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Showing 1 to 15 of 88 results Save | Export
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Opitz, S. T.; Neumann, K.; Bernholt, S.; Harms, U. – Research in Science Education, 2019
Energy is considered both as a disciplinary core idea and as a concept cutting across science disciplines. Most previous approaches studied progressing energy understanding in specific disciplinary contexts, while disregarding the relation of understanding across them. Hence, this study provides a systematic analysis of cross-disciplinary energy…
Descriptors: Energy, Scientific Concepts, Biology, Chemistry
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Meskill, Carla; Oliveira, Alandeom W. – Research in Science Education, 2019
Learners of English as a new language and the teachers who find these young people in their classrooms face many challenges. For secondary science educators, this is often rooted in a general lack of professional development models for the design and implementation of science/language integrated instruction. To address this issue, the present…
Descriptors: English (Second Language), Second Language Learning, Second Language Instruction, English Language Learners
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Joglar, C.; Rojas, S. P. – Research in Science Education, 2019
Studies have investigated various aspects of the use of questions in science lessons, but there is still a lack of research that demonstrates how, during peer reflection, teachers learn through identifying and overcoming obstacles to their own questioning in their professional development process. The present study is aimed at analyzing the types…
Descriptors: Barriers, Teacher Workshops, Chemistry, Physics
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Marzabal, Ainoa; Merino, Cristian; Moreira, Patricia; Delgado, Virginia – Research in Science Education, 2019
One of the core practices of science teachers is the construction of science teaching explanations. These explanations serve to clarify concepts, procedures, facts, ideas, or types of problems, and are aimed at promoting student understanding. The low performance of Chilean science teachers on explanations has led us to incorporate instances in…
Descriptors: Science Education, Preservice Teacher Education, Teaching Methods, Chemistry
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Barendsen, Erik; Henze, Ineke – Research in Science Education, 2019
Science teachers' pedagogical content knowledge (PCK) has been researched in many studies, yet little empirical evidence has been found to determine how this knowledge actually informs teachers' actions in the classroom. To complement previous quantitative studies, there is a need for more qualitative studies to investigate the relationship…
Descriptors: Pedagogical Content Knowledge, Correlation, Classroom Techniques, Science Teachers
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Baran, Mukadder; Sozbilir, Mustafa – Research in Science Education, 2018
This study aims to investigate the applicability of context- and problem-based learning (C-PBL) into teaching thermodynamics and to examine its influence on the students' achievements in chemistry, retention of knowledge, students' attitudes, motivation and interest towards chemistry. The embedded mixed method design was utilized with a group of…
Descriptors: Problem Based Learning, Thermodynamics, Science Instruction, Chemistry
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Criswell, Brett A.; Rushton, Gregory T.; McDonald, Scott P.; Gul, Tugce – Research in Science Education, 2018
This paper describes a professional development model for developing science teacher leaders that has evolved and been refined through working with 16 high school chemistry and physics teachers in high-needs schools over the past 3 years. The theoretical framework draws upon Goodwin's notion of professional vision and Dempsey's four metaphors to…
Descriptors: Models, Science Teachers, Faculty Development, Secondary School Teachers
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Westbroek, Hanna; Janssen, Fred; Doyle, Walter – Research in Science Education, 2017
Curriculum ideals often get compromised as a curriculum moves through its various levels of representation. Across the different science reforms, this process of slippage is clearly present. Research shows that teacher subject matter knowledge, PCK, beliefs and context factors all influence implementation. Professional development arrangements…
Descriptors: Science Instruction, Chemistry, Teaching Methods, Curriculum Development
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Chen, Fu; Zhang, Shanshan; Guo, Yanfang; Xin, Tao – Research in Science Education, 2017
We used the Rule Space Model, a cognitive diagnostic model, to measure the learning progression for thermochemistry for senior high school students. We extracted five attributes and proposed their hierarchical relationships to model the construct of thermochemistry at four levels using a hypothesized learning progression. For this study, we…
Descriptors: Chemistry, High School Students, Secondary School Science, Correlation
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Ward, Gillian; Haigh, Mavis – Research in Science Education, 2017
Teachers need an understanding of the nature of science (NOS) to enable them to incorporate NOS into their teaching of science. The current study examines the usefulness of a strategy for challenging or changing teachers' understandings of NOS. The teachers who participated in this study were 10 initial teacher education chemistry students and six…
Descriptors: Science Instruction, Scientific Principles, Teacher Attitudes, Concept Formation
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Demirdögen, Betül; Hanuscin, Deborah L.; Uzuntiryaki-Kondakci, Esen; Köseoglu, Fitnat – Research in Science Education, 2016
The purpose of this case study is to delve into the complexities of the early development of preservice chemistry teachers' science teaching orientations, knowledge of learners, knowledge of instructional strategies, and knowledge of assessment during a two-semester intervention designed to enhance their pedagogical content knowledge (PCK) for…
Descriptors: Preservice Teachers, Preservice Teacher Education, Science Instruction, Chemistry
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Pedrosa-de-Jesus, Helena; Leite, Sara; Watts, Mike – Research in Science Education, 2016
This naturalistic study integrates specific "question moments" into lesson plans to increase pupils' classroom interactions. A range of tools explored students' ideas by providing students with opportunities to ask and write questions. Their oral and written outcomes provide data on individual and group misunderstandings. Changes to the…
Descriptors: Science Education, Lesson Plans, Classroom Communication, Chemistry
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Aldahmash, Abdulwali H.; Mansour, Nasser S.; Alshamrani, Saeed M.; Almohi, Saeed – Research in Science Education, 2016
This study examines Saudi Arabian middle school science textbooks' coverage of the essential features of scientific inquiry. All activities in the middle school science textbooks and workbooks were analyzed by using the scientific inquiry "essential features" rubric. The results indicated that the essential features are included in about…
Descriptors: Science Activities, Foreign Countries, Middle School Students, Textbooks
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Mavhunga, Elizabeth; Rollnick, Marissa – Research in Science Education, 2016
In science education, learner-centred classroom practices are widely accepted as desirable and are associated with responsive and reformed kinds of teacher beliefs. They are further associated with high-quality Pedagogical Content Knowledge (PCK). Topic-Specific Pedagogical Content Knowledge (TSPCK), a version of PCK defined at topic level, is…
Descriptors: Foreign Countries, Science Teachers, Preservice Teachers, Student Teacher Attitudes
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Patchen, Terri; Smithenry, Dennis W. – Research in Science Education, 2015
Researchers have theorized that integrating authentic science activities into classrooms will help students learn how working scientists collaboratively construct knowledge, but few empirical studies have examined students' experiences with these types of activities. Utilizing data from a comparative, mixed-methods study, we considered how…
Descriptors: Chemistry, Secondary School Science, Secondary School Students, Student Attitudes
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