This paper reports on part of an ongoing large-scale research on the need to improve science teaching and learning through investigating the Pedagogical Content Knowledge (PCK) of biology teachers for the topic Biodiversity. Six factors have been seen to affect teacher PCK, i.e., content knowledge, knowledge of students, science teaching orientations, knowledge of assessment, knowledge of instructional strategies and knowledge of the curriculum. This research aimed to examine the teacher’s level of content knowledge (CK). A qualitative research paradigm was adopted, and a case study research design used. The case (unit of analysis) was Biology teacher CK, and the subjects were the four teacher participants purposively selected. Lesson observations, teacher interviews and learner questionnaires were used to collect data on teacher CK. A content knowledge analytical framework consisting of five constructs was designed and used to analyse the teacher CK and data triangulated with data collected from interviews and questionnaires. This research revealed that ‘A’ level Biology teachers’ CK vary from teacher to teacher depending on several factors which include teacher identity, planning, workshopping, and motivation among others. Of the four Biology teacher participants, two had adequate CK and the other two exhibited inadequate CK. Inadequate CK was attributed to lack of planning, non-exposure to workshops and lack of teacher motivation. Consequently, this research recommends supervision of teachers from school level to national level, a series of teacher workshops on the demands of the competence-based curriculum and constructive teacher identity as well as introduce factors that enhance teacher motivation. Further research on the content knowledge of Biology teachers in other learning areas is recommended.

This paper derives from a large research project focusing on mathematics and science assessment of student learning in three high-need, rural, and urban secondary schools in Manitoba, Canada. The study employed qualitative methods of semi-structured interviews and classroom video recordings of teaching practice experiences of 12 mathematics and science teachers, with the purpose that explore how authentic assessment forms assist effective teaching to monitor and motivate student learning achievement and growth. The results indicate that about 67% (eight out of the twelve of the participants) of the research participants practice the traditional mode of standard assessment that consists of multiple forms of questioning. The participants' rationale relates to speedy evaluations of student work, preparing feedback reports to parents and students, and objectivity of the assessment process. The other 33% (four out of twelve of the participants) of participants practice authentic assessment that concentrates on: (1) Allowing students to apply what they have learned rather than testing their ability to memorize and regurgitate concepts, (2) Allowing students to personalize their knowledge and values, (3) Encouraging group project-based learning and with the use of rubric for evaluating and monitoring, (4) Promoting deep learning to become life-long learners, (5) Recognizing, acknowledging, and validating diversity in student learning styles, interests, and aspirations, and further, authentic assessment is an excellent opportunity to apply communicative technologies such as podcasts and webinars in learning and undertaking investigations in mathematics and science learning. Furthermore, some participants asserted that authentic assessments are time-consuming, labor-intensive, and resource-demanding, aside from the limited resources and lack of training, which are some of the challenges of implementing authentic assessment. Other participants stated that all teachers must be familiar with using all assessment tools. The paper concludes that the principal plays a critical instructional leadership role in a school-wide implementation of authentic assessment.

We aimed to explore how Early Childhood (EC) preservice teachers (PSTs) choose and apply content-specific mathematics and science standards by analyzing two sets of lesson plans and two transcripts from whole class discussions from an EC mathematics and science methods course. From our analyses, we identified major themes and explanatory categories that indicated issues related to PSTs’ standards selection process. Students’ reasoning about their choices illustrated the resiliency of their beliefs about teaching and learning EC mathematics and science, and how their own observation experiences prevailed over our explicit instruction and assignment expectations. Drawing from literature related to Lortie’s (1975) Apprenticeship of Observation, we use our findings to consider ways to better appreciate and mitigate the strength of PSTs’ incoming beliefs on their readiness to plan for and implement lessons. 

Understanding and handling diversity, as well as inclusion, are critical in ensuring effective teaching and learning, especially in the mathematics classroom, where students have varied abilities. Despite the growing research in inclusive education, little is known about how mathematics teachers in the Ghanaian context understand the theory of multiple intelligences (MIs), leaving a gap in how this theory can be applied in the classroom to improve practice and inclusion. In this study, the authors explored Ghanaian mathematics teachers’ conceptions of the theory of MIs using a basic qualitative method design. 12 senior high school mathematics teachers in one municipality of Ghana were engaged through questionnaires and semi-structured interviews, including field notes, to provide information on their conceptions of the theory of MIs. Thematic analysis revealed that mathematics teachers conceived the theory of MIs as a theory of different styles for learning, multiple teaching strategies, and a theory for catering to diverse student needs. The findings highlight the need for professional development and teacher training curriculum development to enhance teachers' understanding of the theory of MIs to improve their practice and handling of inclusiveness and diversity in the classroom.

This study delved into the factors affecting secondary school students’ interest to learn Mathematics. The aim was to gather insights that can inform strategies aimed at enhancing students' engagement, enthusiasm, and achievement in Mathematics education. Literature information was downloaded using databases such as Google Scholar, ERIC, Search 4 Life, Scopus, Web of Science, and Academia. Of the 129 studies obtained, 117 articles were retained after removing duplicates and studies that did not meet the themes of the study. Further filtering of studies by removing primary and higher learning school-related studies allowed the retention of 25 relevant pieces of research published between 2000 and 2024. The results from the systematic reviews analysis showed that instructional strategy, instructional materials, the importance of Mathematics, a future career in Mathematics, students’ attitudes towards Mathematics, students’ enjoyment of Mathematics lessons, teachers and parental support, and students’ perception towards Mathematics, are amongst the key factors affecting positively secondary school students’ interest to learn Mathematics.  

This study investigated the integration of artificial intelligence (AI) tools into secondary school chemistry education in Zimbabwe, assessing their impact on student engagement and academic performance. Grounded in Vygotsky’s Sociocultural Theory and Cognitive Load Theory, the research employed a mixed-methods approach within a pragmatic framework. Quantitative data were collected through pre-test and post-test assessments and structured surveys, comparing an experimental group using AI tools with a control group employing traditional methods. Qualitative data from student and teacher interviews and classroom observations were analysed thematically. ANCOVA analysis revealed a statistically significant difference in post-test scores between the experimental and control groups, F (1, 117) = 188.86, p < .005, η² = 0.617, demonstrating a large effect size of AI integration on academic performance. Students in the experimental group exhibited a mean improvement of 20%, controlling for pre-test differences. Additionally, interaction effects between AI use and gender (F (1,115) = 0.17, p = .684) as well as prior chemistry knowledge (F (1,115) = 0.05, p = .829) were not statistically significant. Furthermore, 85% of the experimental group reported higher engagement levels, confirming AI’s role in fostering motivation and conceptual understanding. AI tools facilitated personalized learning paths, interactive simulations, and real-time feedback, optimizing cognitive efficiency and deep learning. Despite these advantages, significant challenges emerged, including limited internet access, insufficient technological resources, lack of teacher training, and curriculum integration difficulties. These barriers highlight the need for strategic investments in digital infrastructure, professional development for educators, and curriculum revisions to fully integrate AI into chemistry education. The findings underscore AI’s transformative potential in STEM education within developing nations. Addressing infrastructural and pedagogical challenges is critical to maximizing AI's impact, ensuring equitable access, and fostering long-term sustainability in educational innovation.

The infusion of indigenous knowledge in academic subjects is often problematic due to personal perceptions or little experience with indigenous knowledge in a teaching and learning environment. The aim of the research was to indicate the experiences of pre-service teachers when infusing indigenous knowledge via storytelling in Physical Science. This article reports on the personal experience(s) of pre-service teachers in training at a higher education institution where indigenous knowledge was infused into the teaching and learning of Physical Sciences. The implementation of Ethnophysics as a teaching strategy, storytelling as a teaching technique, contextualised - and project-based learning as teaching methods and approaches and reflection on experiences when implementing participatory action learning and action research indicated a transformative way to embrace indigenous knowledge in the teaching and learning of Physical Science. Stories, related to the concept of heat in physical science were collected by the pre-service teachers from trusted adult members in their local communities. The pre-service teachers analysed the stories and reported their interpretation of scientific and indigenous knowledge in the stories. Inductive, thematic analysis was used to interpret pre-service teacher reflection on the experience and the Cultural Historical Activity Theory was used to indicate an overview and the connection between different elements of the research. The participating pre-service teachers indicated that storytelling, as a teaching technique, adds value to how they interpret concepts in Physical Science related to their unique culture. The pre-service teachers gained research skills regarding qualitative research and showed the ability to identify the contribution of both scientific and indigenous knowledge.