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Showing 121 to 135 of 973 results Save | Export
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Schramm, J. W.; Jin, H.; Keeling, E. G.; Johnson, M.; Shin, H. J. – Research in Science Education, 2018
This paper reports on our use of a fine-grained learning progression to assess secondary students' reasoning through carbon-transforming processes (photosynthesis, respiration, biosynthesis). Based on previous studies, we developed a learning progression with four progress variables: explaining mass changes, explaining energy transformations,…
Descriptors: Inquiry, Active Learning, Learning Activities, Science Instruction
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López-Lozano, L.; Solís, E.; Azcárate, P. – Research in Science Education, 2018
Assessment is one of the key elements in the development of the curriculum since it forms a cycle of interdependence with the other curricular areas (content, methods, etc.). This work presents the changes detected in the conceptions about assessment in science that a sample of 311 prospective primary teachers had before and after a training…
Descriptors: Science Instruction, Incidence, Formative Evaluation, Science Curriculum
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Cheek, Kim A. – Research in Science Education, 2017
Ideas about temporal (and spatial) scale impact students' understanding across science disciplines. Learners have difficulty comprehending the long time periods associated with natural processes because they have no referent for the magnitudes involved. When people have a good "feel" for quantity, they estimate cardinal number magnitude…
Descriptors: Foreign Countries, Scientific Concepts, Science Education, Spatial Ability
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Lucero, Margaret M.; Petrosino, Anthony J. – Research in Science Education, 2017
The Conceptual Inventory of Natural Selection (CINS) is an example of a research-based instrument that assesses conceptual understanding in an area that contains well-documented alternative conceptions. Much of the CINS's use and original validation has been relegated to undergraduate settings, but the information learned from student responses on…
Descriptors: Science Instruction, Evolution, Biology, Factor Analysis
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Palmer, David; Dixon, Jeanette; Archer, Jennifer – Research in Science Education, 2017
Situational interest is a relatively transient reaction to highly stimulating factors in the immediate environment, whereas individual interest is a relatively long-term preference for a particular subject or activity. It has been proposed that regular experiences of situational interest in a subject may eventually lead to the development of…
Descriptors: Student Interests, Science Interests, Science Activities, Preservice Teachers
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Karahan, Engin; Roehrig, Gillian – Research in Science Education, 2017
Research in socioscientific issue (SSI)-based interventions is relatively new (Sadler in "Journal of Research in Science Teaching" 41:513-536, 2004; Zeidler et al. in "Journal of Research in Science Teaching" 46:74-101, 2009), and there is a need for understanding more about the effects of SSI-based learning environments…
Descriptors: Science Instruction, Case Studies, Secondary School Students, Teaching Methods
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Oyoo, Samuel Ouma – Research in Science Education, 2017
Paul Leslie Gardner pioneered the study of student difficulties with everyday words presented in the science context (Gardner 1971); several similarly designed studies (e.g. Cassels and Johnstone 1985; Tao in "Research in Science Education," 24, 322-330, 1994; Farell and Ventura in "Language and Education," 12(4), 243-254,…
Descriptors: Foreign Countries, Science Achievement, Outcomes of Education, High School Students
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Lönngren, Johanna; Ingerman, Åke; Svanström, Magdalena – Research in Science Education, 2017
Wicked sustainability problems (WSPs) are an important and particularly challenging type of problem. Science and engineering education can play an important role in preparing students to deal with such problems, but current educational practice may not adequately prepare students to do so. We address this gap by providing insights related to…
Descriptors: Engineering Education, Problems, Problem Solving, Sustainable Development
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Rollnick, Marissa – Research in Science Education, 2017
This study focuses on how teachers learn to teach a new topic and the role played by their developing content knowledge as they teach. The paper is based on seven high school science teachers' studies on the teaching of semiconductors, at the time a new topic in the curriculum. Analysis of artefacts such as teacher concept maps, video recordings…
Descriptors: Teaching Methods, Pedagogical Content Knowledge, Secondary School Teachers, Secondary School Science
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Alon, Nirit Lavie; Tal, Tali – Research in Science Education, 2017
This study focused on field trips to natural environments where the teacher plays a secondary role alongside a professional guide. We investigated teachers' and field trip guides' views of the teacher's role, the teacher's actual function on the field trip, and the relationship between them. We observed field trips, interviewed teachers and…
Descriptors: Field Trips, Teacher Role, Physical Environment, Observation
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Lotter, Christine R.; Miller, Cory – Research in Science Education, 2017
In this paper, we explore middle school science teachers' learning of inquiry-based instructional strategies through reflection on practice teaching sessions during a summer enrichment program with middle level students. The reflection sessions were part of a larger year-long inquiry professional development program in which teachers learned…
Descriptors: Middle School Teachers, Science Teachers, Inquiry, Teaching Methods
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Delen, Ibrahim; Krajcik, Joseph – Research in Science Education, 2017
The use of mobile devices is increasing rapidly as a potential tool for science teaching. In this study, five educators (three middle school teachers and two museum educators) used a mobile application that supported the development of a driving question. Previous studies have noted that teachers make little effort to connect learning experiences…
Descriptors: Museums, Handheld Devices, Teacher Collaboration, Science Instruction
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Blown, Eric J.; Bryce, Tom G. K. – Research in Science Education, 2017
The research reported here investigated the everyday and scientific repertoires of children involved in semi-structured, Piagetian interviews carried out to check their understanding of dynamic astronomical concepts like daytime and night-time. It focused on the switching taking place between embedded and disembedded thinking; on the imagery which…
Descriptors: Scientific Literacy, Scientific Concepts, Scientific Principles, Semi Structured Interviews
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Impedovo, Maria Antonietta; Delserieys-Pedregosa, Alice; Jégou, Corinne; Ravanis, Konstantinos – Research in Science Education, 2017
The paper is set in socio-material farming to offer a way of conceptualising actions and interactions of children in preschool involved in the understanding of scientific concepts. A model of early science education about the physical phenomena of shadow formation is implemented in group work in a French context. The research involved 44 children…
Descriptors: Preschool Children, Science Education, Scientific Concepts, Scientific Literacy
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Wünschmann, Stephanie; Wüst-Ackermann, Peter; Randler, Christoph; Vollmer, Christian; Itzek-Greulich, Heike – Research in Science Education, 2017
Interventions in out-of-school settings have been shown in previous studies to effectively increase students' science knowledge and motivation, with mixed results on whether they are more effective than teaching at school. In this study, we compared an out-of-school setting in a reptile and amphibian zoo (Landau, Germany) with a sequence of…
Descriptors: Recreational Facilities, Science Instruction, Experimental Groups, Control Groups
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