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Showing 1 to 15 of 237 results Save | Export
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Öberg, Gunilla; Campbell, Alice – International Journal of Science Education, 2019
There is an urgent need to strengthen undergraduate science students' epistemic knowledge, which requires having the scientists "qua" teachers on board. The divide between scientists' perceptions of science and the perceptions held by those who study science is in this context problematic. Even so, this remains a sorely understudied…
Descriptors: Science Instruction, Scientific Concepts, Scientific Principles, Foreign Countries
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Peacock, Jeremy; Melville, Wayne – International Journal of Science Education, 2019
Working from a historical perspective indicates that there are four periods over the last 170 years through which the role of the science chair has developed. This evolution has progressed from the administrative need to implement the agenda of the newly professionalised science of the nineteenth century, to a greater emphasis on the role of the…
Descriptors: Science Departments, Instructional Leadership, Department Heads, Leadership Role
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Kind, Vanessa; Chan, Kennedy K. H. – International Journal of Science Education, 2019
This paper concludes the Special Issue (SI) 'Probing the Amalgam: the relationship between science teachers' content, pedagogical and pedagogical content knowledge'. We review the five papers (Sorge et al; Gess-Newsome et al; Kind; Pitjeng-Mosabala and Rollnick; and Liepertz and Bronowski) by discussing evidence these present regarding the…
Descriptors: Pedagogical Content Knowledge, Science Teachers, Models, Secondary School Teachers
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Vorholzer, Andreas; von Aufschnaiter, Claudia – International Journal of Science Education, 2019
Inquiry-based instruction is an important teaching strategy in science education that can be implemented to achieve different learning goals (e.g. the learning of science content or of inquiry skills and strategies). Inquiry-based instruction is often combined with guidance attempting to assist students to effectively engage in inquiry activities…
Descriptors: Inquiry, Active Learning, Science Instruction, Guidance
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Yacoubian, Hagop A.; Khishfe, Rola – International Journal of Science Education, 2018
The purpose of this paper is to compare and contrast between two theoretical frameworks for addressing nature of science (NOS) and socioscientific issues (SSI) in school science. These frameworks are critical thinking (CT) and argumentation (AR). For the past years, the first and second authors of this paper have pursued research in this area…
Descriptors: Critical Thinking, Persuasive Discourse, Guidelines, Comparative Analysis
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Bennett, Judith; Dunlop, Lynda; Knox, Kerry J.; Reiss, Michael J.; Torrance Jenkins, Rebecca – International Journal of Science Education, 2018
Practical independent research projects (IRPs) are a feature of school science in a number of countries. To assess the impact of IRPs on students, a systematic review of the literature was undertaken. Thirty-nine papers met the review inclusion criteria, reporting on work from twelve countries. The review indicates that IRPs are often associated…
Descriptors: High School Students, Physics, Science Instruction, Problem Based Learning
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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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Patterson, Alexis; Roman, Diego; Friend, Michelle; Osborne, Jonathan; Donovan, Brian – International Journal of Science Education, 2018
Reading is fundamental to science and not an adjunct to its practice. In other words, understanding the meaning of the various forms of written discourse employed in the creation, discussion, and communication of scientific knowledge is inherent to how science works. The language used in science, however, sets up a barrier, that in order to be…
Descriptors: Scientific Concepts, Science Instruction, Reading Comprehension, Pedagogical Content Knowledge
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Yacoubian, Hagop A. – International Journal of Science Education, 2018
Scientifically literate citizens must be able to engage in making decisions on science-based social issues. In this paper, I start by showing examples of science curricula and policy documents that capitalise the importance of engaging future citizens in decision-making processes whether at the personal or at the societal levels. I elucidate the…
Descriptors: Scientific Literacy, Democracy, Decision Making, Science Curriculum
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Arnold, Julia C. – International Journal of Science Education, 2018
Health education is to foster health literacy, informed decision-making and to promote health behaviour. To date, there are several models that seek to explain health behaviour (e.g. the Theory of Planned Behaviour or the Health Belief Model). These models include motivational factors (expectancies and values) that play a role in decision-making…
Descriptors: Health Education, Science Education, Health Behavior, Decision Making Skills
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Papadouris, Nicos; Constantinou, Constantinos P. – International Journal of Science Education, 2017
Promoting facility with content knowledge is one of the most important objectives of science teaching. Conventionally, the focus for this objective is placed on the substantive side of content knowledge (e.g. science concepts/laws), whereas its epistemic or ontological aspects (e.g. why do we construct concepts?) rarely receive explicit attention.…
Descriptors: Science Teachers, Pedagogical Content Knowledge, Science Instruction, Epistemology
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Hsieh, Wen-Min; Tsai, Chin-Chung – International Journal of Science Education, 2017
This cross-sectional study explored students' conceptions of science learning via drawing analysis. A total of 906 Taiwanese students in 4th, 6th, 8th, 10th, and 12th grade were asked to use drawing to illustrate how they conceptualise science learning. Students' drawings were analysed using a coding checklist to determine the presence or absence…
Descriptors: Science Instruction, Teaching Methods, Case Studies, Positive Attitudes
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Tippett, Christine D. – International Journal of Science Education, 2016
The move from learning science from representations to learning science with representations has many potential and undocumented complexities. This thematic analysis partially explores the trends of representational uses in science instruction, examining 80 research studies on diagram use in science. These studies, published during 2000-2014, were…
Descriptors: Visual Aids, Science Education, Research Methodology, Qualitative Research
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Mills, Reece; Tomas, Louisa; Lewthwaite, Brian – International Journal of Science Education, 2016
In response to calls for research into effective instruction in the Earth and space sciences, and to identify directions for future research, this systematic review of the literature explores research into instructional approaches designed to facilitate conceptual change. In total, 52 studies were identified and analyzed. Analysis focused on the…
Descriptors: Earth Science, Space Sciences, Literature Reviews, Teaching Methods
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Bevins, Stuart; Price, Gareth – International Journal of Science Education, 2016
Decades of discussion and debate about how science is most effectively taught and learned have resulted in a number of similar but competing inquiry models. These aim to develop students learning of science through approaches which reflect the authenticity of science as practiced by professional scientists while being practical and manageable…
Descriptors: Science Education, Inquiry, Secondary School Science, Science Process Skills
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