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Sbeglia, Gena C.; Nehm, Ross H. – Science Education, 2019
Theoretical perspectives and empirical research suggest that acceptance of evolution may be contingent upon what is evolving (e.g., plants vs. humans) and the scale of change (microevolution vs. macroevolution). The Inventory of Student Evolution Acceptance (I-SEA) is the only instrument designed to measure acceptance at different evolutionary…
Descriptors: Student Attitudes, Scientific Attitudes, Evolution, Attitude Measures
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Perez, Tony; Wormington, Stephanie V.; Barger, Michael M.; Schwartz-Bloom, Rochelle D.; Lee, You-kyung; Linnenbrink-Garcia, Lisa – Science Education, 2019
Despite efforts to attract and maintain diverse students in the science, technology, engineering, and math (STEM) pipeline, issues with attrition from undergraduate STEM majors persist. The aim of this study was to examine how undergraduate science students' competence beliefs, task values, and perceived costs in science combine into motivational…
Descriptors: Undergraduate Students, STEM Education, Academic Persistence, Majors (Students)
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Green, André M.; Brand, Brenda R.; Glasson, George E. – Science Education, 2019
African American undergraduates' decision to change from science, technology, engineering, and mathematics (STEM) majors while enrolled at a predominantly White university was the focus of this study. Through open-ended interviews, the students discussed circumstances leading to their nonpersistence. Commonly published reports on the lower…
Descriptors: African American Students, Undergraduate Students, STEM Education, Majors (Students)
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Grimes, Paul; McDonald, Scott; van Kampen, Paul – Science Education, 2019
Sense-making and argumentation are two common ways to frame student discourse. The former emphasizes the process of students coming to an understanding, the latter the logical and rhetorical structure of the product. When we investigated the discourse of two groups of preservice science teachers in an environment that fosters productive…
Descriptors: Discourse Analysis, Comprehension, Persuasive Discourse, Preservice Teachers
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Grinath, Anna S.; Southerland, Sherry A. – Science Education, 2019
Orchestrating opportunities for students to engage in scientific talk in the classroom is challenging for most teachers and even more so for novice teaching assistants (TAs) who typically instruct introductory science laboratories at the postsecondary level. This study was designed to understand how TA moves are related to instances of scientific…
Descriptors: Science Instruction, Undergraduate Students, Biology, College Science
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Braaten, Melissa – Science Education, 2019
Learning to teach within and across the settings of teacher education coursework and field experience in local schools is subject to the "two-worlds pitfall," where practices, norms, expectations, tools, and other aspects of teaching can be jarringly different. This remains an ever-present dilemma for preservice teachers, their teacher…
Descriptors: Academic Persistence, Teaching Methods, Preservice Teachers, Preservice Teacher Education
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Dou, Remy; Hazari, Zahra; Dabney, Katherine; Sonnert, Gerhard; Sadler, Philip – Science Education, 2019
In this paper, we examine the relationship between participants' childhood science, technology, engineering, and mathematics (STEM) related experiences, their STEM identity (i.e., seeing oneself as a STEM person), and their college career intentions. Whereas some evidence supports the importance of childhood (i.e., K-4) informal STEM education…
Descriptors: STEM Education, Self Concept, Student Interests, Science Careers
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Vaval, Luronne; Bowers, Alex J.; Snodgrass Rangel, Virginia – Science Education, 2019
Abstract The purpose of this study is to investigate the extent that there is a typology of high schools based on their orientation toward science, technology, engineering, and mathematics (STEM), as well as the extent to which school-level demographic variables and student high school outcomes are associated with subgroup membership in the…
Descriptors: High School Students, High Schools, STEM Education, Longitudinal Studies
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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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Reinholz, Daniel L.; Ngai, Courtney; Quan, Gina; Pilgrim, Mary E.; Corbo, Joel C.; Finkelstein, Noah – Science Education, 2019
There is a pressing need to improve the sustainability of educational improvement efforts, but sustainability remains undertheorized in science education. In this article, we draw upon frameworks from organizational culture and sustainability to characterize change within a single undergraduate science department. This in-depth longitudinal case…
Descriptors: Science Education, Educational Improvement, Sustainability, Undergraduate Study
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Lyon, Edward G.; Stoddart, Trish; Bunch, George C.; Tolbert, Sara; Salinas, Ivan; Solis, Jorge – Science Education, 2018
This proof of concept study investigated a secondary science teacher preparation intervention in six university programs across Arizona, California, and Texas. Researchers and science method instructors (SMIs) collaboratively restructured respective science method courses to hold fidelity to an interrelated set of instructional practices that…
Descriptors: Secondary School Teachers, Science Teachers, Preservice Teacher Education, Methods Courses
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Stroupe, David; Caballero, Marcos D.; White, Peter – Science Education, 2018
We argue that students should take on roles as "epistemic agents"--those who shape knowledge production and practices of a community. In this study, the research team--a science educator and two scientists--worked with a sixth-grade teacher to provide 90 students with opportunities to take up epistemic agency over a 22-day unit about…
Descriptors: Science Teachers, Scientists, College Faculty, Science Instruction
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Morton, Terrell R.; Parsons, Eileen C. – Science Education, 2018
Much of the research in science education that explores the influence of a racial and gendered identity on science, technology, engineering, and mathematics (STEM) engagement for Black women situate their identities primarily as responses to the oppression and struggles they face in STEM. In this study, we use Phenomenological Variant Ecological…
Descriptors: Science Education, STEM Education, African American Students, Females
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Weinberg, Andrea E.; Trott, Carlie D.; Sample McMeeking, Laura B. – Science Education, 2018
Undergraduate research experiences (UREs) that include interdisciplinary, engagement-oriented, and collaborative experiences have the potential to benefit students in unique ways. Through these innovative experiences, students are able to see the social impact and importance of their work--a factor known to strengthen the academic and career…
Descriptors: Undergraduate Students, Student Attitudes, Scientific Attitudes, College Science
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Olitsky, Stacy – Science Education, 2017
This study investigates possibilities for faculty members and teachers to overcome status and professional culture barriers as they engage in partnership work aimed at promoting inquiry-based instruction. It compares the processes and outcomes of several types of professional learning opportunities within a Math and Science Partnership based on…
Descriptors: Active Learning, Inquiry, Partnerships in Education, Elementary Secondary Education
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