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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
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Kapon, Suulamit – Science Education, 2017
Learning science involves an ongoing process in which learners construct and reconstruct self-explanations and evaluate their relative soundness. This work coordinates and aligns complementary methodological and theoretical approaches to learning to both unpack sensemaking and better understand the conditions that facilitate it. I conceptualize…
Descriptors: Science Instruction, Teaching Methods, Scientific Concepts, Guidelines
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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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Luce, Megan R.; Hsi, Sherry – Science Education, 2015
In efforts to understand and promote long-term interest in science, much work has focused on measuring students' interest in topics of science, typically with surveys. This approach has challenges, as interest in a topic may not necessarily indicate interest in scientific practices and pursuits. An underexplored and perhaps productive way to…
Descriptors: Science Education, Science Interests, Student Interests, Photography
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Tang, Kok-Sing; Delgado, Cesar; Moje, Elizabeth Birr – Science Education, 2014
This paper presents an integrative framework for analyzing science meaning-making with representations. It integrates the research on multiple representations and multimodal representations by identifying and leveraging the differences in their units of analysis in two dimensions: timescale and compositional grain size. Timescale considers the…
Descriptors: Science Education, Scientific Attitudes, Learning Processes, Time on Task
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Wilson, Amy Alexandra – Science Education, 2013
Framed in theories of social semiotics, this multiple case study describes and categorizes the actional-operational modes used by three middle school earth science teachers throughout the course of one school year. Data included fieldnotes, photographs, and video recordings of classroom instructions as well as periodic interviews with the…
Descriptors: Science Instruction, Earth Science, Middle School Teachers, Secondary School Science
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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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Nordine, Jeffrey; Krajcik, Joseph; Fortus, David – Science Education, 2011
Energy is a fundamental unifying concept of science, yet common approaches to energy instruction in middle school have shown little success with helping students develop their naive ideas about energy into more sophisticated understandings that are useful for making sense of their experiences. While traditional energy instruction often focuses on…
Descriptors: Middle Schools, Science Instruction, Energy, Secondary School Science
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Lee, Hee-Sun; Liu, Ou Lydia – Science Education, 2010
We use a construct-based assessment approach to measure learning progression of energy concepts across physical, life, and earth science contexts in middle school grades. We model the knowledge integration construct in six levels in terms of the numbers of ideas and links used in student-generated explanations. For this study, we selected 10 items…
Descriptors: Middle School Students, Standardized Tests, Earth Science, Energy
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Kanter, David E. – Science Education, 2010
Project-based science curricula can improve students' usable or meaningful understanding of the science content underlying a project. However, such curricula designed around "performances" wherein students design or make something do not always do this. We researched ways to design performance project-based science curricula (pPBSc) to better…
Descriptors: Curriculum Design, Program Effectiveness, Science Education, Curriculum Development
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Chang, Hsin-Yi; Quintana, Chris; Krajcik, Joseph S. – Science Education, 2010
In this study, we investigated whether the understanding of the particulate nature of matter by students was improved by allowing them to design and evaluate molecular animations of chemical phenomena. We developed Chemation, a learner-centered animation tool, to allow seventh-grade students to construct flipbook-like simple animations to show…
Descriptors: Animation, Peer Evaluation, Factor Analysis, Effect Size
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Furtak, Erin Marie; Ruiz-Primo, Maria Araceli – Science Education, 2008
The National Research Council ([NRC], 2001) has stated that formative assessment is essential to fulfilling the mission of the National Science Education Standards (NRC, 1996). This paper explores the relative utility of four different types of formative assessment prompts in eliciting middle school students' ideas about sinking and floating.…
Descriptors: Writing Skills, Thinking Skills, Discussion (Teaching Technique), Writing (Composition)
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Jones, M. Gail; Minogue, James; Tretter, Thomas R.; Negishi, Atsuko; Taylor, Russell – Science Education, 2006
This study investigated the impact of haptic augmentation of a science inquiry program on students' learning about viruses and nanoscale science. The study assessed how the addition of different types of haptic feedback (active touch and kinesthetic feedback) combined with computer visualizations influenced middle and high school students'…
Descriptors: Microbiology, Student Attitudes, Likert Scales, Feedback
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Wu, Hsin-Kai; Krajcik, Joseph S. – Science Education, 2006
This study explores seventh graders' use of inscriptions in a teacher-designed project-based science unit. To investigate students' learning practices during the 8-month water quality unit, we collected multiple sources of data (e.g., classroom video recordings, student artifacts, and teacher interviews) and employed analytical methods that drew…
Descriptors: Teaching Methods, Grade 7, Water Quality, Science Education
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Han, Jae Young; Roth, Wolff-Michael – Science Education, 2006
Thinking about macroscopic phenomena in terms of models based on the idea of microscopic particles (i.e., the particulate theory of matter) is one of the important goals for student learning in chemistry around the world. However, previous research suggests that students do not easily understand phenomena from a particle perspective, although such…
Descriptors: Textbooks, Semiotics, Chemistry, Foreign Countries
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