Month: October 2026

We are pleased to share a new refereed conference paper published in the proceedings of the IHPST 2026 Lisbon Conference.

Drawing on two complementary studies involving in-service science teachers and natural history museum guides, our work explores how the Pedagogy of Practice framework can support educators in translating their understanding of the Nature of Science (NOS) into meaningful educational practice.

The paper highlights the potential of practice-based professional development to bridge the gap between conceptual understanding and instructional implementation across formal and informal science education settings.

We are delighted to share this work with the international history, philosophy, and science education research community!

Publication: Pshenichny-Mamo*, A., Ben-Simon*, H., & Tsybulsky, D. (2026). From knowing to doing: Professional development for science educators in nature of science through a pedagogy of practice framework. In C. Faria, B. Valente, P. Maurício, & J. Torres (Eds.), Proceedings – IHPST 2026 Lisbon Conference. Scientific literacy: Contributions from the history and philosophy of science (pp. 23–28). Universidade de Lisboa – Instituto de Educação. *Both authors contributed equally to this work and share first authorship. 

To welcome the start of the new academic semester, our research group gathered for a refreshing team-bonding day.
​The day began with a breakfast overlooking the sea, providing a wonderful opportunity for team members to catch up and connect. The group then participated in a hands-on ceramic painting workshop, exploring new avenues of creative expression outside the academic context.
​Special thanks to Anna for organizing such an engaging and memorable day, and to everyone for their enthusiasm. Here’s to a productive, inspiring, and creative semester ahead!

We are happy to share a new publication from our research on Biology Teachers’ Professional Learning Communities (PLCs):

Ophir, M. & Tsybulsky, D. (2026). From member to facilitator: Meaningful learning experiences and leadership expertise as a practice in a professional learning community for biology-teacher facilitators. Professional Development in Education.  https://doi.org/10.1080/19415257.2026.2731047

The study examines how experienced biology teachers develop the expertise needed to move from being members of professional learning communities to facilitating them. Our findings highlight the important role of pedagogical goals in shaping facilitators’ learning and reveal a critical challenge: modelling effective facilitation is valuable, but is not sufficient on its own. Developing facilitation expertise also requires structured opportunities for reflection, practice, and adapting what has been learned to different community contexts.

The study is part of our ongoing research on Biology Teachers’ PLCs, exploring how professional learning communities can support teacher learning, leadership, and professional growth.