NotesFAQContact Us
Collection
Advanced
Search Tips
Laws, Policies, & Programs
What Works Clearinghouse Rating
Showing 1 to 15 of 53 results Save | Export
Peer reviewed Peer reviewed
Direct linkDirect link
Reinhold, Sarah; Holzberger, Doris; Seidel, Tina – Studies in Science Education, 2018
Previous studies have pointed out that schools play a central role in students' orientation towards science, technology, engineering, and mathematics (STEM). However, studies use a variety of theoretical foundations in order to define variables and hypothesise relationships between schools and STEM orientation. In order to facilitate the…
Descriptors: STEM Education, Secondary School Students, Science Careers, Science Interests
Peer reviewed Peer reviewed
Direct linkDirect link
Pareja Roblin, Natalie; Schunn, Christian; Bernstein, Debra; McKenney, Susan – Studies in Science Education, 2018
Grant-funded curriculum development efforts can substantially impact practice and research in science education. Therefore, understanding the sometimes-unintended consequences of changes in grant priorities is crucial. Using the case of two large funding agencies in the United States, the current portfolio review provides insight into these…
Descriptors: Science Curriculum, Science Materials, Federal Aid, Educational Change
Peer reviewed Peer reviewed
Direct linkDirect link
Mujtaba, Tamjid; Lawrence, Martin; Oliver, Mary; Reiss, Michael J. – Studies in Science Education, 2018
This review examines how natural history museums (NHMs) can enhance learning and engagement in science, particularly for school-age students. First, we describe the learning potential of informal science learning institutions in general, then we focus on NHMs. We review the possible benefits of interactions between schools and NHMs, and the…
Descriptors: Teaching Methods, Museums, Science Instruction, School Community Programs
Peer reviewed Peer reviewed
Direct linkDirect link
Brock, Richard; Taber, Keith S. – Studies in Science Education, 2017
This paper examines the role of the microgenetic method in science education. The microgenetic method is a technique for exploring the progression of learning in detail through repeated, high-frequency observations of a learner's "performance" in some activity. Existing microgenetic studies in science education are analysed. This leads…
Descriptors: Teaching Methods, Science Education, Observation, Data Collection
Peer reviewed Peer reviewed
Direct linkDirect link
Jack, Brady Michael; Lin, Huann-shyang – Studies in Science Education, 2017
Generations of students are graduating from secondary school disinterested in post-secondary study of science or pursuing careers in science-related fields beyond formal education. We propose that destabilising such disinterest among future students requires science educators to begin listening to secondary school students regarding their views of…
Descriptors: Science Instruction, Student Interests, Student Attitudes, Teaching Methods
Peer reviewed Peer reviewed
Direct linkDirect link
Sjöström, Jesper; Frerichs, Nadja; Zuin, Vânia G.; Eilks, Ingo – Studies in Science Education, 2017
"Bildung" is a complex educational concept that emerged in Germany in the mid eighteenth century. Especially in Germany and Scandinavia conceptions of "Bildung" became the general philosophical framework to guide both formal and informal education. "Bildung" concerns the whole range of education from setting…
Descriptors: Educational Philosophy, Science Education, Educational Research, General Education
Peer reviewed Peer reviewed
Direct linkDirect link
Rönnebeck, Silke; Bernholt, Sascha; Ropohl, Mathias – Studies in Science Education, 2016
Despite the importance of scientific inquiry in science education, researchers and educators disagree considerably regarding what features define this instructional approach. While a large body of literature addresses theoretical considerations, numerous empirical studies investigate scientific inquiry on quite different levels of detail and also…
Descriptors: Literature Reviews, Inquiry, Scientific Research, Scientific Concepts
Peer reviewed Peer reviewed
Direct linkDirect link
Hasni, Abdelkrim; Bousadra, Fatima; Belletête, Vincent; Benabdallah, Ahmed; Nicole, Marie-Claude; Dumais, Nancy – Studies in Science Education, 2016
Project-based teaching is nothing new; it originates from the work of authors like Dewey and Kilpatrick. Recent decades have seen renewed interest in this approach. In many countries, it is currently considered to be an innovative approach to science and technology (S&T) teaching. In this article, we present a systematic review of what recent…
Descriptors: Elementary Secondary Education, Active Learning, Student Projects, Science Education
Peer reviewed Peer reviewed
Direct linkDirect link
Thys, Miranda; Verschaffel, Lieven; Van Dooren, Wim; Laevers, Ferre – Studies in Science Education, 2016
This paper provides a systematic review of instruments that have the potential to measure the quality of project-based science and technology (S&T) learning environments in elementary school. To this end, a comprehensive literature search was undertaken for the large field of S&T learning environments. We conducted a horizontal bottom-up…
Descriptors: Student Projects, Teaching Methods, Prior Learning, Scientific Concepts
Peer reviewed Peer reviewed
Direct linkDirect link
Davis, Elizabeth A.; Janssen, Fred J. J. M.; Van Driel, Jan H. – Studies in Science Education, 2016
Curriculum materials serve as a key conceptual tool for science teachers, and better understanding how science teachers use these tools could help to improve both curriculum design and theory related to teacher learning and decision-making. The authors review the literature on teachers and science curriculum materials. The review is organised…
Descriptors: Science Teachers, Science Curriculum, Science Education, Science Instruction
Peer reviewed Peer reviewed
Direct linkDirect link
Cheng, May Hung May; Wan, Zhi Hong – Studies in Science Education, 2016
Chinese students' excellent science performance in large-scale international comparisons contradicts the stereotype of the Chinese non-productive classroom learning environment and learners. Most of the existing explanations of this paradox are provided from the perspective of teaching and learning in a general sense, but little work can be found…
Descriptors: Foreign Countries, Science Instruction, Statistical Analysis, Literature Reviews
Peer reviewed Peer reviewed
Direct linkDirect link
Ryder, Jim – Studies in Science Education, 2015
The science curriculum is a focus of repeated reform in many countries. However, the enactment of such reforms within schools rarely reflects the intended outcomes of curriculum designers. This review considers what we know about the experiences and reflections of teachers in the enactment of externally driven school science curriculum reform.…
Descriptors: Accountability, Science Curriculum, Curriculum Development, Teacher Response
Peer reviewed Peer reviewed
Direct linkDirect link
Luft, Julie A.; Dubois, Shannon L.; Nixon, Ryan S.; Campbell, Benjamin K. – Studies in Science Education, 2015
National standards for teachers are becoming more common. For newly hired teachers of science (NHTS), these standards have implications for how they are prepared and supported in their early years. In order to guide educators who prepare and study teachers of science and support NHTS, this review examines 30 years of research pertaining to…
Descriptors: Science Teachers, Beginning Teachers, National Standards, Pedagogical Content Knowledge
Peer reviewed Peer reviewed
Direct linkDirect link
McElhaney, Kevin W.; Chang, Hsin-Yi; Chiu, Jennifer L.; Linn, Marcia C. – Studies in Science Education, 2015
Dynamic visualisations capture aspects of scientific phenomena that are difficult to communicate in static materials and benefit from well-designed scaffolds to succeed in classrooms. We review research to clarify the impacts of dynamic visualisations and to identify instructional scaffolds that mediate their success. We use meta-analysis to…
Descriptors: Science Curriculum, Science Materials, Visualization, Evidence
Peer reviewed Peer reviewed
Direct linkDirect link
Ardasheva, Yuliya; Norton-Meier, Lori; Hand, Brian – Studies in Science Education, 2015
In this review, we explore the notion of teaching science to English language learners (ELLs) as a balancing act between simultaneously focusing on language and content development, on the one hand, and between structuring instruction and focusing on student learning processes, on the other hand. This exploration is conducted through the lens of a…
Descriptors: Science Instruction, English Language Learners, Teaching Methods, Heuristics
Previous Page | Next Page »
Pages: 1  |  2  |  3  |  4