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Donovan, Brian M.; Semmens, Rob; Keck, Phillip; Brimhall, Elizabeth; Busch, K. C.; Weindling, Monica; Duncan, Alex; Stuhlsatz, Molly; Bracey, Zoë Buck; Bloom, Mark; Kowalski, Susan; Salazar, Brae – Science Education, 2019
When people are exposed to information that leads them to overestimate the actual amount of genetic difference between racial groups, it can augment their racial biases. However, there is apparently no research that explores if the reverse is possible. Does teaching adolescents scientifically accurate information about genetic variation within and…
Descriptors: Genetics, Racial Bias, Adolescents, Adults
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Caspi, Avner; Gorsky, Paul; Nitzani-Hendel, Rakefet; Zacharia, Zacharias; Rosenfeld, Sherman; Berman, Shmuel; Shildhouse, Bruria – Science Education, 2019
On completing middle-school (ninth grade), Israeli students must choose which discipline(s) to major in upon entering high school. This study, grounded in Expectancy-Value Theory (EVT), identified and modeled the factors that contributed to students' academic choices from their own subjective perspectives. We collected qualitative and quantitative…
Descriptors: Foreign Countries, Middle School Students, High School Students, Grade 9
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King, Donna; Ritchie, Stephen M.; Sandhu, Maryam; Henderson, Senka; Boland, Ben – Science Education, 2017
Learning science in the middle years can be an emotional experience. In this study, we explored ninth-grade students' discrete emotions expressed during science activities in a 9-week unit on chemistry. Individual student's emotions were analyzed through multiple data sources including classroom videos, interviews, and emotions diaries completed…
Descriptors: Psychological Patterns, Emotional Experience, Science Education, Secondary School Science
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Barth-Cohen, Lauren A.; Wittmann, Michael C. – Science Education, 2017
This article presents an empirical analysis of conceptual difficulties encountered and ways students made progress in learning at both individual and group levels in a classroom environment in which the students used an embodied modeling activity to make sense of a specific scientific scenario. The theoretical framework, coordination class theory,…
Descriptors: Grade 9, Earth Science, Science Instruction, Scientific Concepts
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Andersen, Lori; Chen, Jason A. – Science Education, 2016
The present study describes science expectancy-value motivation classes within a nationally representative sample of students who were U.S. ninth graders in 2009. An expectancy-value model was the basis for science-specific profile indicators (self-efficacy, attainment value, utility value, interest-enjoyment value). Using exploratory latent class…
Descriptors: Grade 9, Secondary School Science, Science Instruction, Student Attitudes
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Serder, Margareta; Jakobsson, Anders – Science Education, 2016
Previous research in science education has suggested that difficulties among students learning science relate to challenges in framing its discourse. This article examines the role that language plays in a scientific literacy test for which everyday life is an augmented aspect. Video-recorded data was collected in four ninth-grade science classes…
Descriptors: Foreign Countries, Science Education, Scientific Literacy, Video Technology
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Andersen, Lori; Ward, Thomas J. – Science Education, 2014
Group differences in the effects of the expectancies and values that high-ability students have for science and mathematics on plans to persist in science, technology, engineering, and mathematics (STEM) were investigated. A nationally representative sample of ninth-grade students, the High School Longitudinal Study of 2009 (HSLS: 2009; n =…
Descriptors: STEM Education, High School Students, Grade 9, Persistence
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Eilam, Billie; Reiter, Shoshi – Science Education, 2014
In today's world of information explosion, independent lifelong self-regulated learning (SRL) is becoming a necessity. However, opportunities in schools to experience such learning modes are relatively rare. This long-term explorative field study examined students' SRL of science. Changes in students' self-reported and enacted SRL…
Descriptors: Junior High School Students, Grade 9, Science Education, Biology
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Lee, Victor R. – Science Education, 2010
The cause of the seasons is often associated with a very particular alternative conception: That the earth's orbit around the sun is highly elongated, and the differences in distance result in variations in temperature. It has been suggested that the standard diagrams used to depict the earth's orbit may be in some way responsible for the initial…
Descriptors: Cues, Astronomy, Climate, Scientific Concepts
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Alozie, Nonye M.; Moje, Elizabeth Birr; Krajcik, Joseph S. – Science Education, 2010
One goal of project-based science is to promote the development of scientific discourse communities in classrooms. Holding rich high school scientific discussions is challenging, especially when the demands of content and norms of high school science pose challenges to their enactment. There is little research on how high school teachers enact…
Descriptors: Discourse Communities, High Schools, Secondary School Teachers, Science Curriculum
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Smothers, Sinikka M.; Goldston, M. Jenice – Science Education, 2010
This qualitative multiple case study explored the conceptual frameworks of two congenitally blind male adolescents on the nature of matter. We examined participants' responses on four tactile investigations focused on concepts and processes associated with matter changes. The matter changes investigated were dissolution, chemical change,…
Descriptors: Journal Writing, Investigations, Focus Groups, Adolescents
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Tang, Xiaowei; Coffey, Janet E.; Elby, Andy; Levin, Daniel M. – Science Education, 2010
Typically, the scientific method in science classrooms takes the form of discrete, ordered steps meant to guide students' inquiry. In this paper, we examine how focusing on the scientific method as discrete steps affects students' inquiry and teachers' perceptions thereof. To do so, we study a ninth-grade environmental science class in which…
Descriptors: Scientific Methodology, Discourse Analysis, Inquiry, Learner Engagement
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Lundqvist, Eva; Almqvist, Jonas; Ostman, Leif – Science Education, 2009
In this paper, we describe two central epistemological norms related to the importance of making investigations and to scientific language and its logic. These norms have been identified in empirical material consisting of 200 video-recorded lessons in three different science classes. With regard to the learning of science and socialization, we…
Descriptors: Classroom Communication, Scientific Principles, Epistemology, Science Education
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Basu, Sreyashi Jhumki – Science Education, 2008
Youth from low-income, minority backgrounds have often been marginalized from introductory courses, advanced study and careers in physics. Cultivating student agency may have the potential to improve access for diverse groups of learners. However, the implications of this lens for student learning have been minimally examined in the physics…
Descriptors: Introductory Courses, Ethnography, Physics, Minority Groups
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Wu, Hsin-Kai; Huang, Ya-Ling – Science Education, 2007
Engagement has been viewed as an important construct to understand students' learning performances in classroom settings. Taking an interactive perspective, the study investigates ninth graders' cognitive, emotional, and behavioral engagement in teacher-centered (TC) and student-centered (SC) technology-enhanced classrooms. 54 students from two…
Descriptors: Foreign Countries, Grade 9, Teaching Methods, Student Centered Curriculum
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