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  1. 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
  2. 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
  3. 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
  4. 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
  5. 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

  6. 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
  7. 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
  8. 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
  9. 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
  10. 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
  11. 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
  12. 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
  13. 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
  14. 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
  15. 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

  16. 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
  17. 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

  18. 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
  19. 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
  20. 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
  21. 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
  22. 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
  23. 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
  24. 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
  25. 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
  26. 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
  27. 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
  28. 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

  29. 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
  30. 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
  31. 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
  32. 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
  33. 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

  34. 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
  35. 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

  36. 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
  37. 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
  38. 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

  39. 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
  40. 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

  41. 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
  42. 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
  43. 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
  44. 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
  45. 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
  46. 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
  47. 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

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