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Woods-McConney, Amanda; Wosnitza, Marold; Sturrock, Keryn L. – International Journal of Science Education, 2016
Science education research has recommended cooperative inquiry based science in the primary science context for more than two decades but after more than 20 years, student achievement in science has not substantially improved. This study, through direct observation and analysis, investigated content-related student interactions in an authentic…
Descriptors: Science Education, Elementary School Science, Primary Education, Inquiry
Zangori, Laura; Ke, Li; Sadler, Troy D.; Peel, Amanda – International Journal of Science Education, 2020
Using socio-scientific issues (SSI) in the science learning environment can promote student motivation to learn and make learning experiences more meaningful. Embedding model-based reasoning opportunities in science lessons can promote substantial science learning. However, how these both work together to promote science learning is a little…
Descriptors: Elementary School Students, Thinking Skills, Ecology, Causal Models
Isik-Ercan, Zeynep – International Journal of Science Education, 2020
This qualitative case study documents pedagogical changes from a traditional teacher-centred instruction to an inquiry-based integrated literacy/science instruction in an urban second grade classroom. Social constructivist learning, where teachers and learners engage in discussion, argumentation, shared collective discourse, guided practice and…
Descriptors: Inquiry, Grade 2, Elementary School Students, Science Instruction
Amin, Tamer; Badreddine, Diala – International Journal of Science Education, 2020
Science education in the Arab world is conducted in various multilingual contexts. When science is taught in Arabic, diglossia -- the coexistence of the formal language of literacy alongside a local spoken variety -- constitutes a multilingual setting the pedagogical implications of which need to be understood. This study compares teacher--student…
Descriptors: Science Instruction, Elementary School Science, Grade 1, Semitic Languages
Tytler, Russell; Mulligan, Joanne; Prain, Vaughan; White, Peta; Xu, Lihua; Kirk, Melinda; Nielsen, Christopher; Speldewinde, Christopher – International Journal of Science Education, 2021
Against a backdrop of advocacy for interdisciplinary STEM curricula, this paper explores the design principles underpinning a three-year longitudinal research project that develops and evaluates interdisciplinary mathematics and science learning sequences involving multiple teachers and student cohorts across the primary school years. The research…
Descriptors: Interdisciplinary Approach, Mathematics Education, Science Education, Elementary School Students
Skalstad, Ingunn; Munkebye, Eli – International Journal of Science Education, 2021
Asking questions is an important way of acquiring information and knowledge and plays a significant role in a child's learning processes. In this study, we examine what characterises the questions asked by children to their teachers in two kindergartens (4-6-year-olds) and six primary school classes (2nd-4th grade) when situated in a natural…
Descriptors: Outdoor Education, Natural Resources, Preschool Education, Preschool Children
Keifert, Danielle; Lee, Christine; Enyedy, Noel; Dahn, Maggie; Lindberg, Lindsay; Danish, Joshua – International Journal of Science Education, 2020
While research on embodied learning sheds light on the body's role during science learning, there is a lack of understanding of how the body is drawn upon in subsequent learning interactions. We seek to understand how the body supports cognition and learning during and after embodiment. We elaborate upon the liminal blends framework (Enyedy, N.,…
Descriptors: Human Body, Learning, Prior Learning, Experience
Cisterna, Dante; Forbes, Cory T.; Roy, Ranu – International Journal of Science Education, 2019
Research suggests that it is challenging for elementary students to develop conceptual understanding of trait variation, inheritance of traits, and life cycles. In this study, we report on an effort to promote elementary students' learning of hereditary-related concepts through scientific modelling, which affords opportunities for elementary…
Descriptors: Grade 3, Elementary School Students, Genetics, Curriculum Implementation
Kim, Mijung – International Journal of Science Education, 2016
Research on young children's reasoning show the complex relationships of knowledge, theories, and evidence in their decision-making and problem solving. Most of the research on children's reasoning skills has been done in individualized and formal research settings, not collective classroom environments where children often engage in learning and…
Descriptors: Elementary School Science, Elementary School Students, Grade 2, Grade 3
Danish, Joshua Adam; Saleh, Asmalina – International Journal of Science Education, 2014
It is common practice in elementary science classrooms to have students create representations, such as drawings, as a way of exploring new content. While numerous studies suggest the benefits of representation in science, the majority focus on specific, canonical representations, such as graphs. Few offer insight or guidance regarding how…
Descriptors: Elementary School Science, Elementary School Students, Cooperative Learning, Learning Strategies
Chen, Yi-Chun; Wu, Hsin-Kai; Hsin, Ching-Ting – International Journal of Science Education, 2022
Recently, much importance has been placed on early science education. This study examined the associations between kindergarten teachers' science teaching self-efficacy, outcome expectations, and their integration of science into teaching, and investigated how four potential factors (i.e. mastery experience, interpersonal support, previous science…
Descriptors: Science Instruction, Kindergarten, Preschool Teachers, Self Efficacy
Wilson, Rachel E.; Bradbury, Leslie U. – International Journal of Science Education, 2021
In order to investigate the impact of science drawing instruction in a first-grade unit on carnivorous plants (CPs), we analysed student-produced drawings after explicit instruction in drawing scientifically (n=38), as well as compared their drawings with students in a previous implementation (year 1) who did not experience explicit drawing…
Descriptors: Freehand Drawing, Elementary School Students, Science Instruction, Grade 1
Young Students' Diverse Resources for Meaning Making in Science: Learning from Multilingual Contexts
Siry, Christina; Gorges, Anna – International Journal of Science Education, 2020
This manuscript elaborates the value of looking beyond the written and spoken word in science education research and practice at the early childhood level. We examine one plurilingual child's descriptions of a science activity to explore the "diversity of resources" that she used while expressing her understandings of a sound…
Descriptors: Multilingualism, Science Instruction, Nonverbal Communication, Freehand Drawing
Vo, Tina; Forbes, Cory T.; Zangori, Laura; Schwarz, Christina V. – International Journal of Science Education, 2015
Elementary teachers play a crucial role in supporting and scaffolding students' model-based reasoning about natural phenomena, particularly complex systems such as the water cycle. However, little research exists to inform efforts in supporting elementary teachers' learning to foster model-centered, science learning environments. To address this…
Descriptors: Elementary School Science, Elementary School Teachers, Elementary School Students, Grade 3
Morón-Monge, Hortensia; García-Carmona, Antonio – International Journal of Science Education, 2022
A qualitative study was made of how the learning-to-learn competence is favoured in prospective primary teachers when they participate in an experimental activity (ExA). The ExA was on the germination of seeds. Its objective was for the prospective teachers to learn how to (i) design and execute a school scientific inquiry, and (ii) reflect…
Descriptors: Preservice Teachers, Primary Education, Learning Strategies, Learning Processes