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Journal of Research in…1334
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McNeill, Katherine L.; Berland, Leema – Journal of Research in Science Teaching, 2017
Research and reform efforts frequently identify evidence as an essential component of science classroom instruction to actively engage students in science practices. Despite this agreement on the primacy of evidence, there is a lack of consensus around what counts as "evidence" in k-12 classrooms (e.g., ages 5-18): scholarship and…
Descriptors: Evidence, Elementary Secondary Education, Science Instruction, Science Teachers
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Patchen, Terri; Smithenry, Dennis W. – Journal of Research in Science Teaching, 2014
Recent calls asking science teachers to increase student authority by diversifying instruction appear stalled by a lack of empirical evidence supporting the actual implementation of any such shifts. To better support the practical integration of more student-directed inquiry into the science classroom, we consider one teacher's day-to-day…
Descriptors: Science Instruction, Praxis, Science Teachers, Inquiry
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Tiberghien, Andrée; Cross, David; Sensevy, Gérard – Journal of Research in Science Teaching, 2014
This paper deals with the joint construction of knowledge by the teacher and the students in a physics classroom. It is focused on the status of epistemic certainty/uncertainty of knowledge. The same element of knowledge can be introduced as possible and thus uncertain and then evolve towards a status of epistemic certainty; the status of other…
Descriptors: Knowledge Level, Physics, Science Instruction, Epistemology
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Shemwell, Jonathan T.; Avargil, Shirly; Capps, Daniel K. – Journal of Research in Science Teaching, 2015
The shift in science education toward deeper, more integrated learning of domain content and scientific practices requires that teachers steer clear of strategies that promote the steady accumulation of more superficial knowledge and capabilities. Instead, teachers must invest in a continuous and gradual process of long-term growth in students'…
Descriptors: Science Education, Science Teachers, Interviews, Qualitative Research
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Slavin, Robert E.; Lake, Cynthia; Hanley, Pam; Thurston, Allen – Journal of Research in Science Teaching, 2014
This article presents a systematic review of research on the achievement outcomes of all types of approaches to teaching science in elementary schools. Study inclusion criteria included use of randomized or matched control groups, a study duration of at least 4 weeks, and use of achievement measures independent of the experimental treatment. A…
Descriptors: Elementary School Science, Science Programs, Program Evaluation, Inquiry
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González-Howard, María; McNeill, Katherine L. – Journal of Research in Science Teaching, 2016
Recent education reform efforts have included an increasing push for school science to better mirror authentic scientific endeavor, including a focus on science practices. However, despite expectations that all students engage in these language-rich practices, little prior research has focused on how such opportunities will be created for…
Descriptors: Communities of Practice, Learner Engagement, Educational Change, English (Second Language)
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Oliveira, Alandeom W.; Akerson, Valarie L.; Oldfield, Martha – Journal of Research in Science Teaching, 2012
While environmental argumentation has recently received much attention from science educators, little consideration has been given to how personal identities and social relationships can either support or constrain student argumentation. This study attends to this issue by examining environmental argumentation as a sociocultural activity (how…
Descriptors: Persuasive Discourse, Conflict Resolution, Sociocultural Patterns, Rhetoric
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Varelas, Maria; Tucker-Raymond, Eli; Richards, Kimberly – Journal of Research in Science Teaching, 2015
Guided by sociological perspectives that view (young) children as agents who are shaped by and shape the structures of social systems in which they live, we studied forms that agency of young children from historically marginalized groups may take in science class when offered opportunities to engage in science in a variety of ways, how curricular…
Descriptors: Learner Engagement, Science Instruction, Elementary School Students, Case Studies
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Fulmer, Gavin W.; Tanas, Jamie; Weiss, Kathleen A. – Journal of Research in Science Teaching, 2018
Alignment to the Next Generation Science Standards (NGSS) is essential in efforts to interpret the standards and to compare curriculum, pedagogy, and assessment efforts with respect to the standards. However, relatively little work has explored the alignment implications of NGSS. This article is a conceptual analysis that gives an overview of…
Descriptors: Alignment (Education), Academic Standards, Science Education, Definitions
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Tekkumru-Kisa, Miray; Stein, Mary Kay; Coker, Ryan – Journal of Research in Science Teaching, 2018
Attaining the vision for science teaching and learning emphasized in the Framework for K-12 Science Education and the next generation science standards (NGSS) will require major shifts in teaching practices in many science classrooms. As NGSS-inspired cognitively demanding tasks begin to appear in more and more science classrooms, facilitating…
Descriptors: Science Education, Science Instruction, Video Technology, Faculty Development
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Bartos, Stephen A.; Lederman, Norman G. – Journal of Research in Science Teaching, 2014
Research on nature of science (NOS) and scientific inquiry (SI) has indicated that a teacher's knowledge of each, however well developed, is not sufficient to ensure that these conceptions necessarily manifest themselves in classroom practice (Lederman & Druger, 1985; Lederman, 2007). In light of considerable research that has examined…
Descriptors: Scientific Principles, Scientific Research, Inquiry, Science Teachers
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Alonzo, Alicia C.; Kim, Jiwon – Journal of Research in Science Teaching, 2016
Although pedagogical content knowledge (PCK) has become widely recognized as an essential part of the knowledge base for teaching, empirical evidence demonstrating a connection between PCK and teaching practice or student learning outcomes is mixed. In response, we argue for further attention to the measurement of dynamic (spontaneous or flexible,…
Descriptors: Pedagogical Content Knowledge, Teaching Methods, Science Teachers, Secondary School Science
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Buck Bracey, Zoë E. – Journal of Research in Science Teaching, 2017
This article presents the results of exploratory research with community college students from non-dominant linguistic backgrounds (NDLB) in an introductory astronomy class as they collaborated to reconstruct dynamic cosmology visualizations through drawing. Data included student discourse during the drawing activity, post-activity interviews, and…
Descriptors: Two Year College Students, Community Colleges, Astronomy, Science Education
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Hmelo-Silver, Cindy E.; Liu, Lei; Gray, Steven; Jordan, Rebecca – Journal of Research in Science Teaching, 2015
Orchestrating inquiry-based science learning in the classroom is a complex undertaking. It requires fitting the culture of the classroom with the teacher's teaching and inquiry practices. To understand the interactions between these variables in relation to student learning, we conducted an investigation in two different classroom settings to…
Descriptors: Inquiry, Science Instruction, Hypermedia, Cooperative Learning
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Zhang, Ying – Journal of Research in Science Teaching, 2016
This article reports the results of an ethnographic research about the multimodal science discourse in a sixth-grade sheltered classroom involving English Language Learners (ELLs) only. Drawing from the perspective of multimodality, this study examines how science learning is constructed in science lectures through multiple semiotic resources,…
Descriptors: Middle School Teachers, Middle School Students, Grade 6, Ethnography
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