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Lin, Feng; Chan, Carol K. K. – International Journal of Science Education, 2018
This study examined the role of computer-supported knowledge-building discourse and epistemic reflection in promoting elementary-school students' scientific epistemology and science learning. The participants were 39 Grade 5 students who were collectively pursuing ideas and inquiry for knowledge advance using Knowledge Forum (KF) while studying a…
Descriptors: Elementary School Students, Elementary School Science, Computer Assisted Instruction, Educational Technology
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Gómez Fernández, Roberto; Siry, Christina – International Journal of Science Education, 2018
Culturally and linguistically diverse (CLD) students have different home languages and cultures from many of their peers, In our context, these students suffer from higher school drop-out rates than their peers and are far behind their peers in sciences. This study investigates the interactions of a nine-year-old child whose home language is…
Descriptors: Multilingualism, Bilingual Students, Portuguese, Elementary School Students
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Adams, Elizabeth L.; Carrier, Sarah J.; Minogue, James; Porter, Stephen R.; McEachin, Andrew; Walkowiak, Temple A.; Zulli, Rebecca A. – International Journal of Science Education, 2017
The Instructional Practices Log in Science (IPL-S) is a daily teacher log developed for K-5 teachers to self-report their science instruction. The items on the IPL-S are grouped into scales measuring five dimensions of science instruction: "Low-level Sense-making," "High-level Sense-making," "Communication,"…
Descriptors: Teaching Methods, Science Instruction, Elementary School Students, Evaluators
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Harper, Susan G. – International Journal of Science Education, 2017
This research explored how Karen (first-generation refugees from Burma) elementary students engaged with the Next Generation Science Standards (NGSS) practice of constructing scientific explanations based on evidence within the context of a cross-cultural learning community. In this action research, the researcher and a Karen parent served as…
Descriptors: Refugees, Elementary School Students, Science Instruction, Cultural Awareness
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Özdem Yilmaz, Yasemin; Cakiroglu, Jale; Ertepinar, Hamide; Erduran, Sibel – International Journal of Science Education, 2017
Argumentation has been a prominent concern in science education research and a common goal in science curriculum in many countries over the past decade. With reference to this goal, policy documents burden responsibilities on science teachers, such as involving students in dialogues and being guides in students' spoken or written argumentation.…
Descriptors: Persuasive Discourse, Science Instruction, Teaching Methods, Science Teachers
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Carrier, Sarah J.; Whitehead, Ashley N.; Walkowiak, Temple A.; Luginbuhl, Sarah C.; Thomson, Margareta M. – International Journal of Science Education, 2017
The purpose of this qualitative study was to investigate the contributions of pre-service teachers' memories of science and science education, combined with their experiences in a STEM-focused teacher preparation programme, to their developing identities as elementary school teachers of science. Data collected over three years include a series of…
Descriptors: Professional Identity, Elementary School Teachers, Elementary School Science, Science Instruction
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Davies, D. J.; Earle, S.; McMahon, K.; Howe, A.; Collier, C. – International Journal of Science Education, 2017
The Teacher Assessment in Primary Science project is funded by the Primary Science Teaching Trust and based at Bath Spa University. The study aims to develop a whole-school model of valid, reliable and manageable teacher assessment to inform practice and make a positive impact on primary-aged children's learning in science. The model is based on a…
Descriptors: Teacher Evaluation, Elementary School Science, Models, Foreign Countries
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van Uum, Martina S. J.; Verhoeff, Roald P.; Peeters, Marieke – International Journal of Science Education, 2017
This paper describes a multiple case study on open inquiry-based learning in primary schools. During open inquiry, teachers often experience difficulties in balancing support and transferring responsibility to pupils' own learning. To facilitate teachers in guiding open inquiry, we developed hard and soft scaffolds. The hard scaffolds consisted of…
Descriptors: Inquiry, Science Instruction, Independent Study, Scaffolding (Teaching Technique)
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Upadhyay, Bhaskar; Maruyama, Geoffrey; Albrecht, Nancy – International Journal of Science Education, 2017
In this interpretive case study, we draw from sociocultural theory of learning and culturally relevant pedagogy to understand how urban students from nondominant groups leverage their sociocultural experiences. These experiences allow them to gain an empowering voice in influencing science content and activities and to work towards…
Descriptors: Elementary School Students, Urban Schools, Case Studies, Culturally Relevant Education
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Vosniadou, Stella; Skopeliti, Irini – International Journal of Science Education, 2017
The present research tested the hypothesis that the reading of science text can create new misconceptions in students with incongruent prior knowledge, and that these new misconceptions will be similar to the fragmented and synthetic conceptions obtained in prior developmental research. Ninety-nine third- and fifth-grade children read and recalled…
Descriptors: Misconceptions, Science Instruction, Prior Learning, Elementary School Students
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Murphy, Ashley N.; Luna, Melissa J.; Bernstein, Malayna B. – International Journal of Science Education, 2017
Much of the literature on science teaching suggests that elementary teachers lack relevant prior experiences with science. This study begins to reframe the deficit approach to research in science teaching by privileging the experiences elementary teachers have had with science--both in and out of schools--throughout their lives. Our work uses…
Descriptors: Science Instruction, Elementary School Teachers, Science Experiments, Teaching Methods
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Capps, Daniel K.; Shemwell, Jonathan T.; Young, Ashley M. – International Journal of Science Education, 2016
Science education reforms worldwide call on teachers to engage students in investigative approaches to instruction, like inquiry. Studies of teacher self-reported enactment indicate that inquiry is used frequently in the classroom, suggesting a high level of proficiency with inquiry that would be amenable to inquiry reform. However, it is unclear…
Descriptors: Science Instruction, Teaching Methods, Inquiry, Science Education
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Yang, Kuay-Keng; Lee, Ling; Hong, Zuway-R; Lin, Huann-shyang – International Journal of Science Education, 2016
The purpose of this study was to explore the effectiveness of the creative inquiry-based science teaching on students' creative science thinking and science inquiry performance. A quasi-experimental design consisting one experimental group (N = 20) and one comparison group (N = 24) with pretest and post-test was conducted. The framework of the…
Descriptors: Creative Thinking, Science Instruction, Science Education, Convergent Thinking
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Chang, Jina; Song, Jinwoong – International Journal of Science Education, 2016
The teaching and learning of science in school are influenced by various factors, including both individual factors, such as member beliefs, and social factors, such as the power structure of the class. To understand this complex context affected by various factors in schools, we investigated the formation and sharing process of science classroom…
Descriptors: Science Instruction, Social Influences, Classroom Environment, Observation
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Avraamidou, Lucy – International Journal of Science Education, 2016
Grounded within Connelly and Clandinin's conceptualization of teachers' professional identity in terms of "stories to live by" and through a life-history lens, this multiple case study aimed to respond to the following questions: (a) How do three preservice elementary teachers view themselves as future science teachers? (b) How have the…
Descriptors: Professional Identity, Elementary School Teachers, Preservice Teachers, Science Teachers
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