Science Teaching Overview

Principles

Definition

Science teaching is the academic discipline and professional practice dedicated to facilitating students' acquisition of scientific knowledge, understanding of scientific processes, and appreciation for the nature of science. It encompasses the systematic investigation of how learning occurs in science contexts, the development and evaluation of effective pedagogical approaches, and the design of curricula aimed at cultivating scientific literacy, inquiry skills, and critical thinking for informed engagement with the natural world and technological advancements.

Ontological type

Core Pedagogical Models

Curriculum Design

Teacher Knowledge and Training

Key developments

Key Figures

Constructivist Inquiry Reform era

David Hestenes [1] was a leading figure in the Constructivist Inquiry Reform era, and he was associated with Arizona State University [3] during the 1980s. His contributions in this era included The initial knowledge state of college physics students [4], a study that helped justify the move toward conceptual-change teaching and mastery-based assessment. Ibrahim A. Halloun [2] was a central figure in reform-era science education and also linked to Arizona State University [3] during this period. Halloun's work on students' initial knowledge, as presented in The initial knowledge state of college physics students [4], helped catalyze the emphasis on inquiry-based classroom discourse and conceptual-change strategies that characterized this era.

PCK and Technology Integration era

Matthew J. Koehler [1] is associated with University of Wisconsin–Madison [3] and Michigan State University [4] in this era of PCK and technology integration. His key contribution is the 2006 paper 'Technological Pedagogical Content Knowledge: A Framework for Teacher Knowledge' [6], which articulates a framework integrating technology with pedagogy and content knowledge to guide teacher knowledge and practice. Punya Mishra [2] is associated with University of Illinois Urbana-Champaign [5] and Michigan State University [4] in this era. Mishra co-authored the 2006 paper 'Technological Pedagogical Content Knowledge: A Framework for Teacher Knowledge' [6], reinforcing the view that an integrated framework of technology, pedagogy, and content knowledge should shape inquiry, classroom practice, and assessment in technology-rich settings.

Epistemic Practices and Agency era

Norman G. Lederman [1] is a leading figure in science education during this era, with affiliations at Illinois Institute of Technology [3] and Limerick Institute of Technology [4]. His key contributions in this era center on articulating the Nature of Science as a framework for decision-making and sense-making in classrooms, as detailed in Nature of Science: Past, Present, and Future [7], which helped situate epistemic practices and student agency as central to teaching and learning. Charles Henderson [2] is another influential figure in science education during this period, with affiliations at Johns Hopkins University [5] and Cornell University [6]. His analytic synthesis of undergraduate STEM instructional change, as outlined in Facilitating change in undergraduate STEM instructional practices: An analytic review of the literature [8], provided a rigorous evidence base to guide reforms and promote equitable epistemic authority in classrooms.