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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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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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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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Karpudewan, Mageswary; Roth, Wolff-Michael; Bin Abdullah, Mohd Nor Syahrir – International Journal of Science Education, 2015
Climate change generally and global warming specifically have become a common feature of the daily news. Due to widespread recognition of the adverse consequences of climate change on human lives, concerted societal effort has been taken to address it (e.g. by means of the science curriculum). This study was designed to test the effect that…
Descriptors: Elementary School Students, Knowledge Level, Climate, Global Approach
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Alon, Nirit Lavie; Tal, Tali – International Journal of Science Education, 2015
In this study, we used the classification and regression trees (CART) method to draw relationships between student self-reported learning outcomes in 26 field trips to natural environments and various characteristics of the field trip that include variables associated with preparation and pedagogy. We wished to examine the extent to which the…
Descriptors: Outcomes of Education, Classification, Regression (Statistics), Curriculum Design
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Chen, Hsiang-Ting; Wang, Hsin-Hui; Lin, Huann-Shyang; Lawrenz, Frances P.; Hong, Zuway-R. – International Journal of Science Education, 2014
This longitudinal study explores the effects of an after-school, inquiry-based science intervention on improving low-achieving elementary school children's affective perceptions of learning science (APLS) and positive thinking. Thirty-nine low-achieving children nominated by their teachers attended a three-semester intervention and formed the…
Descriptors: Longitudinal Studies, After School Programs, Inquiry, Active Learning
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Blown, E. J.; Bryce, T. G. K. – International Journal of Science Education, 2006
The development of children's cosmologies was investigated over a 13-year period, using multi-modal, in-depth interviews with 686 children (217 boys, 227 girls from New Zealand and 129 boys, 113 girls from China), aged 2-18. Children were interviewed while they "observed" the apparent motion of the Sun and Moon, and other features of the…
Descriptors: Foreign Countries, Astronomy, Concept Formation, Motion