1. Windows and mirrors: three images of the US science curriculum as reflected through Kenya’s Jua Kali

   • Jomo W. Mutegi
   • Lazarus O. Momanyi

   Original Paper 23 January 2020 Pages: 861 - 874

   

2. Too much too little: educating just in case?

   • Stella Anne Achieng

   Forum 20 November 2020 Pages: 875 - 884

3. 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

   

4. Constructing inside-ness to physics: how matter comes to matter in physics identity work

   • Allison J. Gonsalves

   Forum 09 November 2020 Pages: 911 - 921

   

5. 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

6. 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

7. Postmodern metaphor

   • Carolyne Ali-Khan

   Original Paper 22 October 2020 Pages: 951 - 954

   

8. Indigenous children’s connectedness to nature: the potential influence of culture, gender and exposure to a contaminated environment

   • Wisam Sedawi
   • Orit Ben Zvi Assaraf
   • Michael J. Reiss

   Original Paper 17 November 2020 Pages: 955 - 989

   

9. Toward a place-based learning progression for haze pollution in the northern region of Thailand

   • Luecha Ladachart
   • Manus Poothawee
   • Ladapa Ladachart

   Original Paper 06 October 2020 Pages: 991 - 1017

   

10. The resurgence of everyday experiences in school science learning activities

    • Anttoni Kervinen
    • Wolff-Michael Roth
    • Anna Uitto

    Original Paper Open access 21 January 2020 Pages: 1019 - 1045

    

11. Hegemonic and counter-hegemonic discourses in science education scholarship from the perspective of post-critical curricular theories

    • Flavia Rezende
    • Fernanda Ostermann

    Original Paper 12 March 2020 Pages: 1047 - 1065

12. Learners’ socio-cultural backgrounds and science teaching and learning: a case study of township schools in South Africa

    • Lydia Mavuru
    • Umesh Ramnarain

    Original Paper 18 June 2020 Pages: 1067 - 1095

    

13. 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

14. Inquiry-based science teaching in community secondary schools in Tanzania: role played by the language of instruction

    • Selina Thomas Mkimbili
    • Marianne Ødegaard

    Original Paper 31 October 2020 Pages: 1121 - 1142

    

15. Saudi science teachers’ perceptions of the cultural factors influencing elementary students’ science learning

    • Amani K. Hamdan Alghamdi
    • Majid Malekan

    Original Paper 21 June 2020 Pages: 1143 - 1167

16. Correction to: Saudi science teachers’ perceptions of the cultural factors influencing elementary students’ science learning

    • Amani K. Hamdan Alghamdi
    • Majid Malekan

    Correction 13 October 2020 Pages: 1169 - 1169