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Whitworth, Brooke A.; Rubino-Hare, Lori; Bloom, Nena E.; Walker, Megan C.; Arendt, Kayla R. – International Journal of Science Education, 2020
This design-based research study examined the first two cycles of development, enactment, analysis, and redesign of the Power of Data (POD) Facilitation Academy. Professional Learning and Development (PLD) providers' geospatial technology (GST) skills, understanding of programme principles, preparation, and stages of concern for implementing POD…
Descriptors: Faculty Development, Teacher Workshops, Geographic Information Systems, Teaching Methods
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Lachapelle, Cathy P.; Cunningham, Christine M.; Oh, Yoonkyung – International Journal of Science Education, 2019
Technology is important to all aspects of our lives, so helping students develop an accurate understanding of technology should be an educational goal at the K-12 level. Assessments are important tools in reaching this goal. We developed an instrument to measure the technology conceptions of children ages 8-11, the 'What is Technology' (WT)…
Descriptors: Childhood Attitudes, Knowledge Level, Elementary School Students, Technology
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Girwidz, Raimund; Thoms, Lars-Jochen; Pol, Henk; López, Víctor; Michelini, Marisa; Stefanel, Alberto; Greczylo, Tomasz; Müller, Andreas; Gregorcic, Bor; Hömöstrei, Mihály – International Journal of Science Education, 2019
Teacher-oriented journals provide many ideas for practical use of multimedia in physics teaching and learning. However, they are often written in their respective native languages. Moreover, having 24 official languages in the European Union is a huge barrier to the exchange of teaching and learning material. Knowledge about what is discussed in…
Descriptors: Physics, Science Instruction, Science Teachers, Multimedia Instruction
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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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Wang, Ya-Ling; Tsai, Chin-Chung; Wei, Shih-Hsuan – International Journal of Science Education, 2015
This study aimed to investigate the factors accounting for science teaching self-efficacy and to examine the relationships among Taiwanese teachers' science teaching self-efficacy, teaching and learning conceptions, technological--pedagogical content knowledge for the Internet (TPACK-I), and attitudes toward Internet-based instruction (Attitudes)…
Descriptors: Science Teachers, Elementary School Teachers, Teacher Effectiveness, Self Efficacy
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Vaino, Katrin; Holbrook, Jack; Rannikmae, Miia – International Journal of Science Education, 2013
The main goal of this study was to explore the role of collaborative action research in eliciting change in teacher beliefs. The beliefs were those of five chemistry teachers in implementing a new teaching approach, geared to enhancing students' scientific and technological literacy (STL). The teacher beliefs were analysed based on Ajzen's Theory…
Descriptors: Action Research, Teaching Methods, Technological Literacy, Feedback (Response)
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DiGironimo, Nicole – International Journal of Science Education, 2011
The science education literature clearly shows that knowledge of the nature of technology is an educational goal; however there is a lack of research on student conceptions about the nature of technology. To address this gap in the literature, this research began with a thorough review of the literature on scientific and technological literacy,…
Descriptors: Educational Objectives, Literacy, Technological Literacy, Investigations
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Bencze, John Lawrence; Bowen, Gervase Michael – International Journal of Science Education, 2009
Student-directed, open-ended scientific investigations and invention projects may serve to deepen and broaden students' scientific and technological literacy, and, in so doing, enable them to succeed in democracies greatly affected by processes and products of science and technology. Science fairs, events at which student-led projects are…
Descriptors: Grounded Theory, Investigations, Science Fairs, Scientific Literacy
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Holbrook, Jack; Rannikmae, Miia – International Journal of Science Education, 2007
This article explores the meaning of the nature of science education to enhance scientific literacy. It argues that the teaching approach for science education should be regarded as "education through science", rather than "science through education". A model of the nature of science education is proposed, having its foundations based on activity…
Descriptors: Science Education, Teaching Methods, Skill Development, Scientific Principles
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Cajas, Fernando – International Journal of Science Education, 1999
Discusses the use of school science in students' everyday lives. Argues that the goal of connecting school science to students' everyday lives moves the discussion of public understanding of science to public understanding of technology. Examines the implications and limitations of this movement. Contains 40 references. (Author/WRM)
Descriptors: Educational Policy, Educational Practices, Elementary Secondary Education, Science and Society
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Fayard, Pierre – International Journal of Science Education, 1991
Proposes methods for the optimal popularization of science and technology to shape and influence public opinion about the utility of associated policies and goals. Emphasizes that such popularization should concentrate on enabling laypeople to acquire an adequate level of scientific and technological literacy, applicable to their everyday lives.…
Descriptors: Change Agents, Change Strategies, Community Change, Educational Trends
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Gardner, Paul L. – International Journal of Science Education, 1999
Identifies four views of the nature of the science/technology relationship: Idealist, Demarcationist, Materialist, and Interactionist. Analyzes high school physics textbooks in light of these relationship types and finds that the texts are dominated by an idealist storyline that presents a limited view of the history and philosophy of…
Descriptors: Foreign Countries, High Schools, Physics, Science and Society
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Layton, David – International Journal of Science Education, 1988
Argues for the recognition of technology as an autonomous co-equal to, and not a subordinate branch of, science. Discusses the uniqueness of technological knowledge. Compares the constitutive and contextual values of science and technology from various standpoints. Includes 56 references. (Author/YP)
Descriptors: Science and Society, Science Curriculum, Science Education, Sciences
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Fleming, Reg – International Journal of Science Education, 1988
Examines Canadian undergraduate science students' views of the nature of the relationship between science, technology, and society. Reports that the science students' views are similar to those of high school graduates, and that scientific facts are the central concern when dealing with the nature of science. (Author/YP)
Descriptors: College Science, Foreign Countries, Higher Education, Science and Society
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Wilkie, Tom – International Journal of Science Education, 1991
Discusses concerns about public understanding of science in the United Kingdom in relation to structure and content of newspapers, particularly the inadequacy of the press to be a vehicle for promoting scientific literacy within the citizenry. Argues that changes in science coverage by the media must originate from the scientific community with…
Descriptors: Foreign Countries, Informal Education, Mass Media Effects, Mass Media Role