Redox reaction is a difficult concept to teach and learn in chemistry courses at the secondary level. Although the significance of connecting macroscopic, molecular, and symbolic levels of representation has been emphasized in the chemistry education literature, most redox instruction involves only macroscopic and symbolic representations. To address this challenge, we designed a blended-reality immersive environment (BRE) model, which blends a traditional experiment with immersive technologies to make the molecular representations of redox reactions visible. The effectiveness of this model in supporting students’ learning of redox reactions was first reported in a different article. In this paper, we further explore the features of BRE that drive learning gains. Results from six high school classes in the U.S. with 351 students indicate that integrating the molecular representation through adding the chemical bonds concept facilitates students in making connections between macroscopic and symbolic levels to promote learning. Dynamic demonstrations of electrons’ interaction with particles support students’ understanding of the nature of redox reactions. This study shows the promise of adopting immersive technologies to present all three representations of chemistry concepts in one learning model.

Teacher education programs are a critical site for preparing teachers’ self-regulated learning (SRL) knowledge and capacity to foster students’ SRL skills. The present study describes preservice science teachers’ (PSTs) perspectives and practices regarding SRL after a brief learning opportunity. The participants were 12 PSTs in a certification program for teaching secondary science. The data came from course assignments, lesson plans, and semi-structured interviews. The findings showed the PSTs appreciated the role of SRL and tried to integrate SRL processes into their science lessons. However, they needed further support to systematically implement SRL processes in classrooms. Findings from this study are relevant for science teacher educators who are interested in improving science teaching because the link between SRL and science teaching is discussed. They may also support teacher educators in making more informed decisions about course design and instruction regarding SRL. Finally, since suggestions for future studies are discussed, this research is relevant for science education researchers who study teachers’ perspectives on and practices related to SRL.

Evaluating science learning through written assessments for Multilingual Learners (MLs) can offer a critical source of information for educators aiming to adopt culturally and linguistically sustaining practices. However, without careful planning and design, written assessments for MLs can yield unreliable data. This conceptual article addresses this challenge by first examining the complexities of the written language of science and its impact on student learning. It then explores current literature and presents the Multidimensional Assessment Performance Analysis (MAPA) framework, a multimodal model for analyzing writing answers in multilingual educational contexts. MAPA integrates Systemic Functional Linguistics (SFL) to evaluate language use and Topic Models to allocate students based on their cognitive reasoning and thinking patterns. The article concludes with recommendations for classroom teachers and researchers to enhance assessment practices in science education for MLs.