Christine D. Tippett, BASc (University of British Columbia, Canada), B.Ed. (University of Victoria, Canada), M.A. (University of Victoria, Canada), Ph.D. (University of Victoria, Canada), is a full professor of science education in the Faculty of Education at the University of Ottawa, Canada. She was an engineer before she obtained her teaching degree, which influences her ways of thinking about science education. Her research interests include visual representations, science education for all students, and professional development for science educators (pre-service, in-service, and informal). Current projects focus on pre-service science teachers’ images of engineers, early childhood STEM education, and assessment of representational competence.Todd M. Milford, B.Sc. (University of Victoria, Canada), B.Ed. (University of Victoria, Canada), Dip SpecEd (University of British Columbia, Canada), M.Ed. (University of Victoria, Canada), Ph.D. (University of Victoria, Canada), is an associate professor and acting dean in the Faculty of Education at the University of Victoria, Canada. Prior to this, he was a lecturer in the Art, Law, and Education Group at Griffith University in Brisbane, Australia. He has science and special education classroom teaching experience as well as in the online environment. He has been teaching at the postsecondary level since 2005 primarily in the areas of science education, mathematics education, and classroom assessment. However, the constant theme is using data and data analysis to help teachers and students in the classroom.

• Recognizing and reframing secondary and tertiary science education trends in Canada.- Curriculum concerns hearing the voices of saskatchewan teachers regarding the new grade 12 physics curriculum document.- The vital links among science pedagogical awareness emergency preparedness and creativity in crisis when the rulebook is constantly under revision.- Teaching science to english language learners in an urban canadian context secondary teachers’ perspectives.- An action research exploration of teacher pck grade 10 ocean education activities.- Providing feedback on student laboratory reports issues in the formative assessment practices of preservice science teachers.- News media and its depiction of science a case in a canadian secondary biology classroom.- Reflections on the role of procedural knowledge in the teaching of chemistry.- Cognitive presence indicators in undergraduate science asynchronous problem based learning discussions.- Science teachers in an immersive museum education program a social theory of learning perspective.

Christine D. Tippett, BASc (University of British Columbia, Canada), B.Ed. (University of Victoria, Canada), M.A. (University of Victoria, Canada), Ph.D. (University of Victoria, Canada), is a full professor of science education in the Faculty of Education at the University of Ottawa, Canada. She was an engineer before she obtained her teaching degree, which influences her ways of thinking about science education. Her research interests include visual representations, science education for all students, and professional development for science educators (pre-service, in-service, and informal). Current projects focus on pre-service science teachers’ images of engineers, early childhood STEM education, and assessment of representational competence.Todd M. Milford, B.Sc. (University of Victoria, Canada), B.Ed. (University of Victoria, Canada), Dip SpecEd (University of British Columbia, Canada), M.Ed. (University of Victoria, Canada), Ph.D. (University of Victoria, Canada), is an associate professor and acting dean in the Faculty of Education at the University of Victoria, Canada. Prior to this, he was a lecturer in the Art, Law, and Education Group at Griffith University in Brisbane, Australia. He has science and special education classroom teaching experience as well as in the online environment. He has been teaching at the postsecondary level since 2005 primarily in the areas of science education, mathematics education, and classroom assessment. However, the constant theme is using data and data analysis to help teachers and students in the classroom.

• Recognizing and reframing secondary and tertiary science education trends in Canada.- Curriculum concerns hearing the voices of saskatchewan teachers regarding the new grade 12 physics curriculum document.- The vital links among science pedagogical awareness emergency preparedness and creativity in crisis when the rulebook is constantly under revision.- Teaching science to english language learners in an urban canadian context secondary teachers’ perspectives.- An action research exploration of teacher pck grade 10 ocean education activities.- Providing feedback on student laboratory reports issues in the formative assessment practices of preservice science teachers.- News media and its depiction of science a case in a canadian secondary biology classroom.- Reflections on the role of procedural knowledge in the teaching of chemistry.- Cognitive presence indicators in undergraduate science asynchronous problem based learning discussions.- Science teachers in an immersive museum education program a social theory of learning perspective.

Christine D. Tippett, BASc (University of British Columbia, Canada), B.Ed. (University of Victoria, Canada), M.A. (University of Victoria, Canada), Ph.D. (University of Victoria, Canada), is a full professor of science education in the Faculty of Education at the University of Ottawa, Canada. She was an engineer before she obtained her teaching degree, which influences her ways of thinking about science education. Her research interests include visual representations, science education for all students, and professional development for science educators (pre-service, in-service, and informal). Current projects focus on pre-service science teachers’ images of engineers, early childhood STEM education, and assessment of representational competence.Todd M. Milford, B.Sc. (University of Victoria, Canada), B.Ed. (University of Victoria, Canada), Dip SpecEd (University of British Columbia, Canada), M.Ed. (University of Victoria, Canada), Ph.D. (University of Victoria, Canada), is an associate professor and acting dean in the Faculty of Education at the University of Victoria, Canada. Prior to this, he was a lecturer in the Art, Law, and Education Group at Griffith University in Brisbane, Australia. He has science and special education classroom teaching experience as well as in the online environment. He has been teaching at the postsecondary level since 2005 primarily in the areas of science education, mathematics education, and classroom assessment. However, the constant theme is using data and data analysis to help teachers and students in the classroom.

• Recognizing and reframing secondary and tertiary science education trends in Canada.- Curriculum concerns hearing the voices of saskatchewan teachers regarding the new grade 12 physics curriculum document.- The vital links among science pedagogical awareness emergency preparedness and creativity in crisis when the rulebook is constantly under revision.- Teaching science to english language learners in an urban canadian context secondary teachers’ perspectives.- An action research exploration of teacher pck grade 10 ocean education activities.- Providing feedback on student laboratory reports issues in the formative assessment practices of preservice science teachers.- News media and its depiction of science a case in a canadian secondary biology classroom.- Reflections on the role of procedural knowledge in the teaching of chemistry.- Cognitive presence indicators in undergraduate science asynchronous problem based learning discussions.- Science teachers in an immersive museum education program a social theory of learning perspective.