Science Teachers' Implementation of Science and Engineering Practices in Different Instructional Settings
Saved in:
| Title: | Science Teachers' Implementation of Science and Engineering Practices in Different Instructional Settings |
|---|---|
| Language: | English |
| Authors: | Cheng-Wen He (ORCID |
| Source: | International Journal of Science Education. 2025 47(13):1611-1632. |
| Availability: | Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals |
| Peer Reviewed: | Y |
| Page Count: | 22 |
| Publication Date: | 2025 |
| Sponsoring Agency: | National Science Foundation (NSF), Division of Research on Learning in Formal and Informal Settings (DRL) |
| Contract Number: | 1908431 |
| Document Type: | Journal Articles Reports - Research Tests/Questionnaires |
| Education Level: | Elementary Education Secondary Education |
| Descriptors: | Science Instruction, Teaching Methods, Science Teachers, Engineering Education, Science Education, Elementary School Teachers, Secondary School Teachers, Knowledge Base for Teaching, Educational Practices |
| DOI: | 10.1080/09500693.2024.2341189 |
| ISSN: | 0950-0693 1464-5289 |
| Abstract: | This article explores science teachers' implementation of science and engineering practices (SEPs) under different instructional settings. We compared the number of SEPs science teachers reported using in face-to-face instruction (traditional), online-only instruction (virtual), or HyFlex instruction (synchronously online and in-person) from August 2020 to May 2021. Records and artefacts of the teachers' instructional practices were collected over three one-week periods. Interview data were used to validate teachers' instructional activities, the context of SEP implementation, and their challenges when navigating the different instructional settings. Through a lens of consequential transition perspective, our findings revealed that science teachers implemented significantly more SEPs in a HyFlex or traditional setting than in a virtual setting. The results also showed that regardless of the instructional setting, elementary and secondary teachers generally implemented few investigating SEPs. Among elementary teachers, developing explanations and solutions were the most frequently used SEPs across all instructional settings. Among secondary teachers, the developing explanations and solutions SEPs and evaluating SEPs were prevalent but varied across the different instructional settings. Our findings suggest that science teachers need to continue to build their knowledge and practice of the SEPs, and have different supports to facilitate their SEP implementation in different instructional environments. |
| Abstractor: | As Provided |
| Entry Date: | 2026 |
| Accession Number: | EJ1501019 |
| Database: | ERIC |
| Abstract: | This article explores science teachers' implementation of science and engineering practices (SEPs) under different instructional settings. We compared the number of SEPs science teachers reported using in face-to-face instruction (traditional), online-only instruction (virtual), or HyFlex instruction (synchronously online and in-person) from August 2020 to May 2021. Records and artefacts of the teachers' instructional practices were collected over three one-week periods. Interview data were used to validate teachers' instructional activities, the context of SEP implementation, and their challenges when navigating the different instructional settings. Through a lens of consequential transition perspective, our findings revealed that science teachers implemented significantly more SEPs in a HyFlex or traditional setting than in a virtual setting. The results also showed that regardless of the instructional setting, elementary and secondary teachers generally implemented few investigating SEPs. Among elementary teachers, developing explanations and solutions were the most frequently used SEPs across all instructional settings. Among secondary teachers, the developing explanations and solutions SEPs and evaluating SEPs were prevalent but varied across the different instructional settings. Our findings suggest that science teachers need to continue to build their knowledge and practice of the SEPs, and have different supports to facilitate their SEP implementation in different instructional environments. |
|---|---|
| ISSN: | 0950-0693 1464-5289 |
| DOI: | 10.1080/09500693.2024.2341189 |
