NotesFAQContact Us
Collection
Advanced
Search Tips
Source
International Journal of…76
Audience
Laws, Policies, & Programs
What Works Clearinghouse Rating
Showing 1 to 15 of 76 results Save | Export
Peer reviewed Peer reviewed
Direct linkDirect link
Oon, P. -T.; Cheng, M. M. W.; Wong, A. S. L. – International Journal of Science Education, 2020
Understanding secondary student attitudes towards science (SAS) is important if we are to increase the number and diversity of students who pursue STEM fields and address the gender imbalance in STEM careers. Existing studies that measured SAS tended to directly translate an ordinal scale (e.g., from 'strongly agree' to 'strongly disagree') into a…
Descriptors: Secondary School Students, Student Attitudes, Science Instruction, Gender Differences
Peer reviewed Peer reviewed
Direct linkDirect link
Wang, Jianlan – International Journal of Science Education, 2020
Despite the importance of scientific argumentation, it rarely occurs in science classrooms. Researchers have designed argumentation interventions to bridge this gap, but those efforts have limited impacts on transforming existing classroom practices. Argumentation is a linguistically social interaction. It is necessary to go beyond understanding…
Descriptors: Physics, Science Instruction, Persuasive Discourse, High School Students
Peer reviewed Peer reviewed
Direct linkDirect link
Vilia, Paulo; Candeias, Adelinda A. – International Journal of Science Education, 2020
The importance of attitudes and other variables of the affective domain in education is acknowledged for a long time. In this study, we used an attitude questionnaire to survey 498 Portuguese 9th-grade students to determine the predictive ability of the attitudes towards the discipline of Physics-chemistry on school achievement. Possible gender…
Descriptors: Gender Differences, Student Attitudes, Factor Structure, High School Students
Peer reviewed Peer reviewed
Direct linkDirect link
Cooper, Grant; Berry, Amanda – International Journal of Science Education, 2020
Adding to concerns about falling participation rates in science education, the profile of certain student groups who go on to study decreases, particularly as the year level increases. The aim of this paper is to examine if, and in what ways, demographic factors predict students' post-16 participation in biology, physics, chemistry and earth/space…
Descriptors: Predictor Variables, Student Participation, Biology, Physics
Peer reviewed Peer reviewed
Direct linkDirect link
Massolt, Joost; Borowski, Andreas – International Journal of Science Education, 2020
Pre-service physics teachers often do not recognise the relevance for their future career in their university content knowledge courses. A lower perceived relevance can, however, have a negative effect on their motivation and on their academic success. Several intervention studies have been undertaken with the goal to increase this perceived…
Descriptors: Physics, Preservice Teachers, Relevance (Education), Science Teachers
Peer reviewed Peer reviewed
Direct linkDirect link
Salta, Katerina; Koulougliotis, Dionysios – International Journal of Science Education, 2020
This study aimed at investigating the issue of domain specificity of motivation across specific science disciplines (chemistry and physics) in combination with influencing factors related with students' academic major and gender. A clustered sampling was used to select 281 participants who were undergraduate students (105 males and 176 females)…
Descriptors: Science Instruction, Chemistry, Physics, Undergraduate Students
Peer reviewed Peer reviewed
Direct linkDirect link
McLure, Felicity; Won, Mihye; Treagust, David F. – International Journal of Science Education, 2020
Although the benefits of addressing cognitive, social and affective aspects of learning in order to support conceptual change have been discussed in the literature, there are few studies of such interventions in the normal classroom. This study used a multidimensional conceptual change framework in order to teach five biology and physics topics…
Descriptors: Intervention, Science Instruction, Grade 9, Grade 10
Peer reviewed Peer reviewed
Direct linkDirect link
Park, Joonhyeong; Chang, Jina; Tang, Kok-Sing; Treagust, David F.; Won, Mihye – International Journal of Science Education, 2020
The purpose of this study is to investigate the process of students' construction of scientific explanations through drawing explanatory diagrams. For this, we observed fifth and sixth graders' drawing processes in a gifted science class involving learning physics concepts in mechanics. The analysis was carried out on three pictorial…
Descriptors: Sequential Approach, Freehand Drawing, Scientific Concepts, Elementary School Students
Peer reviewed Peer reviewed
Direct linkDirect link
Chang, Jina; Park, Joonhyeong; Tang, Kok-Sing; Treagust, David F.; Won, Mihye – International Journal of Science Education, 2020
Student-generated drawing is a useful strategy to construct students' scientific ideas. For exploring ways to support student-generated drawing, we focused on the perspective of 'Norms' -- shared behaviour patterns desirable in a community. We investigated what norms were formed and how they emerged when students made drawings to explain…
Descriptors: Physics, Elementary School Students, Freehand Drawing, Student Attitudes
Peer reviewed Peer reviewed
Direct linkDirect link
Brock, Richard; Taber, Keith S. – International Journal of Science Education, 2020
Representing conceptual change is challenging. Claims that conceptual change has occurred are sometimes based on data from a small number of probes given over a relatively long interval. Data collected in this way do not allow short-lived variability to be distinguished from more stable conceptual change and can lead to mistaken conclusions about…
Descriptors: Concept Formation, Physics, Time, Change
Peer reviewed Peer reviewed
Direct linkDirect link
Kang, Jingoo; Hense, Jonathan; Scheersoi, Annette; Keinonen, Tuula – International Journal of Science Education, 2019
Gender disparities in STEM fields have been under extensive study, the focus of which has been on future career aspirations. However, the primary phases in gender differences are still ambiguous when examined from this perspective, possibly due to the fact that most of the studies have targeted samples of upper secondary school or college…
Descriptors: Gender Differences, Correlation, Science Interests, Foreign Countries
Peer reviewed Peer reviewed
Direct linkDirect link
Malkiewich, Laura J.; Chase, Catherine C. – International Journal of Science Education, 2019
Transfer is an important outcome of science and engineering education, but little work has explored factors that facilitate transfer of science concepts from engineering tasks. The transfer literature suggests that noticing deep structure is critical for transfer, but students often fail to do so in engineering tasks. This case study investigates…
Descriptors: Transfer of Training, Scientific Concepts, Physics, High School Students
Peer reviewed Peer reviewed
Direct linkDirect link
Levrini, Olivia; Tasquier, Giulia; Branchetti, Laura; Barelli, Eleonora – International Journal of Science Education, 2019
Can science teaching contribute to developing skills for managing uncertainty towards the future and projecting imagination forwards? If so, how? In this paper, we outline an approach to 'teach the future' through science education. In the first part, we describe a framework that has been constructed to orient the design of teaching modules…
Descriptors: Scaffolding (Teaching Technique), Skill Development, Science Education, Climate
Peer reviewed Peer reviewed
Direct linkDirect link
Bartels, Hauke; Geelan, David; Kulgemeyer, Christoph – International Journal of Science Education, 2019
Measuring teachers' skills to carry out the complex tasks required in teaching is an important means of evaluating the effectiveness of teacher education but remains a challenging activity to conduct in practice. It is necessary to optimise approaches for usability and effectiveness along a continuum from low-effort and low-authenticity measures…
Descriptors: Science Teachers, Teacher Competency Testing, Performance Based Assessment, Physics
Peer reviewed Peer reviewed
Direct linkDirect link
Sorge, Stefan; Kröger, Jochen; Petersen, Stefan; Neumann, Knut – International Journal of Science Education, 2019
Teachers' professional knowledge is considered one of the most important predictors of instructional quality. According to Shulman, such professional knowledge includes content, pedagogical content and pedagogical knowledge. Although recent research shed some light on the structure of the dimensions of professional knowledge, little is known how…
Descriptors: Preservice Teachers, Science Teachers, Physics, Pedagogical Content Knowledge
Previous Page | Next Page »
Pages: 1  |  2  |  3  |  4  |  5  |  6