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Showing 1 to 15 of 43 results Save | Export
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Eymur, Guluzar – Chemistry Education Research and Practice, 2019
The aim of the present study was to investigate the influence of the explicit nature of science instruction embedded in the Argument-Driven Inquiry method compared with an implicit inquiry method on eleventh grade students' conceptions of NOS. The study used a pre-/post-test control group design to investigate the influence of the explicit nature…
Descriptors: Science Instruction, Scientific Principles, Persuasive Discourse, High School Students
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Duban, Nil – Journal of Education and Training Studies, 2019
Museums provide the opportunity to handle real objects, solve problems, and interact with others. And also they are perfect places to ask our own questions, and try to discover the answer. So in many courses, teachers use museums as a learning environment for teaching the subject matter. The purpose of this research is to determine the opinions of…
Descriptors: Museums, Elementary School Teachers, Teacher Attitudes, Science Instruction
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Saribas, Deniz; Gonca Akdemir, Zeynep – International Journal of Science Education, 2019
Today's world requires citizens to make informed decisions by critically evaluating evidence and alternative explanations. The purpose of this study was to explore pre-service elementary teachers' capability of building a model--evidence link, their evaluation levels on the topic of wetlands, and their evaluations of the trustworthiness of the…
Descriptors: Preservice Teachers, Visual Aids, Teaching Methods, Models
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Lederman, Judith; Lederman, Norman; Bartels, Selina; Jimenez, Juan; Akubo, Mark; Aly, Shereen; Bao, Chengcheng; Blanquet, Estelle; Blonder, Ron; Bologna Soares de Andrade, Mariana; Buntting, Catherine; Cakir, Mustafa; EL-Deghaidy, Heba; ElZorkani, Ahmed; Gaigher, Estelle; Guo, Shuchen; Hakanen, Arvi; Hamed Al-Lal, Soraya; Han-Tosunoglu, Cigdem; Hattingh, Annemarie; Hume, Anne; Irez, Serhat; Kay, Gillian; Kivilcan Dogan, Ozgur; Kremer, Kerstin; Kuo, Pi-Chu; Lavonen, Jari; Lin, Shu-Fen; Liu, Cheng; Liu, Enshan; Liu, Shiang-Yao; Lv, Bin; Mamlok-Naaman, Rachel; McDonald, Christine; Neumann, Irene; Pan, Yaozhen; Picholle, Eric; Rivero García, Ana; Rundgren, Carl-Johan; Santibáñez-Gómez, David; Saunders, Kathy; Schwartz, Renee; Voitle, Frauke; von Gyllenpalm, Jakob; Wei, Fangbing; Wishart, Jocelyn; Wu, Zhifeng; Xiao, Huang; Yalaki, Yalcin; Zhou, Qiaoxue – Journal of Research in Science Teaching, 2019
Although understandings of scientific inquiry (as opposed to conducting inquiry) are included in science education reform documents around the world, little is known about what students have learned about inquiry during their elementary school years. This is partially due to the lack of any assessment instrument to measure understandings about…
Descriptors: Inquiry, Middle School Students, Elementary Education, Foreign Countries
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Simsek, Ömer; Sarsar, Firat – World Journal of Education, 2019
The aim of this study was to determine the teachers' views on technological pedagogical content knowledge (TPACK) self-efficacy and the frequency of using ICT in education and to examine whether there is a differentiation in these views according to certain variables. In addition, the relationship between teachers' use of ICT and TPACK-ISTE…
Descriptors: Pedagogical Content Knowledge, Science Teachers, Mathematics Teachers, Information Technology
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Körhasan, Nilüfer Didis; Hidir, Mustafa – Physical Review Physics Education Research, 2019
Analogies are suitable for teaching scientific concepts by comparing an unknown with a known. For this reason, they are widely used by textbook authors or science teachers for different aims such as introduction, clarification, or discrimination of new concepts. This study examines the analogies used in elementary science textbooks from 3rd to 8th…
Descriptors: Science Instruction, Textbooks, Elementary School Science, Logical Thinking
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Ozkan, Gulbin; Topsakal, Unsal Umdu – South African Journal of Education, 2019
This paper discusses teachers' interpretations of physics diagrammes. The study based on 55 science and non-science teachers, where a qualitative approach was adopted. First, 12 fundamental physics diagrammes were revealed to the teachers, who were asked to think aloud about them. Science teachers and non-science teachers gave similar answers. It…
Descriptors: Science Teachers, Physics, Visual Aids, Science Instruction
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Acar, Ömer – Journal of Research in Science Teaching, 2019
A science achievement model was separately investigated for students in low and high achieving schools (LAS and HAS) in Turkey. Then, gender differences based on variables that significantly contributed to each achievement model were investigated. The student-level variables that were under investigation for multiple regression analyses include…
Descriptors: Science Achievement, Gender Differences, Foreign Countries, Metacognition
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Aksoy, Gökhan – International Journal of Contemporary Educational Research, 2019
This study aims to put forth how and to what degree pre-service science teachers can practice 2018 Secondary School Science Curriculum (SSSC). The study employs an illustrative case study design. Identified through purposive sampling, the participants of the study consist of 28 senior pre-service teachers studying at science teaching program at an…
Descriptors: Preservice Teachers, Student Teacher Attitudes, Science Teachers, Secondary School Science
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Atalay, Nurhan; Boyaci, S. Dilek Belet – International Electronic Journal of Elementary Education, 2019
The objective of the present study is to determine the effect of the process of designing a slowmation (SMA) on the development of 21st century skills of "learning and innovation" in 4th grade science class "Light and Sound" and "Planet Earth" units. Study group included 44 students attending 4th grade in two private…
Descriptors: Science Instruction, 21st Century Skills, Instructional Innovation, Instructional Design
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Kumandas, Bahar; Ateskan, Armagan; Lane, Jennie – Journal of Biological Education, 2019
Teachers need to be aware of biology misconceptions in their classrooms and how to address them. In response, researchers and science educators have suggested and examined effective practices to prevent and ameliorate misconceptions. An extensive review of the literature gives researchers and educators insights into trends, practices, and gaps in…
Descriptors: Biology, Science Instruction, Misconceptions, Content Analysis
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Bozdemir, Hafife; Ezberci Çevik, Ebru; Kurnaz, Mehmet Altan; Yaz, Ömer Volkan – Acta Didactica Napocensia, 2019
The purpose of this study is to determine the distribution of Science achievements in Life Studies Course Curricula of 2009, 2015 and 2018 regarding the knowledge and cognitive process dimensions of the Revised Bloom Taxonomy and to comparatively examine the resulting distributions. This study adopted document analysis. While conducting the…
Descriptors: Taxonomy, Science Achievement, Biological Sciences, Science Instruction
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Zorluoglu, Seraceddin Levent; Kizilaslan, Aydin – Journal of Education and e-Learning Research, 2019
In this study, evaluative case study was used to determine the realization level of the outcomes in the 10th chemistry curriculum. The 23 outcomes in the 10th grade chemistry curriculum were analyzed by two researchers. In order to determine the realization of the achievements based on practice, a chemistry teacher who attended the 10th grade…
Descriptors: Chemistry, Science Instruction, Curriculum Evaluation, Case Studies
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Tas, Yasemin; Subasi, Münevver; Yerdelen, Sündüs – Educational Studies, 2019
This study aimed to investigate the relationships among the middle school students' perceptions of science teacher support, students' motivation and students' engagement in learning science. Student motivation was addressed with task value and academic self-concept while student engagement included aspects of agentic, behavioural, emotional and…
Descriptors: Teacher Student Relationship, Middle School Students, Learner Engagement, Correlation
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Ayvaci, Hakan Sevki; Ozbek, Dilek – Journal of Science Learning, 2019
Understanding the nature of science, one of the most important dimensions of scientific literacy, is regarded as an absolute necessity in science education. To teach students the nature of science, science teachers should emphasize the nature of science in the classrooms. This is possible through the training of science teachers with knowledge of…
Descriptors: Scientific Literacy, Scientific Principles, Science Instruction, Teaching Methods
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