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Showing 1 to 15 of 130 results Save | Export
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Todd, Brandy L.; Zvoch, Keith – International Journal of Science Education, 2019
This study investigates the impact of an informal science outreach programme built around theories of identity formation and self-efficacy on middle school girls' science affinities. A lottery-based, randomised control trial was used to identify programme effects on four science affinity outcomes: science interests, efficacy with science, science…
Descriptors: Science Education, STEM Education, Informal Education, Intervention
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Meyerhöffer, Nina; Dreesmann, Daniel C. – International Journal of Science Education, 2019
The dominant role of English as the global language of science entails a requirement for science teachers to equip their non-native English-speaking students with receptive and productive language skills for communication in scientific contexts. Although science courses with English elements are part of some schools' bilingual programmes, they are…
Descriptors: Biology, Science Instruction, Bilingual Education, Course Content
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Kang, Jingoo; Hense, Jonathan; Scheersoi, Annette; Keinonen, Tuula – International Journal of Science Education, 2019
Gender disparities in STEM fields have been under extensive study, the focus of which has been on future career aspirations. However, the primary phases in gender differences are still ambiguous when examined from this perspective, possibly due to the fact that most of the studies have targeted samples of upper secondary school or college…
Descriptors: Gender Differences, Correlation, Science Interests, Foreign Countries
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Liu, Qing-Tang; Liu, Bo-Wei; Lin, Yu-Ren – International Journal of Science Education, 2019
The present study investigated the influence of two factors, namely, argumentation approach and students' prior knowledge on the learning of scientific concept and argumentation in descriptive and theoretical scientific concept-based topics. Four 7th grade science classes totalling 138 students participated and were assigned to four groups…
Descriptors: Prior Learning, Cooperative Learning, Electronic Learning, Persuasive Discourse
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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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Struyf, Annemie; De Loof, Haydée; Boeve-de Pauw, Jelle; Van Petegem, Peter – International Journal of Science Education, 2019
In this paper, we explore how students' engagement varies in different STEM (Science, Technology, Engineering, Mathematics) learning environments. More specifically, we focus on the significance of a learning environment applying an integrated STEM (iSTEM) approach and the significance of STEM learning environments' student-centredness. Moreover,…
Descriptors: Learner Engagement, STEM Education, Educational Environment, Educational Practices
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Ryu, Minjung – International Journal of Science Education, 2019
Bilingual and multilingual speakers mix two or more languages for communication, gaining information and sense-making in varieties of contexts. How do bilinguals mix languages and what does the mixing afford for their learning and participation? This study examines these questions, focusing on Korean-English bilingual youths in a community-based…
Descriptors: Bilingual Students, Korean, English (Second Language), Science Instruction
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Meyerhöffer, Nina; Dreesmann, Daniel C. – International Journal of Science Education, 2019
English connects all areas of science around the world. Productive and receptive English-language skills are thus a crucial tool that schools must provide their students with in order to prepare them for higher education and professional life. The introduction of bilingual instruction of subject matter, often referred to as Content and Language…
Descriptors: German, Biology, Science Instruction, Units of Study
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Jiang, Shiyan; Shen, Ji; Smith, Blaine E. – International Journal of Science Education, 2019
The current K-12 educational system often does not engage students in interdisciplinary learning. To address this need, we developed an integrated STEM + L (Science, Technology, Engineering, Math, and Digital Literacies) afterschool programme in which middle school students took discipline-specific roles (writer, scientist, artist, and engineer)…
Descriptors: Interdisciplinary Approach, After School Programs, STEM Education, Middle School Students
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Großmann, Nadine; Wilde, Matthias – International Journal of Science Education, 2019
Experimentation is a complex problem-solving process. In biology lessons, experiments involve creative thinking and open discovery; however, they still require some degree of instructional guidance. The right balance between discovery learning and instructional guidance depends substantially on students' prior knowledge. Students with low prior…
Descriptors: Experiments, Biology, Scaffolding (Teaching Technique), Grade 7
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Tretter, Thomas R.; Ardasheva, Yuliya; Morrison, Judith A.; Karin Roo, Anna – International Journal of Science Education, 2019
This study investigated ways to foster positive science attitudes among newcomer first-year middle school English learners (n = 79) under two conditions: (1) "Extended Science + Extended Literacy" (planetarium-based visualisations + vocabulary + comic and trade books) and (2) "Extended Science + Literacy" (planetarium-based…
Descriptors: Scientific Attitudes, Middle School Students, English Language Learners, Secondary School Science
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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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Khishfe, Rola – International Journal of Science Education, 2019
It is important to question the generalizability of the knowledge about the nature of science (NOS), and thus know whether the knowledge about NOS can be transferred to various contexts. As such, the purpose of this study was to investigate whether students were able to transfer their acquired NOS understandings into contexts that vary in their…
Descriptors: Transfer of Training, Scientific Principles, Familiarity, Context Effect
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Özmen, Kübra; Özdemir, Ömer Faruk – International Journal of Science Education, 2019
This study was designed to develop an assessment tool to measure high school students' personal epistemology (PE) in the physics domain by using validation processes. Based on theoretical foundations of PE, the PPEQ was conceptualised on six hypothetical dimensions: structure of knowledge [SK], justification of knowledge and knowing [JK],…
Descriptors: Foreign Countries, High School Students, Epistemology, Physics
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Hong, Jon-Chao; Chang, Chun-Hsing; Tsai, Chi-Ruei; Tai, Kai-Hsin – International Journal of Science Education, 2019
Interest in educational research can be categorised into situational interest (SI) and individual interest (II); the sequential phases of interest development for learning have long been recognised as triggered SI, maintained SI, emerging II, and well-developed II. This study proposes an interest development model which involves SI and II mentally…
Descriptors: Foreign Countries, STEM Education, Art Education, Competition
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