer
    Citation: Disciplinary and Interdisciplinary Science Education Research 2022 4:12

    The Publisher Correction to this article has been published in Disciplinary and Interdisciplinary Science Education Research 2022 4:17

  15. COVID-19 creates an opportunity for science classrooms to relate content about viruses to students’ personal experiences with the pandemic. Previous researchers have shown that students are interested in crisi...

    Authors: Jamie N. Elsner, Troy D. Sadler, Laura Zangori, Patricia J. Friedrichsen and Li Ke
    Citation: Disciplinary and Interdisciplinary Science Education Research 2022 4:11
  16. Authors: Silvia-Jessica Mostacedo-Marasovic, Diane Lally, Destini N. Petitt, Holly White and Cory Forbes
    Citation: Disciplinary and Interdisciplinary Science Education Research 2022 4:10

    The original article was published in Disciplinary and Interdisciplinary Science Education Research 2022 4:7

  17. This is an empirical study of teacher experiences with school learners (7–18 years) engaging in cross-curricular environmental science during the COVID-19 pandemic. The study focuses on #FieldworkLive, a progr...

    Authors: Bethan C. Stagg, Justin Dillon and Janine Maddison
    Citation: Disciplinary and Interdisciplinary Science Education Research 2022 4:9
  18. The COVID-19 pandemic necessitated school closures globally, resulting in an abrupt move to online/distance teaching or emergency remote teaching (ERT). Teachers and students pivoted from face-to-face engageme...

    Authors: Isha DeCoito and Mohammed Estaiteyeh
    Citation: Disciplinary and Interdisciplinary Science Education Research 2022 4:8
  19. To prepare students to address water-related challenges, undergraduate STEM education must provide them with opportunities to learn and reason about water issues. Water in Society is an introductory-level, inn...

    Authors: Silvia-Jessica Mostacedo-Marasovic, Diane Lally, Destini N. Petitt, Holly White and Cory Forbes
    Citation: Disciplinary and Interdisciplinary Science Education Research 2022 4:7

    The Publisher Correction to this article has been published in Disciplinary and Interdisciplinary Science Education Research 2022 4:10

  20. This study investigated Bhutanese science teachers’ conceptions of the nature of science (NOS). The study recruited 225 Bhutanese science teachers based on convenient and snowball sampling techniques. The data...

    Authors: Karma Dorji, Sherab Jatsho, Pem Choden and Pema Tshering
    Citation: Disciplinary and Interdisciplinary Science Education Research 2022 4:4
  21. Numerous theoretical and empirical studies have claimed that project-based learning (PBL) exerts a positive impact on student development. This study explores the development and changes of students across pro...

    Authors: Yanan Zhao and Lei Wang
    Citation: Disciplinary and Interdisciplinary Science Education Research 2022 4:5

    The Correction to this article has been published in Disciplinary and Interdisciplinary Science Education Research 2022 4:18

  22. Educational designers are working to embed computation in required classes outside of computer science (CS) courses, to promote equitable access for all students. While many studies embed computation in one di...

    Authors: David W. Jackson, Yihong Cheng, Qi Meng and Yang Xu
    Citation: Disciplinary and Interdisciplinary Science Education Research 2022 4:6
  23. We explore how students developed an integrated understanding of scientific ideas and how they applied their understandings in new situations. We examine the incremental development of 7th grade students’ scie...

    Authors: Ann M. Novak and David F. Treagust
    Citation: Disciplinary and Interdisciplinary Science Education Research 2022 4:3
  24. The aim of this multiple-case study was to research the key characteristics of project-based learning (PBL) and how teachers implement them within the context of science education. K-12 science teachers and th...

    Authors: Anette Markula and Maija Aksela
    Citation: Disciplinary and Interdisciplinary Science Education Research 2022 4:2
  25. 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 students’ perspective....

    Authors: William R. Penuel, Brian J. Reiser, Tara A. W. McGill, Michael Novak, Katie Van Horne and Allysa Orwig
    Citation: Disciplinary and Interdisciplinary Science Education Research 2022 4:1
  26. Given the large variation in conceptualizations and enactment of K− 12 integrated STEM, this paper puts forth a detailed conceptual framework for K− 12 integrated STEM education that can be used by researchers, e...

    Authors: Gillian H. Roehrig, Emily A. Dare, Joshua A. Ellis and Elizabeth Ring-Whalen
    Citation: Disciplinary and Interdisciplinary Science Education Research 2021 3:11
  27. A frequently cited strategy for fostering science, technology, engineering, and mathematics (STEM) instructional improvements is creating communities where faculty can share and learn evidence-based teaching p...

    Authors: Ellen Marie Aster, Jana Bouwma-Gearhart and Kathleen Quardokus Fisher
    Citation: Disciplinary and Interdisciplinary Science Education Research 2021 3:10
  28. The study investigated preservice teachers’ (PST) emotional experiences, teaching competencies, and the connection between the two over the course of a pedagogical practicum conducted using a project-based lea...

    Authors: Dina Tsybulsky and Yulia Muchnik-Rozanov
    Citation: Disciplinary and Interdisciplinary Science Education Research 2021 3:9
  29. In transforming undergraduate STEM education, it is important to understand the personal and contextual factors that impact instructors’ reform efforts. In this study we explored an instructor’s drivers and mo...

    Authors: Katelyn M. Southard, Susan D. Hester, Jazmin Jurkiewicz, Joan E. Curry, Young Ae Kim, Jonathan Cox, Lisa K. Elfring, Paul Blowers and Vicente Talanquer
    Citation: Disciplinary and Interdisciplinary Science Education Research 2021 3:8
  30. This paper introduces project-based learning (PBL) features for developing technological, curricular, and pedagogical supports to engage students in computational thinking (CT) through modeling. CT is recogniz...

    Authors: Namsoo Shin, Jonathan Bowers, Joseph Krajcik and Daniel Damelin
    Citation: Disciplinary and Interdisciplinary Science Education Research 2021 3:7
  31. Despite positive evidence for active learning (AL), lecturing dominates science, technology, engineering, and mathematics (STEM) higher education. Though instructors acknowledge AL to be valuable, many resist ...

    Authors: Ngawang Gonsar, Lorelei Patrick and Sehoya Cotner
    Citation: Disciplinary and Interdisciplinary Science Education Research 2021 3:6
  32. The present study explored pre-service science teachers’ emotions during a semester-long laboratory science course. Emotions were measured with the experience sampling technique, which is a research method tha...

    Authors: Robbert Smit, Nicolas Robin and Florian Rietz
    Citation: Disciplinary and Interdisciplinary Science Education Research 2021 3:5
  33. Scientists spend a substantial amount of their time engaging with the primary literature: reading, constructing, reviewing and revising it. Yet, the role of primary literature is generally absent from the deve...

    Authors: Sarah C. Fankhauser, Gwendolynne Reid, Gwendolyn Mirzoyan, Clara Meaders and Olivia Ho-Shing
    Citation: Disciplinary and Interdisciplinary Science Education Research 2021 3:4
  34. Despite the fact that most science learning takes place outside of school, little is known about how engagement in informal science learning (ISL) experiences affects learners’ knowledge, skill development, in...

    Authors: Nancy L. Staus, John H. Falk, Aaron Price, Robert H. Tai and Lynn D. Dierking
    Citation: Disciplinary and Interdisciplinary Science Education Research 2021 3:3
  35. Energy conservation is a fundamental concept in physics and across the sciences as it provides a lens for investigating a wide range of phenomena. Research into energy learning progressions has shown that a ma...

    Authors: Marcus Kubsch, Sebastian Opitz, Jeffrey Nordine, Knut Neumann, David Fortus and Joseph Krajcik
    Citation: Disciplinary and Interdisciplinary Science Education Research 2021 3:2
  36. Studies that investigated the relations between the environment and students’ motivation to engage with science have typically looked at the state of students’ motivation at a given time and its relations with th...

    Authors: David Fortus and Israel Touitou
    Citation: Disciplinary and Interdisciplinary Science Education Research 2021 3:1
  37. One of the most fundamental understandings within biology is evolution, yet often ascribed as one of the most misunderstood scientific concepts by the American public. Despite not being explicitly mentioned in...

    Authors: Rebecca L. Hite
    Citation: Disciplinary and Interdisciplinary Science Education Research 2020 2:11
  38. Although there have been many investigations of the social, motivational, and emotional aspects of conceptual change, there have been few studies investigating the intersection of these factors with cognitive ...

    Authors: Felicity McLure, Mihye Won and David F. Treagust
    Citation: Disciplinary and Interdisciplinary Science Education Research 2020 2:10
  39. The Socioscientific Issue (SSI) framework was applied to explore how a team of two teachers navigated SSI cases as students in a STEM education graduate program. Using a case study approach, we found a connect...

    Authors: Joseph Johnson, Augusto Z. Macalalag Jr and Julie Dunphy
    Citation: Disciplinary and Interdisciplinary Science Education Research 2020 2:9
  40. This article discusses the socioscientific issue of obesity in relation to citizenship and democratic politics. It is structured in three parts: a) a theoretical part that elaborates on health as an individual...

    Authors: Claes Malmberg, Anders Urbas and Tomas Nilson
    Citation: Disciplinary and Interdisciplinary Science Education Research 2020 2:8
  41. In teaching laboratories, scientific reasoning and argumentation are often taught in concert so students are provided opportunities to formulate a more nuanced understanding of science-as-practice and science ...

    Authors: Justin Robert McFadden and Linda Fuselier
    Citation: Disciplinary and Interdisciplinary Science Education Research 2020 2:7
  42. In this case study we investigated how differences in the achievement goal orientations of a high school biology teacher and her 9th grade (14 years old) student led to tensions between them in their perspecti...

    Authors: David Fortus and Limor Daphna
    Citation: Disciplinary and Interdisciplinary Science Education Research 2020 2:6
  43. To make informed decisions has been acknowledged as an essential ability to negotiate socioscientific issues. However, many young people show an inadequate understanding of how to make well-informed decisions,...

    Authors: Carola Garrecht, Marc Eckhardt, Tim Niclas Höffler and Ute Harms
    Citation: Disciplinary and Interdisciplinary Science Education Research 2020 2:5
  44. The current study explored how a STEM coach supported an elementary teacher during the implementation of an integrated curriculum that culminated with an engineering design challenge. The findings of the case ...

    Authors: Justin McFadden and Gillian Roehrig
    Citation: Disciplinary and Interdisciplinary Science Education Research 2020 2:4
  45. Student-instructor interactions have an influence on student achievement and perceptions of learning. In college and university settings, large introductory STEM courses are increasingly including Peer-Led Tea...

    Authors: Christina I. Winterton, Ryan D. P. Dunk and Jason R. Wiles
    Citation: Disciplinary and Interdisciplinary Science Education Research 2020 2:3
  46. On 25 September 2015, the UN General Assembly adopted a resolution, which took effect 1 January 2016, to transform the world to better meet human needs and the requirements of economic transformation, while pr...

    Authors: William C. Kyle Jr.
    Citation: Disciplinary and Interdisciplinary Science Education Research 2020 2:2
  47. Previous studies on quantitative physics problem solving have been concerned with students’ using equations simply as a numerical computational tool. The current study started from a research question: “How do...

    Authors: Mihwa Park
    Citation: Disciplinary and Interdisciplinary Science Education Research 2020 2:1
  48. Structure and function is an essential crosscutting concept in undergraduate STEM education and appears in numerous disciplines and contexts from the introductory to advanced levels. This concept is exemplifie...

    Authors: Rachel Yoho, Tanner Foster, Mark Urban-Lurain, John Merrill and Kevin C. Haudek
    Citation: Disciplinary and Interdisciplinary Science Education Research 2019 1:16
  49. This paper reviews the ways in which interactions have been studied, and the findings of such studies, in science education in both face-to-face and remote laboratories. Guided by a systematic selection proces...

    Authors: Jianye Wei, David F. Treagust, Mauro Mocerino, Anthony D. Lucey, Marjan G. Zadnik and Euan D. Lindsay
    Citation: Disciplinary and Interdisciplinary Science Education Research 2019 1:14

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