The purpose of this study is to provide insight into shortterm professionalization of teachers regarding teaching socioscientific issues (SSI). The study aimed to capture the development of science teachers' pedagogical content

In early 2020, the COVID-19 pandemic emerged, which resulted in global lockdowns. As a result, education could no longer be provided in its current form and was therefore provided online. This study discusses the consequences of online instruction in secondary education and how students perceived this new way of learning. Specifically, this research focuses on how online education was facilitated, how this differs from regular education and how students and teachers experienced these practices. In this study, qualitative and quantitative data were collected from teachers and students. Our findings revealed that the students were missing a proper structure in the lessons. There was a decline in the understanding and enjoyment by students in all courses. This study also shows that the variety of instructional strategies that the teachers used increased during the lockdown period. However, teachers were lacking in other aspects that define good instruction. Moreover, teacher data demonstrate that the teachers needed guidance from the schoolboard. It is remarkable that the schoolboard plays a key role in improving this situation. This research suggests that if the schoolboard provides guidelines on planning education, teachers could focus more on other aspects of a good instruction.

The aim of this study was to explore how the design of this chemistry lesson for citizenship influences students’ use of different perspectives in decision-making about ‘the use and sale of laughing gas’. In this study, ‘the use and sale of laughing gas among youth’ was chosen as a socio-scientific issue. This chemistry lesson for citizenship was designed according to the 5E instructional approach, and activating pedagogical methods and tools (i.e., group discussion, reading the information cards, taking notes, watching instructional videos) were used. Both the types of perspectives used and the effectiveness of the pedagogies implemented were explored. Twenty-three students from two classes participated in the study. The data were collected through five tools (four worksheets and a questionnaire). The students mainly used ‘scientist’ perspective by focusing on what research says about the possible consequences of inhaling laughing gas. The students also focused on ‘health’; principally, they referred to the relation between the amount of laughing gas used and the damage it may cause. As to the influential pedagogical elements of the lesson, the ‘videos’ were found to be the most effective and informative. In addition, the ‘group discussion’ was also found to be an influential activity of the lesson on making decisions about the use and sale of laughing gas. Therefore, our results suggest that the lesson design supported the students to recognize and use different perspectives to make informed decisions about the sale and use of laughing gas.

Background and Context: Computing education is expanding, while the teaching of algorithms is less well studied. Objective: The aim of this study was to examine teachers' pedagogical content knowledge (PCK) for teaching algorithms. Method: We conducted semi-structured interviews with seven computer science (CS) teachers in upper secondary education (students aged 15-18). The data were analyzed qualitatively. Findings: We found two patterns of variation in teachers' PCK. First, we detected variation in the teachers' goals related to their view of algorithms: they either focused on "thinking" about the algorithm as an object, or focused on "thinking and making", where the algorithm is also regarded as a program. Second, we found variation in teachers' knowledge about responding to differences between students, which may be generic or topic-specific. Furthermore, our findings reveal that teachers consider class discussions to play a significant role as an instructional method for provoking reflection. Implications: Our findings regarding PCK may be beneficial for the development of teacher education and professionalization activities for CS teachers.

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