ABSTRACT In A Framework for K-12 Science Education, researchers call for teachers to
make dramatic shifts in practice–and sustain in these changes in practice–so students can …

Collaborative design, or co-design, is an effective form of professional development that
promotes teacher learning. In this study, we used cultural-historical activity theory (CHAT) to …

Science education researchers have highlighted how uncertainty can foster meaningful
scientific sense‐making, supporting students to re‐evaluate their understandings of scientific …

Abstract The Next Generation Science Standards (NGSS), a reform effort “for states, by
states,” advances ambitious ideals for elementary science teaching, but the fate of these …

Reforms such as the Next Generation Science Standards (NGSS) call for substantial change
in teacher practice such as instruction that is more phenomenon‐based, three‐dimensional …

Much research on teacher learning has focused on how teachers develop knowledge and
skill within systems that are presumed to be relatively stable. In fact, the environments of …

Purpose This paper proposes a new conception of school systems arising out of the collision
of three forces:(1) a longstanding press to rationalize the technical work of schools in the …

Making and makerspaces are becoming increasingly popular in K-12 schools. However,
professional development on making for practicing teachers is under researched. We …

Purpose: Attending to teachers' instructional contexts is integral for understanding their
learning and implementation of education reform. However, there is still much to be …

This study explored a middle school science teacher's curricular sensemaking in interaction
with their use of an educative storyline curriculum, aligned to the Next Generation Science …