Yael Shwartz

TL;DR: In this paper, the authors present theoretical and empirical motivation for a learning progression for scientific modeling that aims to make the practice accessible and meaningful for learners, including the elements of the practice (constructing, using, evaluating, and revising scientific models) and the metaknowledge that guides and motivates the practice.

TL;DR: It was found that students improve their nominal and functional literacy; however, higher levels of chemical literacy, as defined within these frameworks, are only partly met.

TL;DR: The Investigating and Questioning our World through Science and Technology (IQWST) curriculum project as mentioned in this paper is built on five key aspects of coherence: learning goal coherence, intra-unit coherence between content learning goals, scientific practices, and curricular activities, inter-Unit coherence supporting multidisciplinary connections and dependencies, professional development and curriculum materials to support classroom enactment, and science literacy expectations and general literacy skills.

TL;DR: In this paper, the authors report on a study in which teachers, as part of their professional development, were involved in defining the term "chemical literacy", and suggested educational experiences that are necessary in order to attain it.

TL;DR: In this article, the authors provide insight into short-term professionalization of teachers regarding teaching socioscientific issues (SSI) by enacting specially designed SSI curriculum materials, and explore indicators of stronger and weaker development of PCK for SSI teaching.