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Showing 31 to 45 of 199 results Save | Export
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Mbajiorgu, Ngozika; Anidu, Innocent – International Journal of Science Education, 2017
Senior secondary school students (N = 360), 14- to 18-year-olds, from the Igbo culture of eastern Nigeria responded to a questionnaire requiring them to give causal explanations of biologically adaptive changes in humans, other animals and plants. A student subsample (n = 36) was, subsequently, selected for in-depth interviews. Significant…
Descriptors: Biological Sciences, Human Body, Secondary School Students, Questionnaires
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Brandstetter, Miriam; Sandmann, Angela; Florian, Christine – International Journal of Science Education, 2017
In classroom, scientific contents are increasingly communicated through visual forms of representations. Students' learning outcomes rely on their ability to read and understand pictorial information. Understanding pictorial information in biology requires cognitive effort and can be challenging to students. Yet evidence-based knowledge about…
Descriptors: Reading Strategies, Pictorial Stimuli, Biology, Science Instruction
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Salonen, Anssi; Hartikainen-Ahia, Anu; Hense, Jonathan; Scheersoi, Annette; Keinonen, Tuula – International Journal of Science Education, 2017
School students demonstrate a lack of interest in choosing science studies and science-related careers. To better understand the underlying reasons, this study aims to examine secondary school students' perceptions of working life skills and how these perceptions relate to the skills of the twenty-first century. The participants in this study were…
Descriptors: Student Attitudes, Secondary School Students, Science Careers, Secondary School Science
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Turkka, Jaakko; Haatainen, Outi; Aksela, Maija – International Journal of Science Education, 2017
Numerous case studies suggest that integrating art and science education could engage students with creative projects and encourage students to express science in multitude of ways. However, little is known about art integration practices in everyday science teaching. With a qualitative e-survey, this study explores the art integration of science…
Descriptors: Interdisciplinary Approach, Science Education, Art Education, Creativity
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López, Víctor; Pintó, Roser – International Journal of Science Education, 2017
Computer simulations are often considered effective educational tools, since their visual and communicative power enable students to better understand physical systems and phenomena. However, previous studies have found that when students read visual representations some reading difficulties can arise, especially when these are complex or dynamic…
Descriptors: Secondary School Students, Secondary School Science, Physics, Computer Simulation
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Blanco-Anaya, Paloma; Justi, Rosária; Díaz de Bustamante, Joaquín – International Journal of Science Education, 2017
Modelling-based teaching activities have been designed and analysed from distinct theoretical perspectives. In this paper, we use one of them--the model of modelling diagram (MMD)--as an analytical tool in a regular classroom context. This paper examines the challenges that arise when the MMD is used as an analytical tool to characterise the…
Descriptors: Educational Opportunities, Barriers, Models, Video Technology
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Fortus, David; Daphna, Limor – International Journal of Science Education, 2017
Israeli students and their families can choose between state-funded secular, religious, orthodox, and other alternative schools (e.g., Waldorf, Montessori, democratic). Earlier studies showed that the motivation to engage with science differs greatly between Israeli students in secular schools and democratic schools, with these differences being…
Descriptors: Foreign Countries, Goal Orientation, Single Sex Schools, Religious Education
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Andersson, J.; Enghag, M. – International Journal of Science Education, 2017
In this case study, we explore students' communication during practical work in physics at an upper secondary school in Sweden from a sociocultural perspective. We investigate the relation between the interaction and content of students' communication and outcomes of their actions, with the purpose of finding new knowledge for informing teachers…
Descriptors: Outcomes of Education, Physics, Science Instruction, Case Studies
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Mahler, Daniela; Großschedl, Jörg; Harms, Ute – International Journal of Science Education, 2017
Teachers make a difference for the outcome of their students in science classrooms. One focus in this context lies on teachers' professional knowledge. We describe this knowledge according to three domains, namely (1) content knowledge (CK), (2) pedagogical content knowledge (PCK), and (3) curricular knowledge (CuK). We hypothesise a positive…
Descriptors: Science Instruction, Science Teachers, Foreign Countries, Pedagogical Content Knowledge
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Kang, Jingoo; Keinonen, Tuula – International Journal of Science Education, 2017
Much research has been conducted to investigate the effects of inquiry-based learning on students' attitude towards science and future involvement in the science field, but few of them conducted in-depth studies including young learners' socio-cognitive background to explore mechanisms which explain how inquiry experiences influence on career…
Descriptors: Foreign Countries, Active Learning, Inquiry, Science Instruction
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Tasquier, Giulia; Pongiglione, Francesca – International Journal of Science Education, 2017
Climate change is one of the significant global challenges currently facing humanity. Even though its seriousness seems to be common knowledge among the public, the reaction of individuals to it has been slow and uncertain. Many studies assert that simply knowing about climate change is not enough to generate people's behavioural response. They…
Descriptors: Attitude Change, Climate, Influences, Secondary School Students
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Shirazi, Shaista – International Journal of Science Education, 2017
This paper presents the findings of a two-phase mixed methods research study that explores the link between experiences of school science of post-16 students and their decisions to take up science for their higher studies. In the first phase, students aged 16-17 (n = 569) reflected on the past five years of their school science experience in a…
Descriptors: Student Experience, Mixed Methods Research, Science Instruction, Longitudinal Studies
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Peterman, Karen; Daugherty, Jenny L.; Custer, Rodney L.; Ross, Julia M. – International Journal of Science Education, 2017
Science teachers are being called on to incorporate engineering practices into their classrooms. This study explores whether the Engineering-Infused Lesson Rubric, a new rubric designed to target best practices in engineering education, could be used to evaluate the extent to which engineering is infused into online science lessons. Eighty lessons…
Descriptors: Engineering, Science Instruction, Biology, Physics
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Mikeska, Jamie N.; Shattuck, Tamara; Holtzman, Steven; McCaffrey, Daniel F.; Duchesneau, Nancy; Qi, Yi; Stickler, Leslie – International Journal of Science Education, 2017
In order to create conditions for students' meaningful and rigorous intellectual engagement in science classrooms, it is critically important to help science teachers learn which strategies and approaches can be used best to develop students' scientific literacy. Better understanding how science teachers' instructional practices relate to student…
Descriptors: Science Education, Secondary School Science, Science Instruction, Science Teachers
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Waldrip, Bruce; Prain, Vaughan – International Journal of Science Education, 2017
Student engagement in learning science is both a desirable goal and a long-standing teacher challenge. Moving beyond engagement understood as transient topic interest, we argue that cognitive engagement entails sustained interaction in the processes of how knowledge claims are generated, judged, and shared in this subject. In this paper, we…
Descriptors: Foreign Countries, Secondary School Students, Secondary School Science, Science Education
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