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Showing 1 to 15 of 83 results Save | Export
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Luo, Tian; Wang, Jian; Liu, Xiufeng; Zhou, Jiangping – International Journal of Science Education, 2019
The aim of this study was to develop a scale to measure students' STEM continuing motivation (CM). In accordance with the conceptualisation of CM by Maehr (1976. Continuing motivation: An analysis of a seldom considered educational outcome. "Review of Educational Research," 46(3), 443-462. doi:10.3102/00346543046003443), we define STEM…
Descriptors: STEM Education, Student Motivation, Measures (Individuals), Grade 7
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Kirbulut, Zubeyde Demet; Uzuntiryaki-Kondakci, Esen – International Journal of Science Education, 2019
Current studies reveal that meta-level variables are very important in learning; however, little research has been devoted to the role of metaconceptual and meta-affective variables on student achievement. With the aim of filling this gap in the literature, the present study investigated the relationship between metavariables (metaconceptual…
Descriptors: Self Efficacy, Metacognition, Science Process Skills, Science Achievement
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Ring, Malte; Brahm, Taiga; Randler, Christoph – International Journal of Science Education, 2019
In science, graphs are used to visualise data, relationships and scientific principles. Basic graph reading operations, i.e. reading single data points, recognising trends as well as conducting small extrapolations from the data are important skills for pupils and lay the groundwork for a comprehensive understanding of data visualisations across…
Descriptors: Graphs, Difficulty Level, Data Interpretation, Test Items
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Langbeheim, Elon; Levy, Sharona T. – International Journal of Science Education, 2018
We developed a computerised simulation that utilises embodied modelling by letting students play the role of particles in a liquid. We compared the learning of two eight-grade classrooms that used the embodied modelling simulation during a weeklong learning module on phase change, with a comparison group that used an ordinary simulation with no…
Descriptors: Chemistry, Science Instruction, Comparative Analysis, Grade 8
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Adadan, Emine; Yavuzkaya, Merve Nur – International Journal of Science Education, 2018
This cross-sectional study examined how the progression and consistency of students' understanding of thermal concepts in everyday contexts changes across the grade levels. A total of 656 Turkish students from Grade 8 (age 13-14), Grade 10 (age 15-16), and the first year of college (age 19-20) participated in the study. The data were analysed…
Descriptors: Concept Formation, Heat, Scientific Concepts, Science Instruction
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Stender, Anita; Schwichow, Martin; Zimmerman, Corinne; Härtig, Hendrik – International Journal of Science Education, 2018
Many science curricula and standards emphasise that students should learn both scientific knowledge and the skills associated with the construction of this knowledge. One way to achieve this goal is to use inquiry-learning activities that embed the use of science process skills. We investigated the influence of scientific reasoning skills (i.e.…
Descriptors: Inquiry, Science Instruction, Cognitive Ability, Teaching Methods
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Oon, Pey-Tee; Fan, Xitao – International Journal of Science Education, 2017
Students' attitude towards science (SAS) is often a subject of investigation in science education research. Survey of rating scale is commonly used in the study of SAS. The present study illustrates how Rasch analysis can be used to provide psychometric information of SAS rating scales. The analyses were conducted on a 20-item SAS scale used in an…
Descriptors: Item Response Theory, Psychometrics, Attitude Measures, Rating Scales
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Weng, Wan-Yun; Lin, Yu-Ren; She, Hsiao-Ching – International Journal of Science Education, 2017
The present study investigated the effects of online argumentation scaffolding on students' argumentation involving hypothetical and theoretical biological concepts. Two types of scaffolding were developed in order to improve student argumentation: continuous scaffolding and withdraw scaffolding. A quasi-experimental design was used with four…
Descriptors: Scaffolding (Teaching Technique), Biology, Science Instruction, Persuasive Discourse
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Wang, Cheng-Lung; Liou, Pey-Yan – International Journal of Science Education, 2017
Taiwanese students are featured as having high academic achievement but low motivational beliefs according to the serial results of the Trends in Mathematics and Science Study (TIMSS). Moreover, given that the role of context has become more important in the development of academic motivation theory, this study aimed to examine the relationship…
Descriptors: Student Motivation, Science Education, Science Achievement, Foreign Countries
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Lee, Hyunju; Longhurst, Max; Campbell, Todd – International Journal of Science Education, 2017
This research investigated teacher learning and teacher beliefs in a two-year technology professional development (TPD) for teachers and its impact on their student achievement in science in the western part of the United States. Middle-school science teachers participated in TPD focused on information communication technologies (ICTs) and their…
Descriptors: Academic Achievement, Science Achievement, Science Instruction, Faculty Development
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Mahler, Daniela; Großschedl, Jörg; Harms, Ute – International Journal of Science Education, 2017
Teachers make a difference for the outcome of their students in science classrooms. One focus in this context lies on teachers' professional knowledge. We describe this knowledge according to three domains, namely (1) content knowledge (CK), (2) pedagogical content knowledge (PCK), and (3) curricular knowledge (CuK). We hypothesise a positive…
Descriptors: Science Instruction, Science Teachers, Foreign Countries, Pedagogical Content Knowledge
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Yao, Jian-Xin; Guo, Yu-Ying; Neumann, Knut – International Journal of Science Education, 2017
This paper presents a revised learning progression for the energy concept and initial findings on diverse progressions among subgroups of sample students. The revised learning progression describes how students progress towards an understanding of the energy concept along two progress variables identified from previous studies--key ideas about…
Descriptors: Science Instruction, Scientific Concepts, Energy, Teaching Methods
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Sheldrake, Richard – International Journal of Science Education, 2016
Understanding students' intentions to study science at upper-secondary school, at university, and to follow science careers continues as a central concern for international science education. Prior research has highlighted that students' science confidence has been associated with their intentions to study science further, although…
Descriptors: Science Instruction, Science Education, Secondary School Students, Secondary School Science
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Brown, Patrick L.; Concannon, James P. – International Journal of Science Education, 2016
This study investigated eighth-grade science students' (13-14-year-olds) perceptions of their vocabulary knowledge, learning, and content achievement. Data sources included pre- and posttest of students' perceptions of vocabulary knowledge, students' perceptions of vocabulary and reading strategies surveys, and a content achievement test.…
Descriptors: Secondary School Science, Student Attitudes, Vocabulary Development, Vocabulary Skills
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Schwichow, Martin; Christoph, Simon; Boone, William J.; Härtig, Hendrik – International Journal of Science Education, 2016
The so-called control-of-variables strategy (CVS) incorporates the important scientific reasoning skills of designing controlled experiments and interpreting experimental outcomes. As CVS is a prominent component of science standards appropriate assessment instruments are required to measure these scientific reasoning skills and to evaluate the…
Descriptors: Thinking Skills, Science Instruction, Science Experiments, Science Tests
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