Cutting-edge science education model
Implementing a professional learning community between teachers and astronomers
Bibliographic Data
| ID | 21589402 |
|---|---|
| Authors | Carla Hernández (0000-0003-2974-4989, Universidad de Santiago de Chile, corresponding author), Irma Fuentes-Morales (0000-0003-1509-0910, Millennium Nucleus on Young Exoplanets and their Moons (YEMS)), Rubén Montecinos-Barros (0009-0008-2805-2239, Universidad de Santiago de Chile) |
| Year | 2026 |
| Pages | 1-26 |
| Publication date | 2026-05-30 |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | International Journal of Science Education, Part B (JOURNAL) |
| Journal identifiers | ISSN: 2154-8455 • E-ISSN: 2154-8463 |
| Publisher | Informa UK Limited (PUBLISHER • GB) |
| DOI | 10.1080/09500693.2026.2664675 |
| OpenAlex | W7162851507 |
| Language | EN |
| References cited | 29 |
This article examines the implementation of an interdisciplinary Professional Learning Community (PLC) comprising teachers, astronomers, and science education researchers, aimed at promoting the integration of cutting-edge scientific topics into school-level physics and mathematics classes. Within the framework of this collaboration, the team developed six instructional sequences based on authentic astronomical data, aligned with the Chilean national curriculum and grounded in principles of active and situated learning. To support this initiative, a pilot Cutting-Edge Science Education Model (CESEM) was designed and implemented, structured around five stages: Content, Design, Implementation, Analysis, and Sharing. The effectiveness of the PLC and the feasibility of introducing frontier science into schools were evaluated using questionnaires administered to participating teachers and astronomers, with the resulting data subjected to content analysis and research triangulation. This article does not report student learning outcomes; instead, it focuses on characterising the PLC’s working model and describing its members’ experiences. Findings highlight the model’s potential to foster authentic, contextualised, and interdisciplinary science teaching, and its capacity for replication and transfer to other areas of cutting-edge science. The article concludes with a discussion of the model’s limitations and future prospects, alongside recommendations for strengthening both initial and continuing teacher education
Community of practice · National Science Education Standards · Professional development · Professional learning community · Science education · Science learning · Science, technology, society and environment education · Teaching method · Health, Education, and Aging · Indigenous and Place-Based Education · Science Education and Pedagogy
Facilitating change in undergraduate STEM instructional practices
Teacher communities as a context for professional development
Active learning increases student performance in science, engineering, and mathematics
Translating contemporary scientists’ knowledge and practice into classrooms
A collaborative working model for enhancing the learning process of science & engineering students
The impact of a blended professional learning community on teacher educators’ professional identity
Those Who Understand
Brecha entre Investigación y Praxis Educativas en la Enseñanza de Biología
Investigator Triangulation
Space for all
| Highly cited | No |
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