NotesFAQContact Us
Collection
Advanced
Search Tips
Source
International Journal of…46
Audience
Teachers2
Laws, Policies, & Programs
What Works Clearinghouse Rating
Showing 1 to 15 of 46 results Save | Export
Peer reviewed Peer reviewed
Direct linkDirect link
Saribas, Deniz; Gonca Akdemir, Zeynep – International Journal of Science Education, 2019
Today's world requires citizens to make informed decisions by critically evaluating evidence and alternative explanations. The purpose of this study was to explore pre-service elementary teachers' capability of building a model--evidence link, their evaluation levels on the topic of wetlands, and their evaluations of the trustworthiness of the…
Descriptors: Preservice Teachers, Visual Aids, Teaching Methods, Models
Peer reviewed Peer reviewed
Direct linkDirect link
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
Peer reviewed Peer reviewed
Direct linkDirect link
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
Peer reviewed Peer reviewed
Direct linkDirect link
Balta, Nuri; Asikainen, Mervi A. – International Journal of Science Education, 2019
The aim of this study was to characterise thoroughly the differences between Physics Olympiad competitors' and regular students' successes and approaches in relation to counterintuitive dynamics problems (CDPs) in order to discover some of the differences between skilled problem-solvers and those with fewer such skills. A total of 23 Physics…
Descriptors: Comparative Analysis, Physics, Science Instruction, Competition
Peer reviewed Peer reviewed
Direct linkDirect link
Seda Cetin, Pinar; Eymur, Guluzar; Southerland, Sherry A.; Walker, Joi; Whittington, Kirby – International Journal of Science Education, 2018
This study examines the influence of laboratory instruction that engages students in a wide range of the practices of science on Turkish high-school students' chemistry learning. In this mixed methods study, student learning in two different laboratory settings was compared, one that featured an instruction that engaged students in a wide range of…
Descriptors: Foreign Countries, High School Students, Chemistry, Educational Practices
Peer reviewed Peer reviewed
Direct linkDirect link
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
Peer reviewed Peer reviewed
Direct linkDirect link
Pabuccu, Aybuke; Erduran, Sibel – International Journal of Science Education, 2017
There exists bias among students that learning organic chemistry topics requires rote learning. In this paper, we address such bias through an organic chemistry activity designed to promote argumentation. We investigated how pre-service science teachers engage in an argumentation about conformational analysis. Analysis of the outcomes concentrated…
Descriptors: Organic Chemistry, Persuasive Discourse, Preservice Teachers, Preservice Teacher Education
Peer reviewed Peer reviewed
Direct linkDirect link
Arsal, Zeki – International Journal of Science Education, 2017
In the study, the impact of inquiry-based learning on pre-service teachers' critical thinking dispositions was investigated. The sample of the study comprised of 56 pre-service teachers in the science education teacher education programme at the public university in the north of Turkey. In the study, quasi-experimental design with an experimental…
Descriptors: Inquiry, Teaching Methods, Critical Thinking, Thinking Skills
Peer reviewed Peer reviewed
Direct linkDirect link
Buldur, Serkan – International Journal of Science Education, 2017
The aim of this longitudinal study was to investigate the changes in preservice science teachers' beliefs about science teaching during a science teacher training programme. The study was designed as a panel study, and the data were collected from the same participants at the end of each academic year during a four-year period. The participants…
Descriptors: Longitudinal Studies, Preservice Teachers, Student Attitudes, Science Instruction
Peer reviewed Peer reviewed
Direct linkDirect link
Özdem Yilmaz, Yasemin; Cakiroglu, Jale; Ertepinar, Hamide; Erduran, Sibel – International Journal of Science Education, 2017
Argumentation has been a prominent concern in science education research and a common goal in science curriculum in many countries over the past decade. With reference to this goal, policy documents burden responsibilities on science teachers, such as involving students in dialogues and being guides in students' spoken or written argumentation.…
Descriptors: Persuasive Discourse, Science Instruction, Teaching Methods, Science Teachers
Peer reviewed Peer reviewed
Direct linkDirect link
Gokpinar, Tuba; Reiss, Michael – International Journal of Science Education, 2016
The literature in science education highlights the potentially significant role of outside-school factors such as parents, cultural contexts and role models in students' formation of science attitudes and aspirations, and their attainment in science classes. In this paper, building on and linking Bourdieu's key concepts of habitus, cultural and…
Descriptors: Science Education, Case Studies, Models, Science Instruction
Peer reviewed Peer reviewed
Direct linkDirect link
Kirbulut, Zubeyde Demet; Uzuntiryaki-Kondakci, Esen; Beeth, Michael Edward – International Journal of Science Education, 2016
This study aimed to develop the Metaconceptual Awareness and Regulation Scale (MARS) -- a self-report instrument for measuring the extent to which students realise, monitor, and evaluate their ideas. MARS consists of 10 items scored on a six-point Likert scale for two factors: metaconceptual awareness and metaconceptual regulation. A pilot study…
Descriptors: Metacognition, Test Construction, Likert Scales, Attitude Measures
Peer reviewed Peer reviewed
Direct linkDirect link
Saçkes, Mesut; Smith, Mandy McCormick; Trundle, Kathy Cabe – International Journal of Science Education, 2016
The purpose of this cross-cultural study was to describe and compare US and Turkish children's observational knowledge of the day and night cycle and to identify similarities predicted by framework theory. Fifty-six (27 US and 29 Turkish) young children (ages 48-60 months) participated in the study. Semi-structured interviews were individually…
Descriptors: Foreign Countries, Preschool Children, Astronomy, Observational Learning
Peer reviewed Peer reviewed
Direct linkDirect link
Cinici, Ayhan – International Journal of Science Education, 2016
This study investigates the role of the discursive process in the act of scientific knowledge building. Specifically, it links scientific knowledge building to risk perception of Genetically Modified Organisms (GMOs). To this end, this study designed and implemented a three-stage argumentation programme giving pre-service teachers (PSTs) the…
Descriptors: Preservice Teachers, Teacher Education, Genetics, Persuasive Discourse
Peer reviewed Peer reviewed
Direct linkDirect link
Ucan, Serkan; Webb, Mary – International Journal of Science Education, 2015
Students' ability to regulate their learning is considered important for the quality of collaborative inquiry learning. However, there is still limited understanding about how students engage in social forms of regulation processes and what roles these regulatory processes may play during collaborative learning. The purpose of this study was to…
Descriptors: Foreign Countries, Cooperative Learning, Inquiry, Science Instruction
Previous Page | Next Page »
Pages: 1  |  2  |  3  |  4