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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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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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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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Madden, Lauren; Wiebe, Eric – International Journal of Science Education, 2015
This narrative case study examined the relationship between teacher identity and elementary science teaching. Teacher identity was described using a modification of Gee's framework incorporating three perspectives: the teachers' self-described identity, the researchers' view of teacher identity, and the students' views of teacher identity. Over…
Descriptors: Teacher Attitudes, Case Studies, Professional Identity, Student Attitudes
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Ucan, Serkan; Webb, Mary – International Journal of Science Education, 2015
Students' ability to regulate their learning is considered important for the quality of collaborative inquiry learning. However, there is still limited understanding about how students engage in social forms of regulation processes and what roles these regulatory processes may play during collaborative learning. The purpose of this study was to…
Descriptors: Foreign Countries, Cooperative Learning, Inquiry, Science Instruction
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King, Donna; Ritchie, Stephen; Sandhu, Maryam; Henderson, Senka – International Journal of Science Education, 2015
Science activities that evoke positive emotional responses make a difference to students' emotional experience of science. In this study, we explored 8th Grade students' discrete emotions expressed during science activities in a unit on Energy. Multiple data sources including classroom videos, interviews and emotion diaries completed at the end of…
Descriptors: Science Instruction, Science Activities, Emotional Response, Grade 8
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Akerson, Valarie; Nargund-Joshi, Vanashri; Weiland, Ingrid; Pongsanon, Khemmawadee; Avsar, Banu – International Journal of Science Education, 2014
This study explored third-grade elementary students' conceptions of nature of science (NOS) over the course of an entire school year as they participated in explicit-reflective science instruction. The "Views of" NOS-D (VNOS-D) was administered pre instruction, during mid-school year, and at the end of the school year to track…
Descriptors: Elementary School Students, Student Attitudes, Scientific Attitudes, Grade 3
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Zuiker, Steven; Whitaker, J. Reid – International Journal of Science Education, 2014
This paper describes the 5E+I/A inquiry model and reports a case study of one curricular enactment by a US fifth-grade classroom. A literature review establishes the model's conceptual adequacy with respect to longstanding research related to both the 5E inquiry model and multiple, incremental innovations of it. As a collective line of research,…
Descriptors: Formative Evaluation, Summative Evaluation, Inquiry, Models
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Peterman, Karen; Cranston, Kayla A.; Pryor, Marie; Kermish-Allen, Ruth – International Journal of Science Education, 2015
This case study was conducted within the context of a place-based education project that was implemented with primary school students in the USA. The authors and participating teachers created a performance assessment of standards-aligned tasks to examine 6-10-year-old students' graph interpretation skills as part of an exploratory research…
Descriptors: Case Studies, Place Based Education, Elementary School Students, Elementary School Teachers
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Hoban, Garry; Nielsen, Wendy – International Journal of Science Education, 2013
Many preservice primary teachers have inadequate science knowledge, which often limits their confidence in implementing the subject. This paper proposes a new way for preservice teachers to learn science by designing and making a narrated stop-motion animation as an instructional resource to explain a science concept. In this paper, a simplified…
Descriptors: Preservice Teachers, Elementary School Teachers, Scientific Concepts, Animation
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Tao, Ying; Oliver, Mary Colette; Venville, Grady Jane – International Journal of Science Education, 2012
Children have formal science instruction from kindergarten in Australia and from Year 3 in China. The purpose of this research was to explore the impact that different approaches to primary science curricula in China and Australia have on children's conceptual understanding of science. Participants were Year 3 children from three schools of high,…
Descriptors: Tests, Biological Sciences, Foreign Countries, Earth Science
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Venville, Grady; Donovan, Jenny – International Journal of Science Education, 2007
This paper presents a case study of a teaching intervention designed to enrich Year 2 students' theory of biology through the introduction of causal mechanisms of inheritance such as the gene and DNA. The researchers worked collaboratively with the classroom teacher to design the intervention based on the students' prior knowledge of living things…
Descriptors: Prior Learning, Intervention, Biology, Genetics
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Warwick, Paul; Siraj-Blatchford, John – International Journal of Science Education, 2006
The development of a science education that includes a focus upon the nature of science suggests the need for "pedagogic tools" that can be used to engage children with the procedural understandings that are central to the scientific approach to enquiry. This paper reports on a collaborative action research project that focused on the…
Descriptors: Case Studies, Action Research, Foreign Countries, Elementary School Students