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Showing 1 to 15 of 74 results Save | Export
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Meehan, Casey R.; Levy, Brett L. M.; Collet-Gildard, Lauren – Science Education, 2018
Broad misconceptions about global climate change (GCC) could hinder efforts to address this large-scale problem, and curricular materials can play a substantial role in what students learn about GCC. This study examines how U.S. high school textbooks and supplemental curricular materials published between 2007 and 2012 portray the causes,…
Descriptors: Secondary School Curriculum, Climate, Textbooks, Instructional Materials
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Sikorski, Tiffany-Rose; Hammer, David – Science Education, 2017
Despite myriad attempts over the years to design curricula with logical ordering and connections, concerns persist that students view science as a body of prescribed information to memorize. In this essay, we argue that attempts to build coherence into the curriculum reflect fundamental and enduring misconceptions about the nature of coherence…
Descriptors: Science Curriculum, Curriculum Design, Misconceptions, Rhetoric
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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
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Wind, Stefanie A.; Gale, Jessica D. – Science Education, 2015
Multiple-choice (MC) items that are constructed such that distractors target known misconceptions for a particular domain provide useful diagnostic information about student misconceptions (Herrmann-Abell & DeBoer, 2011, 2014; Sadler, 1998). Item response theory models can be used to examine misconceptions distractor-driven multiple-choice…
Descriptors: Physical Sciences, Science Tests, Misconceptions, Item Response Theory
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Novick, Laura R.; Catley, Kefyn M. – Science Education, 2014
Science is an important domain for investigating students' responses to information that contradicts their prior knowledge. In previous studies of this topic, this information was communicated verbally. The present research used diagrams, specifically trees (cladograms) depicting evolutionary relationships among taxa. Effects of college…
Descriptors: Visual Aids, Evolution, Taxonomy, College Students
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Heddy, Benjamin C.; Sinatra, Gale M. – Science Education, 2013
Teaching and learning about complex scientific content, such as biological evolution, is challenging in part because students have a difficult time seeing the relevance of evolution in their everyday lives. The purpose of this study was to explore the effectiveness of the Teaching for Transformative Experiences in Science (TTES) model (Pugh, 2002)…
Descriptors: Misconceptions, Science Instruction, Transformative Learning, Evolution
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Parker, Joan; Heywood, David – Science Education, 2013
Opportunities for the development of science-related pedagogy during training are necessarily limited for the generalist primary (elementary), preservice teacher. While school placement is an important context within which to develop such professional expertise, the role of institution-based learning is less well understood in this regard. This…
Descriptors: Preservice Teacher Education, Science Teachers, Elementary School Teachers, Reflection
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Larkin, Douglas – Science Education, 2012
There remains a lack of agreement in the field of science education as to whether student "misconceptions" ought to be considered obstacles or resources, and this has implications for the ways in which prospective teachers think about the value of their students' ideas. This empirical study examines how 14 preservice secondary science teachers in…
Descriptors: Science Teachers, Misconceptions, Teacher Educators, Preservice Teachers
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Williams, Michelle; DeBarger, Angela Haydel; Montgomery, Beronda L.; Zhou, Xuechun; Tate, Erika – Science Education, 2012
This study examines students' understanding of the normative connections between key concepts of cell division, including both mitosis and meiosis, and underlying biological principles that are critical for an in-depth understanding of genetic inheritance. Using a structural equation modeling method, we examine middle school students'…
Descriptors: Factor Analysis, Genetics, Middle School Students, Structural Equation Models
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Halverson, Kristy L.; Pires, Chris J.; Abell, Sandra K. – Science Education, 2011
Student understanding of biological representations has not been well studied. Yet, we know that to be efficient problem solvers in evolutionary biology and systematics, college students must develop expertise in thinking with a particular type of representation, phylogenetic trees. The purpose of this study was to understand how undergraduates…
Descriptors: Evolution, Classification, Biodiversity, Knowledge Representation
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Emdin, Christopher – Science Education, 2011
This paper is birthed from my lifelong experiences as student, teacher, administrator, and researcher in urban science classrooms. This includes my years as a minority student in biology, chemistry, and physics classrooms, 10 tears as science teacher and high school science department chair, 5-years conducting research on youth experiences in…
Descriptors: Urban Education, Science Education, Urban Youth, Minority Group Students
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Jakobsson, Anders; Makitalo, Asa; Saljo, Roger – Science Education, 2009
Much of the research on students' understanding of the greenhouse effect and global warming reports poor results. Students are claimed to hold misconceptions and naive beliefs, and the impact of teaching on their conceptions is also low. In the present study, these results are called into question, and it is argued that they may to a large extent…
Descriptors: Research Methodology, Climate, Misconceptions, Scientific Concepts
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Hamza, Karim M.; Wickman, Per-Olof – Science Education, 2008
Although misconceptions in science have been established in interview studies, their role during the learning process is poorly examined. In this paper, we use results from a classroom study to analyze to what extent nonscientific ideas in electrochemistry that students report in interviews enter into their learning in a more authentic setting. We…
Descriptors: Chemistry, Learning Experience, Misconceptions, Science Instruction
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Michail, Sirmo; Stamou, Anastasia G.; Stamou, George P. – Science Education, 2007
In this article, the Greek primary school teachers' understanding of three current environmental issues (acid rain, the ozone layer depletion, and the greenhouse effect) as well as the emerging images of nature were examined. The study revealed that teachers held several environmental knowledge gaps and misconceptions about the three phenomena.…
Descriptors: Elementary School Teachers, Misconceptions, Information Sources, Pollution
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Afonso, Ana S.; Gilbert, John K. – Science Education, 2007
This study analyzes the short-term consequences of visitors' use of different types of exhibits (i.e., "exemplars of phenomena" and "analogy based") together with the factors affecting visitors' understanding of and their evaluation of the use of such exhibits. One hundred and twenty five visitors (either alone or in groups) were observed …
Descriptors: Misconceptions, Logical Thinking, Exhibits, Museums
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