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International Journal of…2201
Showing 151 to 165 of 2,201 results Save | Export
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Kim, Mijung – International Journal of Science Education, 2018
Research shows that various stereotypes about science and science learning, such as science being filled with hard and dry content, laboratory experiments, and male-dominated work environments, have resulted in feelings of distance from science in students' minds. This study explores children's experiences of science learning and science identity.…
Descriptors: Interaction, Science Instruction, Foreign Countries, Elementary School Students
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Velentzas, Athanasios; Halkia, Krystallia – International Journal of Science Education, 2018
In this study, an analysis of the structure of scientific explanations included in physics textbooks of upper secondary schools in Greece was completed. In scientific explanations for specific phenomena found in the sample textbooks, the "explanandum" is a logical consequence of the "explanans," which in all cases include at…
Descriptors: Secondary School Science, Physics, Scientific Principles, Scientific Concepts
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Bermudez, Gonzalo M. A.; Díaz, Sandra; De Longhi, Ana L. – International Journal of Science Education, 2018
People's diminished awareness of plants, affected by anthropogenic environmental deterioration, has challenged science education to overcome the obstacles impeding a better understanding of their meaning and value. The aim of this study was to investigate the influence of the socioeconomic status of high-school students, as indicated by their…
Descriptors: Plants (Botany), High School Students, Socioeconomic Status, Botany
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Drewes, Andrea; Henderson, Joseph; Mouza, Chrystalla – International Journal of Science Education, 2018
Climate change is one of the most pressing challenges facing society, and climate change educational models are emerging in response. This study investigates the implementation and enactment of a climate change professional development (PD) model for science educators and its impact on student learning. Using an intrinsic case study methodology,…
Descriptors: Faculty Development, Climate, Science Teachers, Case Studies
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Pals, Frits F. B.; Tolboom, Jos L. J.; Suhre, Cor J. M.; van Geert, Paul L. C. – International Journal of Science Education, 2018
How can science teachers support students in developing an appropriate declarative knowledge base for solving problems? This article focuses on the question whether the development of students' memory of scientific propositions is better served by writing propositions down on paper or by making drawings of propositions either by silent or…
Descriptors: Memorization, Learning Strategies, Science Education, Problem Solving
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Sevian, Hannah; Dori, Yehudit Judy; Parchmann, Ilka – International Journal of Science Education, 2018
Context-based learning (CBL) has influenced teaching and learning science in many countries over the past decades. Twelve years ago, a special issue on CBL was published in this "Journal," focusing on CBL curriculum development. Seven papers in this current special issue on CBL now address the question of how a context influences the…
Descriptors: STEM Education, Context Effect, Problem Based Learning, Cultural Influences
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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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King, Donna; Henderson, Senka – International Journal of Science Education, 2018
There is growing interest in how to engage middle school students in science to improve their enthusiasm for science and to arrest the decline in uptake in the senior years. Also, there is interest in improving students' application of science to real-life situations, a requirement for international tests. One approach that offers hope for…
Descriptors: Science Instruction, Scientific Concepts, Experiential Learning, Environmental Education
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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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Broman, Karolina; Bernholt, Sascha; Parchmann, Ilka – International Journal of Science Education, 2018
Context-based learning aims to make learning more meaningful by raising meaningful problems. However, these types of problems often require reflection and thinking processes that are more complex and thus more difficult for students, putting high demands on students' problem-solving capabilities. In this paper, students' approaches when solving…
Descriptors: Models, Scaffolding (Teaching Technique), Problem Solving, Chemistry
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Dori, Yehudit Judy; Avargil, Shirly; Kohen, Zehavit; Saar, Liora – International Journal of Science Education, 2018
Context-based learning (CBL), promoting students' scientific text comprehension, and fostering metacognitive skills, plays an important role in science education. Our study involves CBL through comprehension and analysis of adapted scientific articles. We developed a module which integrates metacognitive prompts for guiding students to monitor…
Descriptors: Relevance (Education), Scientific and Technical Information, Metacognition, Cues
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Sevian, Hannah; Hugi-Cleary, Deirdre; Ngai, Courtney; Wanjiku, Florence; Baldoria, Jesse Mhel – International Journal of Science Education, 2018
Context-based learning (CBL) is advocated as beneficial to learners, but more needs to be understood about how different contexts used in courses influence student outcomes. Gilbert defined several models of context that appear to be used in chemistry. In one model that achieves many criteria of student meaning-making, the context is provided by…
Descriptors: Context Effect, Chemistry, Science Instruction, College Science
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Corni, Federico; Fuchs, Hans U.; Savino, Giovanni – International Journal of Science Education, 2018
This is a description of the conceptual foundations used for designing a novel learning environment for mechanics implemented as an "Industrial Educational Laboratory"--called Fisica in Moto (FiM)--at the Ducati Foundation in Bologna. In this paper, we will describe the motivation for and design of the conceptual approach to mechanics…
Descriptors: Mechanics (Physics), Science Education, Foreign Countries, Motion
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Oon, Pey Tee; Subramaniam, R. – International Journal of Science Education, 2018
We report here on a comparative study of middle school students' attitudes towards science involving three countries: England, Singapore and the U.S.A. Complete attitudinal data sets from TIMSS (Trends in International Mathematics and Science Study) 2011 were used, thus giving a very large sample size (N = 20,246), compared to other studies in the…
Descriptors: Foreign Countries, Comparative Education, Middle School Students, Student Attitudes
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