NotesFAQContact Us
Collection
Advanced
Search Tips
Source
Science Education230
Laws, Policies, & Programs
Assessments and Surveys
ACT Assessment1
What Works Clearinghouse Rating
Showing 1 to 15 of 230 results Save | Export
Peer reviewed Peer reviewed
Direct linkDirect link
Piqueras, Jesús; Achiam, Marianne – Science Education, 2019
Educators' work is a key element in museums' learning experience, yet knowledge about their professional development is still limited. In this study, we followed three science museum educators' professional growth during collaboration with researchers, with special focus on the introduction of research-based frameworks in their practice. To…
Descriptors: Science Education, Museums, Faculty Development, Science Teachers
Peer reviewed Peer reviewed
Direct linkDirect link
Borgerding, Lisa A.; Raven, Sara – Science Education, 2018
Many standards documents and learning progressions recommend evolution learning in elementary grades. Given young children's interest in dinosaurs and other fossils, fossil investigations can provide a rich entry into evolutionary biology for young learners. Educational psychology literature has addressed children's reasoning about foundational…
Descriptors: Science Instruction, Scientific Concepts, Summer Programs, Case Studies
Peer reviewed Peer reviewed
Direct linkDirect link
Ibourk, Amal; Williams, Michelle; Opperman, Amanda; Cisterna, Dante; Nazar, Christina Restrepo; Xie, Yiyu – Science Education, 2018
Genetics has become increasingly important in everyday life, a fact that is reflected in state and national science education standards. This study examines the relationship between 474 fifth graders' understandings of the core ideas of "inheritance of traits" and "variation of traits". A confirmatory factor analysis,…
Descriptors: Genetics, Science Education, Grade 5, Elementary School Students
Peer reviewed Peer reviewed
Direct linkDirect link
Murphy, P. Karen; Greene, Jeffrey A.; Allen, Elizabeth; Baszczewski, Sara; Swearingen, Amanda; Wei, Liwei; Butler, Ana M. – Science Education, 2018
Flourishing in today's global society requires citizens that are both intelligent consumers and producers of scientific understanding. Indeed, the modern world is facing ever-more complex problems that require innovative ways of thinking about, around, and with science. As numerous educational stakeholders have suggested, such skills and abilities…
Descriptors: High School Students, Concept Formation, Persuasive Discourse, Discussion (Teaching Technique)
Peer reviewed Peer reviewed
Direct linkDirect link
Luce, Megan R.; Goldman, Shelley; Vea, Tanner – Science Education, 2017
Families play an important role in informal science learning, but they may need supports for engaging in science that is exploratory, inquiry based, and builds on family practices. We designed resources that frame scientific sensemaking as an active and playful process of exploration in which family members are coparticipants. This approach…
Descriptors: Family Role, Informal Education, Science Education, Outdoor Education
Peer reviewed Peer reviewed
Direct linkDirect link
Kuhn, Deanna; Arvidsson, Toi Sin; Lesperance, Rosianne; Corprew, Rainikka – Science Education, 2017
It is now widely accepted, and indeed emphasized in the Next Generation Science Standards, that science education should encompass scientific practice as well as science content. By participating in an intellectual community engaged in the broad range of activities that constitute scientific inquiry, rather than simply mastering isolated science…
Descriptors: Scientific Concepts, Concept Formation, Secondary School Science, Problem Based Learning
Peer reviewed Peer reviewed
Direct linkDirect link
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
Peer reviewed Peer reviewed
Direct linkDirect link
Schuchardt, Anita M.; Schunn, Christian D. – Science Education, 2016
Amid calls for integrating science, technology, engineering, and mathematics (iSTEM) in K-12 education, there is a pressing need to uncover productive methods of integration. Prior research has shown that increasing contextual linkages between science and mathematics is associated with student problem solving and conceptual understanding. However,…
Descriptors: STEM Education, Interdisciplinary Approach, Mathematics Instruction, Science Instruction
Peer reviewed Peer reviewed
Direct linkDirect link
Kuhn, Deanna – Science Education, 2016
Have the Next Generation Science Standards fulfilled a goal of specifying the objectives of precollege science education in clear and exact enough terms to make them readily implementable? Using students' understanding of the concept of a variable as a case in point, the author suggests that the standards, despite their seeming precision and…
Descriptors: Science Instruction, Scientific Concepts, Elementary Secondary Education, Concept Formation
Peer reviewed Peer reviewed
Direct linkDirect link
Berland, Leema; Crucet, Kathleen – Science Education, 2016
Science education has long seen an emphasis on supporting students' epistemological understandings of how scientific knowledge is constructed and evaluated with the expectation that these understandings will support the students' own construction and evaluation of scientific knowledge. However, research has shown that this connection does not…
Descriptors: Epistemology, Science Instruction, Student Attitudes, Scientific Concepts
Peer reviewed Peer reviewed
Direct linkDirect link
Romine, William L.; Todd, Amber N.; Clark, Travis B. – Science Education, 2016
We developed and validated a new instrument, called "Measuring Concept progressions in Acid-Base chemistry" (MCAB) and used it to better understand the progression of undergraduate students' understandings about acid-base chemistry. Items were developed based on an existing learning progression for acid-base chemistry. We used the Rasch…
Descriptors: Test Construction, Chemistry, Undergraduate Students, Scientific Concepts
Peer reviewed Peer reviewed
Direct linkDirect link
Underwood, Sonia M.; Reyes-Gastelum, David; Cooper, Melanie M. – Science Education, 2015
Longitudinal studies can provide significant insights into how students develop competence in a topic or subject area over time. However, there are many barriers, such as retention of students in the study and the complexity of data analysis, that make these studies rare. Here, we present how a statistical framework, discrete-time survival…
Descriptors: Science Instruction, College Science, Chemistry, Barriers
Peer reviewed Peer reviewed
Direct linkDirect link
Tenenbaum, Harriet R.; To, Cheryl; Wormald, Daniel; Pegram, Emma – Science Education, 2015
Darwinian evolution is difficult to understand because of conceptual barriers stemming from intuitive ideas. This study examined understanding of evolution in 52 students (M = 14.48 years, SD = 0.89) before and after a guided field trip to a natural history museum and in a comparison group of 18 students (M = 14.17 years, SD = 0.79) who did not…
Descriptors: Science Education, Scientific Concepts, Evolution, Genetics
Peer reviewed Peer reviewed
Direct linkDirect link
Jornet, Alfredo; Roth, Wolff-Michael – Science Education, 2015
The aim of this study is to advance current understanding of the transactional processes that characterize students' sense-making practices when they are confronted with multiple representations of scientific phenomena. Data for the study are derived from a design experiment that involves a technology-rich, inquiry-based sequence of…
Descriptors: Science Instruction, Scientific Concepts, Scientific Principles, Concept Formation
Peer reviewed Peer reviewed
Direct linkDirect link
Ummels, Micha H. J.; Kamp, Marcel J. A.; De Kroon, Hans; Boersma, Kerst Th. – Science Education, 2015
In secondary science education, the learning and teaching of coherent conceptual understanding are often problematic. Context-based education has been proposed as a partial solution to this problem. This study aims to gain insight into the development of conceptual coherence and how context-embedded learning-teaching activities (LT) can promote…
Descriptors: Secondary School Science, Science Education, Scientific Concepts, Biology
Previous Page | Next Page »
Pages: 1  |  2  |  3  |  4  |  5  |  6  |  7  |  8  |  9  |  10  |  11  |  ...  |  16