Abstract Despite the recent emphasis on science practices, little work has focused teachers' knowledge of these key learning goals. The development high quality assessments for pedagogical content (PCK) such as argumentation, is important to better assess needs teachers and develop supportive teacher education experiences. In this paper, we present lessons learned from a process conceptualize, design, pilot measure PCK argumentation. We use results our test with 103 middle school teachers,...

Science education research, reform documents and standards include scientific argumentation as a key learning goal for students. The role of the teacher is essential implementing in part because their beliefs about can impact whether how this science practice integrated into classroom. In study, we surveyed 42 middle school teachers conducted follow-up interviews with 25 to investigate factors that believe instruction. Teachers responded own goals had greatest on instruction while influences...

ABSTRACT Argumentation, a key epistemic practice in science, engages students socially constructing knowledge claims using evidence. However, teachers need support integrating argumentation into classroom instruction. We examined teachers’ enactments of an educative science curriculum and their curricular decision making for argumentation. Ten middle school enacted lessons that focused on both the structure argument as dialogic process. For each teacher, we analyzed videotapes two follow‐up...

Educative curriculum materials provide teachers with authentic opportunities to learn new skills and practices. Yet, research shows use in different ways for reasons, these modifications could undermine the learning goals of curriculum. Little research, however, has examined variation teacher educative impact on learning. In this article, we organizational theory's concept sensemaking examine from Utilizing a multiple-case study methodology, explored how utilized same educative,...

Fidelity of implementation (FOI) has received attention in calls for funding and research; however, there are numerous ways conceptualising measuring this construct. We argue that conceptualisation is important recent reform efforts focused on science practices. Consequently, we explored FOI the context enactment a middle-school curriculum one particular practice, argumentation. coded videos five teachers' enactments argumentation lessons using two different fidelity coding schemes. First,...

Abstract The Berkeley Seismographic Station operated standard Wood—Anderson torsion seismographs from 8 April 1928 through 16 January 1994. These are historically significant in that their seismograms have been used to determine local (Richter) magnitude of earthquakes occurred northern and central California adjacent regions, routinely since 1948 ad hoc back 1928. Broadband digitally recording were co-sited at four stations with Wood-Anderson instruments compare the records. became...

ABSTRACT Ensuring all students have opportunities to engage in scientific argumentation is a key goal for K–12 students. While research has shown that teachers’ beliefs about can impact their classroom instruction and low socioeconomic status (SES) schools are less likely experience challenging science learning, there little focused on the relationship between student SES. As such, this study we explored of teachers low, mid, high SES schools. Participants were 34 piloting curriculum with...

In this article, we describe the development process for designing multimedia educative curriculum materials (MECMs) focused on supporting teachers in argumentation. We also results from a study with 46 teachers. were interested whether teachers' backgrounds or characteristics of MECMs impacted MECM use. Overall, 89% used MECMs. Teachers' use was not related to their background, such as years teaching; however, placement and type support Teachers more likely access embedded lesson plans...

Recent reform efforts in science education include a focus on practices. Teachers require support integrating these practices into instruction. Multimedia educative curriculum materials (MECMs), digital explicitly designed to teacher learning, offer one potential resource for this critical need. Consequently, the authors investigated how teachers used MECMs and whether that use impacted their beliefs about practice of scientific argumentation. They conducted randomised experimental study...

Abstract The role of computation in science is ever‐expanding and enabling scientists to investigate complex phenomena more powerful ways tackle previously intractable problems. growing has prompted calls integrate computational thinking (CT) into instruction order authentically mirror contemporary practice support inclusive engagement pathways. In this multimethods study, we present evidence for the Computational Thinking Science (CT+S) instructional model designed broader participation...

(2022). Digital education futures: design for doing differently. Irish Educational Studies: Vol. 41, Education Futures: Design Doing Differently, Guest Editors: Tony Hall, Rupert Wegerif, Suzanna Loper, Déirdre Ní Chróinín and Emma O'Brien, pp. 1-4.

The United States’ Next Generation Science Standards (NGSS) elevate engineering design to the same stature as scientific inquiry, calling on science teachers engage students in practices solve real-world problems. In response, researchers and curriculum developers designed studied Virtual Engineering Internships (VEIs) outlined by NGSS, alleviate some of logistical conceptual burden for unfamiliar with instruction. Nevertheless, VEIs still require striking shifts way teaching learning...