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Science Teachers' Implementation of Science and Engineering Practices in Different Instructional Settings

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Title: Science Teachers' Implementation of Science and Engineering Practices in Different Instructional Settings
Language: English
Authors: Cheng-Wen He (ORCID 0009-0003-8657-6640), Hong Tran, Julie Luft (ORCID 0000-0002-6867-4736), Yamil Ruiz, Shaugnessy McCann, Yuxi Huang (ORCID 0000-0003-3356-2512), Brooke Whitworth (ORCID 0000-0002-3944-291X)
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
FullText Text:
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PubType: Academic Journal
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  Data: Science Teachers' Implementation of Science and Engineering Practices in Different Instructional Settings
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  Data: English
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  Data: <searchLink fieldCode="AR" term="%22Cheng-Wen+He%22">Cheng-Wen He</searchLink> (ORCID <externalLink term="https://orcid.org/0009-0003-8657-6640">0009-0003-8657-6640</externalLink>)<br /><searchLink fieldCode="AR" term="%22Hong+Tran%22">Hong Tran</searchLink><br /><searchLink fieldCode="AR" term="%22Julie+Luft%22">Julie Luft</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-6867-4736">0000-0002-6867-4736</externalLink>)<br /><searchLink fieldCode="AR" term="%22Yamil+Ruiz%22">Yamil Ruiz</searchLink><br /><searchLink fieldCode="AR" term="%22Shaugnessy+McCann%22">Shaugnessy McCann</searchLink><br /><searchLink fieldCode="AR" term="%22Yuxi+Huang%22">Yuxi Huang</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0003-3356-2512">0000-0003-3356-2512</externalLink>)<br /><searchLink fieldCode="AR" term="%22Brooke+Whitworth%22">Brooke Whitworth</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-3944-291X">0000-0002-3944-291X</externalLink>)
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  Data: <searchLink fieldCode="SO" term="%22International+Journal+of+Science+Education%22"><i>International Journal of Science Education</i></searchLink>. 2025 47(13):1611-1632.
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  Label: Availability
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  Data: 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
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  Data: 22
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  Data: 2025
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  Data: National Science Foundation (NSF), Division of Research on Learning in Formal and Informal Settings (DRL)
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  Data: 1908431
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  Data: Journal Articles<br />Reports - Research<br />Tests/Questionnaires
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  Data: <searchLink fieldCode="EL" term="%22Elementary+Education%22">Elementary Education</searchLink><br /><searchLink fieldCode="EL" term="%22Secondary+Education%22">Secondary Education</searchLink>
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  Data: <searchLink fieldCode="DE" term="%22Science+Instruction%22">Science Instruction</searchLink><br /><searchLink fieldCode="DE" term="%22Teaching+Methods%22">Teaching Methods</searchLink><br /><searchLink fieldCode="DE" term="%22Science+Teachers%22">Science Teachers</searchLink><br /><searchLink fieldCode="DE" term="%22Engineering+Education%22">Engineering Education</searchLink><br /><searchLink fieldCode="DE" term="%22Science+Education%22">Science Education</searchLink><br /><searchLink fieldCode="DE" term="%22Elementary+School+Teachers%22">Elementary School Teachers</searchLink><br /><searchLink fieldCode="DE" term="%22Secondary+School+Teachers%22">Secondary School Teachers</searchLink><br /><searchLink fieldCode="DE" term="%22Knowledge+Base+for+Teaching%22">Knowledge Base for Teaching</searchLink><br /><searchLink fieldCode="DE" term="%22Educational+Practices%22">Educational Practices</searchLink>
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  Data: 10.1080/09500693.2024.2341189
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  Data: 0950-0693<br />1464-5289
– Name: Abstract
  Label: Abstract
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  Data: 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.
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  Data: As Provided
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  Data: 2026
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  Data: EJ1501019
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      – Text: English
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    Subjects:
      – SubjectFull: Science Instruction
        Type: general
      – SubjectFull: Teaching Methods
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      – SubjectFull: Science Teachers
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      – SubjectFull: Elementary School Teachers
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      – SubjectFull: Secondary School Teachers
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      – SubjectFull: Knowledge Base for Teaching
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      – SubjectFull: Educational Practices
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