NotesFAQContact Us
Collection
Advanced
Search Tips
Showing all 13 results Save | Export
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
Peer reviewed Peer reviewed
Direct linkDirect link
Won, Mihye; Yoon, Heojeong; Treagust, David F. – Science Education, 2014
The purpose of this study was to understand how students utilized multiple representations to learn and explain science concepts, in this case the human breathing mechanism. The study was conducted with Grade 11 students in a human biology class. Semistructured interviews and a two-tier diagnostic test were administered to evaluate students'…
Descriptors: Science Instruction, Secondary School Science, Grade 11, Biology
Peer reviewed Peer reviewed
Direct linkDirect link
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
Peer reviewed Peer reviewed
Thompson, B. E.; Pella, M. O. – Science Education, 1972
Descriptors: Biology, Curriculum, Educational Research, Elementary School Science
Peer reviewed Peer reviewed
Jegede, Olugbemiro J. – Science Education, 1991
Compared attitudes toward computer use and achievement in biology for three groups of Nigerian students (n=64): (1) working alone with computer; (2) working in groups of three on the computer; (3) and a control group that received normal instruction (lecture). Students in the second group had the highest scores on attitude. No significant…
Descriptors: Academic Achievement, Biology, Classroom Research, Computer Assisted Instruction
Peer reviewed Peer reviewed
Shankar, Ganga; Skoog, Gerald D. – Science Education, 1993
From respondents to a questionnaire sent to a random sample of 654 Texas biology teachers, the following conclusions were made: 86% agreed evolution should be taught, 47% agreed it was a central theme in biology, 8% indicated that it conflicted with the Bible, and 7% noted there were more useful alternative theories explaining the history of the…
Descriptors: Beliefs, Biology, Classroom Research, Educational Research
Peer reviewed Peer reviewed
Stewart, Jim; And Others – Science Education, 1989
Describes an intelligent tutoring system named MENDEL, including problem GENERATOR, TUTOR, student MODELER, ADVISOR, hypothesis CHECKER, and problem SOLVER. This software may be used by high school or university biology students as a tool for learning concepts and problem-solving strategies in transmission genetics. (YP)
Descriptors: Biology, College Science, Computer Assisted Instruction, Computer Software
Peer reviewed Peer reviewed
Stewart, Jim; Dale, Michael – Science Education, 1989
Investigates high school students' understanding of the physical relationship of chromosomes and genes as expressed in their conceptual models and in their ability to manipulate the models to explain solutions to dihybrid cross problems. Describes three typical models and three students' reasoning processes. Discusses four implications. (YP)
Descriptors: Algorithms, Biology, Concept Formation, Fundamental Concepts
Peer reviewed Peer reviewed
Anderson, O. R.; And Others – Science Education, 1987
Explains a formal scheme for analyzing biological communications for implicit structural themes using principles of kinetic structural analysis. Presents study findings which focused on the role of sequential communication structures for enhancing reception learning of knowledge and conceptual schemes. (ML)
Descriptors: Biology, Communication Skills, Concept Formation, Learning Strategies
Peer reviewed Peer reviewed
Jungwirth, E – Science Education, 1971
Reports study of achievement of ninth and tenth grade level students in Israel City, Kibbuts, and agricultural schools during 1966-68. Mean test scores on adopted BSCS Yellow Version topices attained by 549 BSCS students are signigicantly higher than those by 456 non-BSCS students. (JM)
Descriptors: Achievement, Biology, Instruction, International Education
Peer reviewed Peer reviewed
Stewart, James – Science Education, 1980
Describes cognitive mapping techniques compatible with the information processing view of human thinking. Student knowledge was assessed by clinical interview and performance on paper-and-pencil tasks. Concept maps and semantic networks were then constructed. Uses that these assessment tasks and representations might have in science education are…
Descriptors: Biology, Cognitive Ability, Cognitive Processes, College Science
Peer reviewed Peer reviewed
Glass, Lynn W. – Science Education, 1981
Reports results supporting the theoretical rationale that there are certain cognitive skills, including data interpretation, identification of assumptions and hypotheses, and controlling of variables, that appear to be necessary for successful understanding of the heterotroph hypothesis, as presented in the BSCS Blue Version. Implications for…
Descriptors: Academic Achievement, Biology, Cognitive Development, Science Course Improvement Projects
Peer reviewed Peer reviewed
Finley, Fred N.; And Others – Science Education, 1982
Questionnaires were sent to biology, chemistry, physics, and earth science teachers (N=100) to determine practical problems at the student/teacher/subject matter interface. Responses related to importance of content area for students and difficulty students have in learning the content are discussed. (SK)
Descriptors: Biology, Chemistry, Course Content, Difficulty Level