Windows and mirrors: three images of the US science curriculum as reflected through Kenya’s Jua Kali Jomo W. MutegiLazarus O. Momanyi Original Paper 23 January 2020 Pages: 861 - 874
Too much too little: educating just in case? Stella Anne Achieng Forum 20 November 2020 Pages: 875 - 884
A swing and a child: how scientific phenomena can come to matter for preschool children’s emergent science identities Anna Günther-Hanssen Original Paper Open access 04 October 2020 Pages: 885 - 910
Constructing inside-ness to physics: how matter comes to matter in physics identity work Allison J. Gonsalves Forum 09 November 2020 Pages: 911 - 921
Demarcation as a classroom response to creationism: a critical examination of the National Academy of Sciences’ Science, Evolution, and Creationism (2008) Thomas M. Lessl Original Paper 17 July 2020 Pages: 923 - 935
Philosophy in the science classroom: How should biology teachers explain the relationship between science and religion to students? Peter J. Woodford Forum Open access 20 November 2020 Pages: 937 - 950
Indigenous children’s connectedness to nature: the potential influence of culture, gender and exposure to a contaminated environment Wisam SedawiOrit Ben Zvi AssarafMichael J. Reiss Original Paper 17 November 2020 Pages: 955 - 989
Toward a place-based learning progression for haze pollution in the northern region of Thailand Luecha LadachartManus PoothaweeLadapa Ladachart Original Paper 06 October 2020 Pages: 991 - 1017
The resurgence of everyday experiences in school science learning activities Anttoni KervinenWolff-Michael RothAnna Uitto Original Paper Open access 21 January 2020 Pages: 1019 - 1045
Hegemonic and counter-hegemonic discourses in science education scholarship from the perspective of post-critical curricular theories Flavia RezendeFernanda Ostermann Original Paper 12 March 2020 Pages: 1047 - 1065
Learners’ socio-cultural backgrounds and science teaching and learning: a case study of township schools in South Africa Lydia MavuruUmesh Ramnarain Original Paper 18 June 2020 Pages: 1067 - 1095
Is science a universal or a culture-specific endeavor? The benefits of having secondary students critically explore this question Hagop A. Yacoubian Original Paper 21 June 2020 Pages: 1097 - 1119
Inquiry-based science teaching in community secondary schools in Tanzania: role played by the language of instruction Selina Thomas MkimbiliMarianne Ødegaard Original Paper 31 October 2020 Pages: 1121 - 1142
Saudi science teachers’ perceptions of the cultural factors influencing elementary students’ science learning Amani K. Hamdan AlghamdiMajid Malekan Original Paper 21 June 2020 Pages: 1143 - 1167
Correction to: Saudi science teachers’ perceptions of the cultural factors influencing elementary students’ science learning Amani K. Hamdan AlghamdiMajid Malekan Correction 13 October 2020 Pages: 1169 - 1169