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5. While providing some evidence that time on science matters for student outcomes, the results indicate that improvements in science achievement in the early grades will likely not be driven solely by higher level changes such as increasing the amount of time spent on science or adjusting the number of science topics or skills covered. Instead, the results point to the need for attention to more nuanced aspects of science instruction. For instance, aspects of curriculum, classroom resources, teacher training, and pedagogical approach may hold more promise for improving science learning(Chris Curran & Kitchin, 2019)

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5. While providing some evidence that time on science matters for student outcomes, the results indicate that improvements in science achievement in the early grades will likely not be driven solely by higher level changes such as increasing the amount of time spent on science or adjusting the number of science topics or skills covered. Instead, the results point to the need for attention to more nuanced aspects of science instruction. For instance, aspects of curriculum, classroom resources, teacher training, and pedagogical approach may hold more promise for improving science learning(Chris Curran & Kitchin, 2019)

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6. Findings show that science is a popular subject amongst students and promotes inquisitive behavior and collaboration. However, due to a lack of time, resources, and prioritization, science instruction is limited in most classrooms. While teachers recognize its iv significance and enjoy teaching and engaging students with the subject, it remains an inconsistently taught subject (especially after the recent pandemic). It was clear that resources and a lack of support were at the core of the issues preventing science from being a core subject.(Moran, 2022) 

# data[].attributes.subject
6. Findings show that science is a popular subject amongst students and promotes inquisitive behavior and collaboration. However, due to a lack of time, resources, and prioritization, science instruction is limited in most classrooms. While teachers recognize its iv significance and enjoy teaching and engaging students with the subject, it remains an inconsistently taught subject (especially after the recent pandemic). It was clear that resources and a lack of support were at the core of the issues preventing science from being a core subject.(Moran, 2022) 

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4. The researchers find it vital to allow students to design some of their own experiments (student centered activity) as this ensures they do not just follow instructions from teachers. Teacher-centered instruction can be boring for students and can affect the benefits of practical work, thus the researchers recommend that further studies examine the impact of this method on the efficacy of practical work. (Shana & Abulibdeh, 2020)

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4. The researchers find it vital to allow students to design some of their own experiments (student centered activity) as this ensures they do not just follow instructions from teachers. Teacher-centered instruction can be boring for students and can affect the benefits of practical work, thus the researchers recommend that further studies examine the impact of this method on the efficacy of practical work. (Shana & Abulibdeh, 2020)

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 3. The lack of hands-on experience certainly cause students’ failure in acquiring useful scientific knowledge in solving the problem in the global society. Thereby, to anticipate that failure, we assume that students science process skills need to be empowered through problem solving strategy. The challenges in science learning nowadays are not only about transferring the concept, but also combining the skills, knowledge, and behavior to construct a concept through problem solving. (Saputro & Atun, 2019)

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 3. The lack of hands-on experience certainly cause students’ failure in acquiring useful scientific knowledge in solving the problem in the global society. Thereby, to anticipate that failure, we assume that students science process skills need to be empowered through problem solving strategy. The challenges in science learning nowadays are not only about transferring the concept, but also combining the skills, knowledge, and behavior to construct a concept through problem solving. (Saputro & Atun, 2019)

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2. Here we see how students were unable to experience richer instruction due to a lack of basic lab materials. The example above also illustrates how material constraints undermine hands-on science instruction even when there is a will and desire to teach science in ways that are more engaging to students. In some cases, teachers reported buying materials and consumables themselves, often citing the economic hardship this created for them. Some teachers organized fundraisers to provide students with resources: “We have to do a lot of fundraising...in fact on Saturday, I am doing a fundraiser.” In other cases, even when materials were available, teachers reported that organizing them and setting them up was too time consuming and challenging, which kept teachers from engaging students in experiments and hands-on activities. (Zinger et al., n.d.)

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2. Here we see how students were unable to experience richer instruction due to a lack of basic lab materials. The example above also illustrates how material constraints undermine hands-on science instruction even when there is a will and desire to teach science in ways that are more engaging to students. In some cases, teachers reported buying materials and consumables themselves, often citing the economic hardship this created for them. Some teachers organized fundraisers to provide students with resources: “We have to do a lot of fundraising...in fact on Saturday, I am doing a fundraiser.” In other cases, even when materials were available, teachers reported that organizing them and setting them up was too time consuming and challenging, which kept teachers from engaging students in experiments and hands-on activities. (Zinger et al., n.d.)

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 7. This study considers some opportunities and challenges of addressing East Asian history of science (EAHOS) in the science teacher education context, drawing on postcolonial science studies and global history of science. Eight undergraduate preservice science teachers (PSTs) participated in sessions on EAHOS. Our aim was to investigate the PSTs’ perceptions relating to the nature of EAHOS and its relevance to science teaching. Using interviews and reflective essays, we explore the tension coming from their dual positions as science teachers and East Asian people as they entered into the unfamiliar territory of EAHOS. When they were considering themselves specifically as science teachers, they tended to focus on the aspects of EAHOS as knowledge and concluded that it has little to do with achieving the aims of science teaching because is not part of modern science. On the contrary, when they were talking about their roles as teachers in general, they were able to come up with several educational benefits that EAHOS can offer to students, particularly in its relation to worldview and history. Additionally, several mixed feelings were expressed about the way EAHOS is often portrayed as “our” history about “our” science. Overall, the experience of exploring and discussing EAHOS provided the PSTs with an opportunity to critically reflect on science education and their responsibility as teachers in the context of broader society and culture. (Park & Song, 2022)

# data[].attributes.subject
 7. This study considers some opportunities and challenges of addressing East Asian history of science (EAHOS) in the science teacher education context, drawing on postcolonial science studies and global history of science. Eight undergraduate preservice science teachers (PSTs) participated in sessions on EAHOS. Our aim was to investigate the PSTs’ perceptions relating to the nature of EAHOS and its relevance to science teaching. Using interviews and reflective essays, we explore the tension coming from their dual positions as science teachers and East Asian people as they entered into the unfamiliar territory of EAHOS. When they were considering themselves specifically as science teachers, they tended to focus on the aspects of EAHOS as knowledge and concluded that it has little to do with achieving the aims of science teaching because is not part of modern science. On the contrary, when they were talking about their roles as teachers in general, they were able to come up with several educational benefits that EAHOS can offer to students, particularly in its relation to worldview and history. Additionally, several mixed feelings were expressed about the way EAHOS is often portrayed as “our” history about “our” science. Overall, the experience of exploring and discussing EAHOS provided the PSTs with an opportunity to critically reflect on science education and their responsibility as teachers in the context of broader society and culture. (Park & Song, 2022)

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 1. There is a lack of science Instruction in elementary school classrooms. This is due to the decrease in time devoted to science lesson plans. When there is a lack of science instruction it leads to science achievement gaps which can cause negative effects in a child’s educational career. When elementary school students do not receive an adequate amount of time for science lesson plans they lack scientific literacy skills. This leads to students having a difficult time understanding scientific terms, concepts, and methods. Young children gain many benefits when they learn science early in elementary school such as gaining science processing skills, gaining problem-solving skills, and having a better attitude towards science. (Leon, 2021)

# data[].attributes.subject
 1. There is a lack of science Instruction in elementary school classrooms. This is due to the decrease in time devoted to science lesson plans. When there is a lack of science instruction it leads to science achievement gaps which can cause negative effects in a child’s educational career. When elementary school students do not receive an adequate amount of time for science lesson plans they lack scientific literacy skills. This leads to students having a difficult time understanding scientific terms, concepts, and methods. Young children gain many benefits when they learn science early in elementary school such as gaining science processing skills, gaining problem-solving skills, and having a better attitude towards science. (Leon, 2021)