This study aims to develop and validate a new instrument for measuring chemistry teachers’ perceptions of Pedagogical Content Knowledge for teaching Chemistry Core Competencies (PCK_CCC) in the context of new Chinese chemistry curriculum reform. The five constructs and the initial 17 items in the new instrument were contextualized by the PCK pentagon model (Park S. and Oliver J. S., (2008), J. Res. Sci. Teach., 45(7), 812–834.) with the notions of the Senior High School Chemistry Curriculum Standards (Ministry of Education, P. R. China, 2017). 210 chemistry teachers from a University-Government-School initiative voluntarily participated in this study. The findings from item analysis, confirmatory factor analysis and correlation analysis provide sufficient empirical evidence to support the convergent and discriminant validity of the instrument. The concurrent validity of the instrument was confirmed by testing mean differences among teacher demographic groups. The high Cronbach's coefficient alpha values show good internal consistency reliability of the instrument. Integrating the evidence from theory and data, we documented a valid and reliable PCK_CCC instrument with five constructs consisting of 16 items. This study provides a thorough process for developing and validating instruments that address teacher perceptions of their PCK in a particular subject domain. The valid and reliable PCK_CCC instrument would be beneficial for teacher education researchers and teacher professional programs.

Scientific modelling plays a crucial role in students’ science learning. Modelling proficiency and literacy development reinforce each other. This study investigates the relationship between teacher support of student literacy development and their modelling proficiency in the context of elementary project-based learning science environments. To explore the relationship, we sampled 557 students from 24 classrooms in 12 different schools. Data were analysed by multilevel mixed linear regression model analysis. Teaching strategies for teacher support of students’ literacy development were identified based on our observation field notes. The findings suggest that teacher support of students’ literacy development to engage them in the modelling practice is positively associated with their students’ modelling proficiency. With teacher support of literacy development, elementary students are able to develop models that provide scientific explanations for phenomena related to core learning goals of the unit.

This longitudinal study examines the relationship between students' knowledge‐in‐use performance and their performance on third‐party designed summative tests within a coherent and equitable learning environment. Focusing on third‐grade students across three consecutive project‐based learning (PBL) units aligned with the Next Generation Science Standards (NGSS), the study includes 1067 participants from 23 schools in a Great Lakes state. Two‐level hierarchical linear modeling estimates the effects of post‐unit assessments on end‐of‐year summative tests. Results indicate that post‐unit assessment performances predict NGSS‐aligned summative test performance. Students experiencing more PBL units demonstrate greater gains on the summative test, with predictions not favoring students from diverse backgrounds. This study underscores the importance of coherence, equity, and the PBL approach in promoting knowledge‐in‐use and science achievement. A systematically coherent PBL environment across multiple units facilitates the development of students' knowledge‐in‐use, highlighting the significance of designing science and engineering practices (SEPs) and crosscutting concepts coherently and progressively, with intentional revisitation of disciplinary core ideas (DCIs). The study also investigates how the PBL approach fosters equitable learning environments for diverse demographic groups, offering equitable opportunities through equity‐oriented design. Contributions include a coherent assessment system that tracks and supports learning aligned with NGSS, emphasizing the predictive power of post‐unit assessments, continuous monitoring and tracking. The implications of context similarity and optimal performance expectations within units are discussed. Findings inform educators, administrators, and policymakers about the benefits of NGSS‐aligned PBL systems and the need for coherent and equitable learning and assessment systems supporting knowledge‐in‐use development and equitable opportunities for all learners.