NotesFAQContact Us
Collection
Advanced
Search Tips
Publication Type
Journal Articles33
Reports - Evaluative33
Information Analyses17
Audience
Laws, Policies, & Programs
Assessments and Surveys
What Works Clearinghouse Rating
Showing 1 to 15 of 33 results Save | Export
Peer reviewed Peer reviewed
Direct linkDirect link
Hetherington, Lindsay; Hardman, Mark; Noakes, Jill; Wegerif, Rupert – Studies in Science Education, 2018
Science is concerned with understanding the world. As such, engaging with the materiality of that world is integral to both empirical experimentation and theorising within science. However, it has been recognised for some time that the way scientists learn about the world and the way that young people learn about science cannot be simply equated.…
Descriptors: Science Education, Educational Theories, Science Materials, Dialogs (Language)
Peer reviewed Peer reviewed
Direct linkDirect link
Pande, Prajakt; Chandrasekharan, Sanjay – Studies in Science Education, 2017
Multiple external representations (MERs) are central to the practice and learning of science, mathematics and engineering, as the phenomena and entities investigated and controlled in these domains are often not available for perception and action. MERs therefore play a twofold constitutive role in reasoning in these domains. Firstly, MERs stand…
Descriptors: STEM Education, Visualization, Imagination, Cognitive Processes
Peer reviewed Peer reviewed
Direct linkDirect link
Bevan, Bronwyn – Studies in Science Education, 2017
"Making" is a rapidly emerging form of educational practice that involves the design, construction, testing, and revision of a wide variety of objects, using high and low technologies, and integrating a range of disciplines including art, science, engineering, and mathematics. It has garnered widespread interest and support in both…
Descriptors: STEM Education, Science Education, Design, Problem Solving
Peer reviewed Peer reviewed
Direct linkDirect link
Bush, Drew; Sieber, Renee; Seiler, Gale; Chandler, Mark – Studies in Science Education, 2017
This paper reviews university-level efforts to improve understanding of anthropogenic global climate change (AGCC) through curricula that enable student scientific inquiry. We examined 152 refereed publications and proceedings from academic conferences and selected 26 cases of inquiry learning that overcome specific challenges to AGCC teaching.…
Descriptors: Climate, Ecology, Inquiry, Literature Reviews
Peer reviewed Peer reviewed
Direct linkDirect link
Stern, Florian; Kampourakis, Kostas – Studies in Science Education, 2017
Research in genetics and genomics is advancing at a fast pace, and thus keeping up with the most recent findings and conclusions can be very challenging. At the same time these recent findings and conclusions have made necessary a reconceptualization of genes and heredity, both in science and in science education, beyond the mostly gene-centred…
Descriptors: Genetics, Literacy, Science Instruction, Teaching Methods
Peer reviewed Peer reviewed
Direct linkDirect link
Brock, Richard – Studies in Science Education, 2015
Tacit knowledge, that is knowledge not expressible in words, may play a role in learning science, yet it is difficult to study directly. Intuition and insight, two processes that link the tacit and the explicit, are proposed as a route to investigating tacit knowledge. Intuitions are defined as tacit hunches or feelings that influence thought with…
Descriptors: Intuition, Science Education, Epistemology, Cognitive Processes
Peer reviewed Peer reviewed
Direct linkDirect link
Hadenfeldt, Jan Christoph; Liu, Xiufeng; Neumann, Knut – Studies in Science Education, 2014
This manuscript presents a systematic review of the research on how students conceptualise matter. Understanding the structure and properties of matter is an essential part of science literacy. Over the last decades the number of studies on students' conceptions of matter published in peer-reviewed journals has increased significantly. These…
Descriptors: Educational Research, Science Education, Scientific Concepts, Scientific Literacy
Peer reviewed Peer reviewed
Direct linkDirect link
Dawson, Emily – Studies in Science Education, 2014
Informal science education (ISE) is a popular pursuit, with millions of people visiting science museums, science centres, zoos, botanic gardens, aquaria, science festivals and more around the world. Questions remain, however, about how accessible and inclusive ISE practices are. This article reviews research on participation in ISE through the…
Descriptors: Informal Education, Equal Education, Access to Education, Museums
Peer reviewed Peer reviewed
Direct linkDirect link
Martinez-Garza, Mario; Clark, Douglas B.; Nelson, Brian C. – Studies in Science Education, 2013
This review synthesises research on digital games and science learning as it supports the goals for science proficiency outlined in the report by the US National Research Council on science education reform. The review is organised in terms of these research-based goals for science proficiency in light of their alignment with current science…
Descriptors: Computer Games, Video Games, Science Education, Science Achievement
Peer reviewed Peer reviewed
Direct linkDirect link
Anderman, Eric M.; Sinatra, Gale M.; Gray, DeLeon L. – Studies in Science Education, 2012
In this article, we critically examine skills that are necessary for the effective learning of science in adolescent populations. We argue that a focus on twenty-first-century skills among adolescents within the context of science instruction must be considered in light of research on cognitive and social development. We first review adolescents'…
Descriptors: Adolescents, Science Instruction, Learning Processes, Cognitive Ability
Peer reviewed Peer reviewed
Direct linkDirect link
King, Donna – Studies in Science Education, 2012
Context-based chemistry education aims to improve student interest and motivation in chemistry by connecting canonical chemistry concepts with real-world contexts. Implementation of context-based chemistry programmes began 20 years ago in an attempt to make the learning of chemistry meaningful for students. This paper reviews such programmes…
Descriptors: Student Interests, Problem Based Learning, Learning Motivation, Chemistry
Peer reviewed Peer reviewed
Direct linkDirect link
Duschl, Richard; Maeng, Seungho; Sezen, Asli – Studies in Science Education, 2011
Our paper is an analytical review of the design, development and reporting of learning progressions and teaching sequences. Research questions are: (1) what criteria are being used to propose a "hypothetical learning progression/trajectory" and (2) what measurements/evidence are being used to empirically define and refine a "hypothetical learning…
Descriptors: Mathematics Education, Science Education, Learning Processes, Evidence
Peer reviewed Peer reviewed
Direct linkDirect link
Boe, Maria Vetleseter; Henriksen, Ellen Karoline; Lyons, Terry; Schreiner, Camilla – Studies in Science Education, 2011
Young people's participation in science, technology, engineering and mathematics (STEM) is a matter of international concern. Studies and careers that require physical sciences and advanced mathematics are most affected by the problem and women in particular are under-represented in many STEM fields. This article views international research about…
Descriptors: Careers, Females, Young Adults, Cultural Context
Peer reviewed Peer reviewed
Direct linkDirect link
Levy Nahum, Tami; Mamlok-Naaman, Rachel; Hofstein, Avi; Taber, Keith S. – Studies in Science Education, 2010
Chemical bonding is one of the key and basic concepts in chemistry. The learning of many of the concepts taught in chemistry, in both secondary schools as well as in the colleges, is dependent upon understanding fundamental ideas related to chemical bonding. Nevertheless, the concept is perceived by teachers, as well as by learners, as difficult,…
Descriptors: Teaching Models, Chemistry, Misconceptions, Teaching Methods
Peer reviewed Peer reviewed
Direct linkDirect link
Ulriksen, Lars; Madsen, Lene Moller; Holmegaard, Henriette T. – Studies in Science Education, 2010
In this paper we provide an overview of the literature on understandings of drop out/opt out from science, technology and mathematics (STM) higher education programmes. After outlining the literature on students leaving higher education programmes in general, we then explore the research on drop out/opt out from STM programmes in particular, with…
Descriptors: Higher Education, Prior Learning, Young Adults, Organizational Change
Previous Page | Next Page ยป
Pages: 1  |  2  |  3