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Showing 1 to 15 of 259 results Save | Export
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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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Herranen, Jaana; Kousa, Päivi; Fooladi, Erik; Aksela, Maija – International Journal of Science Education, 2019
The aim of this study is to provide an understanding of context-based inquiry teaching within a humanistic perspective on science education by studying pre-service teachers' beliefs about inquiry and their implementations of inquiry in their context-based teaching sequences. Therefore, five pre-service teachers enrolled in a university…
Descriptors: Inquiry, Preservice Teachers, Beliefs, Science Education
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Freire, Melquesedeque; Talanquer, Vicente; Amaral, Edenia – International Journal of Science Education, 2019
Understanding the nature of chemical thinking and action, as well as their application and impact on our world should be central goals of chemistry education at all educational levels. However, traditional school chemistry is still mostly focused on having students learn the body of declarative knowledge built over the years in the discipline.…
Descriptors: Chemistry, Science Instruction, Thinking Skills, Scientific Principles
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Höft, Lars; Bernholt, Sascha – International Journal of Science Education, 2019
This paper presents the findings of a three-year longitudinal study (Grades 9-11; N = 756 students in German secondary schools; mean starting age = 14.7 years) that explores the development of and the interplay between upper-secondary students' individual interest and conceptual understanding in chemistry. Students' individual interest was…
Descriptors: Chemistry, Secondary School Science, Science Instruction, Longitudinal Studies
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Gai, Lichun; Zheng, Changlong; Lederman, Norman G.; Lederman, Judith S.; Jiao, Huihong – International Journal of Science Education, 2019
The purpose of this study is to examine the salient characteristics of the 'Question-Answer Process' (QAP) in senior high school chemistry class between pre- and in-service teachers. We first developed the 'Instrument of Question-Answer Process' (IQAP), and then, applied it to compare salient characteristics of QAP between pre- and in-service…
Descriptors: Chemistry, Secondary School Science, Preservice Teachers, Science Teachers
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Vojír, Karel; Rusek, Martin – International Journal of Science Education, 2019
The number of science education research papers has been rapidly rising in recent years. This number has been particularly influenced by researchers from non-English speaking countries who contribute to the field. With this number of papers, literature reviews gain in importance as they help researchers more easily orient themselves in problem…
Descriptors: Science Curriculum, Textbooks, Science Education, Researchers
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Ardura, Diego; Galán, Arturo – International Journal of Science Education, 2019
The aim of the present investigation was to analyse the role of academic self-efficacy and approaches to learning in general and in Physics and Chemistry academic achievements. The sample comprised 507 secondary school students of two Spanish schools and the study was conducted in the context of a Physics and Chemistry subject. Structural equation…
Descriptors: Secondary School Students, Science Achievement, Learning Strategies, Self Efficacy
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Ropohl, Mathias; Rönnebeck, Silke – International Journal of Science Education, 2019
Feedback is an essential formative assessment practice that has the potential to influence student learning and achievement positively. Providing effective feedback, however, is a challenging task for teachers. Especially beginning teachers struggle with the provision of information that supports students in developing and improving their…
Descriptors: Preservice Teachers, Feedback (Response), Learning Processes, Formative Evaluation
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Mujtaba, Tamjid; Sheldrake, Richard; Reiss, Michael J.; Simon, Shirley – International Journal of Science Education, 2018
There is a widespread concern that relatively few students, especially those from disadvantaged backgrounds, continue to study chemistry and other science subjects after compulsory education. Yet it remains unclear how different aspects of students' background and home context, their own attitudes and beliefs, and their experiences of particular…
Descriptors: Student Attitudes, Chemistry, Science Education, Student Characteristics
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Schultze, Felix; Nilsson, Pernilla – International Journal of Science Education, 2018
During the last decade there has been on-going discussions about students' declining interest and low achievement in science. One of the reasons suggested for this decline is that teachers and students have different frames of reference, whereby teachers sometimes communicate science in the classroom in a way that is not accessible to the…
Descriptors: Foreign Countries, Secondary School Students, Science Achievement, Science Instruction
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Lamminpää, Jaakko; Vesterinen, Veli-Matti – International Journal of Science Education, 2018
Studies show that teachers and students use humour when communicating with each other in a science education context. This study investigates the use of humour during a collaborative inquiry laboratory task on an undergraduate chemistry course and an undergraduate physics course. Seven groups of students working on a collaborative inquiry task…
Descriptors: Humor, Cooperative Learning, Chemistry, Physics
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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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Habig, Sebastian; Blankenburg, Janet; van Vorst, Helena; Fechner, Sabine; Parchmann, Ilka; Sumfleth, Elke – International Journal of Science Education, 2018
Many studies in science education acknowledge the positive effects of context-based learning on students' interest and attitudes. However, little is known about the design criteria of contextual situations generating these effects and how facets of students' situational interest are affected while learning in a contextualised setting. This paper…
Descriptors: Context Effect, Student Interests, Chemistry, Science Instruction
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Prins, Gjalt T.; Bulte, Astrid M. W.; Pilot, Albert – International Journal of Science Education, 2018
One of the challenges of context-based science education is to construct high quality teaching materials. This paper presents results from a study investigating the heuristic value of an activity-based instructional framework for transformation of authentic scientific practices for use in the science classroom, in line with cultural historic…
Descriptors: Instructional Materials, Chemistry, Science Teachers, Experienced Teachers
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Swirski, Hani; Baram-Tsabari, Ayelet; Yarden, Anat – International Journal of Science Education, 2018
Context-based approaches can bridge the gap between abstract, difficult science concepts and the world students live in. However, the relevance of specific contexts to different groups of learners, and its stability over time, have not been extensively explored. This study used four datasets, collected in different formal and informal settings, to…
Descriptors: Elementary School Students, Secondary School Students, Student Interests, Learner Engagement
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