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Showing 1 to 15 of 303 results Save | Export
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Levy, Brett L. M.; Thomas, Ebony Elizabeth; Drago, Kathryn; Rex, Lesley A. – Journal of Teacher Education, 2013
Many educational researchers across the United States have found that inquiry-based learning (IBL) supports the development of deep, meaningful content knowledge. However, integrating IBL into classroom practice has been challenging, in part because of contrasting conceptualizations and practices across educational fields. In this article, we (a)…
Descriptors: Active Learning, Inquiry, Educational Practices, Professional Development
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Garcia, Ana Rivero; Ariza, Rafael Porlan – International Journal of Science Education, 2004
We compare the content that was expected with what actually was put into practice in a course of ongoing education of secondary education (12-16 year olds) science teachers, and describe the most relevant problems that arose. We believe that the educational content--its nature, how it is organized and presented to the teacher participants, and so…
Descriptors: Theory Practice Relationship, Educational Strategies, Science Teachers, Inservice Teacher Education
Hancock, Elizabeth S.; Uyeda, Steven – 2003
Science programs funded by the National Science Foundation (NSF) are increasingly involved in science education reform. Such entities are funded for science research and are expected to pursue educational activities with K-12 students and teachers. These efforts are often guided by ideas from current science education reform. The NSF Science and…
Descriptors: Curriculum Development, Educational Change, Educational Objectives, Interdisciplinary Approach
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Stieff, Mike; Wilensky, Uri – Journal of Science Education and Technology, 2003
Describes a novel modeling and simulation package and assesses its impact on students' understanding of chemistry. Connected Chemistry was implemented inside the NetLogo modeling environment. Using Connected Chemistry, students employed problem -solving techniques characterized by stronger attempts at conceptual understanding and logical…
Descriptors: Chemistry, Cognitive Structures, College Students, Comprehension
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Gess-Newsome, Julie – Science and Education, 2002
Describes and evaluates an elementary science methods course in which the nature of science and scientific inquiry are embedded and explicitly taught. As a result of the course, incoming conceptions of science as primarily a body of knowledge changed to a more appropriate, blended view of science as a body of knowledge generated through the active…
Descriptors: Concept Formation, Elementary Education, Epistemology, Inquiry
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Kugler, Charles – American Biology Teacher, 2002
Explains how students' perceptions of validity is affected by the terminology used by teachers and scientists. Analyzes the use of the terms: hypothesis, theory, law, and principle in biology textbooks. (Contains 22 references.) (Author/YDS)
Descriptors: Biology, Evolution, Higher Education, Science Education
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Elliott, Brett; Oty, Karla; McArthur, John; Clark, Bryon – International Journal of Mathematical Education in Science and Technology, 2001
Describes a newly designed interdisciplinary course called 'Algebra for the Sciences'. Studies the effects of the course on students' critical thinking skills, problem-solving skills, and attitudes towards mathematics. Concludes that students had larger gains in critical thinking skills and significantly more positive attitudes towards mathematics…
Descriptors: Algebra, Critical Thinking, Interdisciplinary Approach, Mathematics Education
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Nicoll, Gayle; Francisco, Joseph; Nakhleh, Mary – International Journal of Science Education, 2001
Describes a novel method for analyzing concept maps for research and analysis purposes. Examines 56 complex concept maps generated from student interviews on the topic of chemical bonding. (Contains 32 references.) (Author/YDS)
Descriptors: Chemical Bonding, Chemistry, Concept Mapping, Constructivism (Learning)
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Black, Paul; Harrison, Christine – School Science Review, 2001
Describes some outcomes of a project in which teachers from six schools developed formative assessment in their science classrooms. Discusses three main areas of work: (1) questioning in classroom dialogue; (2) quality of such questions; and (3) feedback on homework. Indicates that teachers saw that the changes were transferring more of the…
Descriptors: Elementary Secondary Education, Evaluation Methods, Feedback, Formative Evaluation
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Thomas, M.; Hughes, S. G.; Hart, P. M.; Schollar, J.; Keirle, K.; Griffith, G. W. – Journal of Biological Education, 2001
Describes a group work approach to the teaching of ethical issues in biotechnology and evaluates its impact on the acquisition of the key skills of working together, communication, and problem solving. Uses the Key Skills Confidence Scale (KSCS) to evaluate post-16 students' self confidence. (Contains 30 references.) (Author/YDS)
Descriptors: Biology, Biotechnology, Ethical Instruction, Group Instruction
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Moss, Kim E. – Journal of Biocommunication, 2001
Describes a pilot study investigating possible differences between learner retention of anatomical information when presented in digital two-dimensional and digital three-dimensional format. Art students (n=36) were randomly assigned to the two-dimensional and three-dimensional treatments. No significant differences in test scores resulted.…
Descriptors: Anatomy, Brain, Higher Education, Retention (Psychology)
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Grayson, Diane J.; Anderson, Trevor R.; Crossley, L. Gail – International Journal of Science Education, 2001
Describes a framework for identifying and classifying students' alternative conceptions and unscientific patterns of reasoning within a particular scientific domain. Provides a basic system for indicating how much researchers know about students' non-scientific conceptions and reasoning. Suggests how the framework may prove useful for…
Descriptors: Abstract Reasoning, Elementary Secondary Education, Misconceptions, Science Education
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Mildenhall, P. T.; Williams, J. S. – International Journal of Science Education, 2001
Describes how children switch from intuitive to scientific methods of explanation of motion when the numerical conditions in the presented problem are changed. Investigates a case study where significant numbers of students appear to draw on different models of motion. Indicates that many students exhibit combinations of Aristotelian-like…
Descriptors: Cognitive Processes, Elementary Secondary Education, Intuition, Science Education
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Jackman, Susan; Goldfinch, Judy; Searl, John – International Journal of Mathematical Education in Science and Technology, 2001
Describes the introduction and evaluation of the effectiveness of a single group project given at a new university, and 10 individual tasks at an ancient university, to devise appropriate and relevant assessments for first-year service mathematics courses for science and engineering. Studies the effects of these tasks on attitudes toward…
Descriptors: Educational Assessment, Engineering Education, Evaluation Methods, Higher Education
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Corbett, Robert G.; Corbett, Erica A. – Journal of Geoscience Education, 2001
Describes geology department attitudes toward accreditation. Most departments would not currently welcome accreditation. Those persons currently neutral or uncertain about disciplinary accreditation should learn more about it and take a firm position. (Author/SAH)
Descriptors: Academic Standards, Accreditation (Institutions), Geology, Higher Education
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