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Showing 1 to 15 of 177 results Save | Export
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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
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Mesci, Günkut; Çavus-Güngören, Seda; Yesildag-Hasancebi, Funda – International Journal of Science Education, 2020
The purpose of this study was to examine how pre-service science teachers develop their understandings of nature of scientific inquiry during the science laboratory course with preparing 5E based lesson plans, and how they transfer those understandings into their teaching practices. All data were collected and analysed qualitatively by using the…
Descriptors: Scientific Principles, Science Instruction, Video Technology, Lesson Plans
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Giamellaro, Michael; O'Connell, Kari; Knapp, Melinda – International Journal of Science Education, 2020
This study describes outcomes from a place-based, teacher-scientist partnership intended to support teacher use of authentic data for science and math instruction. Teachers worked with scientists in the field to practice collection and analysis of authentic data. This case study investigated how narrative structure and contextualisation were…
Descriptors: Place Based Education, Mathematics Instruction, Teaching Methods, Teacher Attitudes
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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
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Balabanoff, Morgan E.; Al Fulaiti, Haiyan; Bhusal, Shikshya; Harrold, Archer; Moon, Alena C. – International Journal of Science Education, 2020
Light is used ubiquitously across science and engineering to explore, characterise, understand matter, and catalyse processes. Relative to its utility in science and engineering, very little research has been conducted on how students develop an understanding of light-matter interactions, especially at the quantum level, which is necessary to…
Descriptors: Chemistry, Science Instruction, Light, Student Attitudes
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Kim, Mijung; Pegg, Jerine – International Journal of Science Education, 2019
Recognising critical reasoning and problem-solving as one of the key skills for twenty-first century citizenship, various types of problem contexts have been practiced in science classrooms to enhance students' understandings and use of evidence-based thinking and justification. Good problems need to allow students to adapt and evaluate the…
Descriptors: Case Studies, Problem Solving, Thinking Skills, Critical Thinking
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Sandoval, William A.; Enyedy, Noel; Redman, Elizabeth H.; Xiao, Sihan – International Journal of Science Education, 2019
Most of the research on argumentation in science education has documented the myriad flaws in students' argumentation, and the difficulties teachers have organising productive arguments in the classroom. We apply a sociocultural framework to argue that productive argumentation emerges from a classroom culture in which its practice meaningfully…
Descriptors: Persuasive Discourse, Science Education, Sociocultural Patterns, Classroom Environment
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Tay, Su Lynn; Yeo, Jennifer – International Journal of Science Education, 2018
Great teaching is characterised by the specific actions a teacher takes in the classroom to bring about learning. In the context of model-based teaching (MBT), teachers' difficulty in working with students' models that are not scientifically consistent is troubling. To address this problem, the aim of this study is to identify the pedagogical…
Descriptors: Physics, Science Instruction, Science Teachers, Models
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Zimmerman, Heather Toomey; Weible, Jennifer L. – International Journal of Science Education, 2018
This collective case study investigates the role of digital photography to support high school students' engagement in science inquiry practices during a three-week environmental sciences unit. The study's theoretical framework brings together research from digital photography, participation in environmental science practices, and epistemic…
Descriptors: Environmental Education, Photography, Water, Natural Resources
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Karvánková, Petra; Popjaková, Dagmar – International Journal of Science Education, 2018
Pupil research in school lessons in the sense of Inquiry-Based Education (IBE) is one of the constructivist approaches to education. Inquiry strengthens the positive approach of pupils to natural science subjects, encouraging them to study phenomena and processes taking place in the natural environment around them and use the acquired knowledge in…
Descriptors: Foreign Countries, Physical Geography, Interdisciplinary Approach, Inquiry
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Guzey, S. Selcen; Ring-Whalen, Elizabeth A. – International Journal of Science Education, 2018
Engineering has been slowly integrated into K-12 science classrooms in the United States as the result of recent science education reforms. Such changes in science teaching require that a science teacher is confident with and committed to content, practices, language, and cultures related to both science and engineering. However, from the…
Descriptors: Case Studies, Science Teachers, Engineering Education, Integrated Curriculum
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Pitjeng-Mosabala, Phihlo; Rollnick, Marissa – International Journal of Science Education, 2018
This study investigates the development of Topic-Specific Pedagogical Content Knowledge (TSPCK) of 14 novice uncertified graduate science teachers during a Professional Development Intervention (PDI) on teaching particulate nature of matter. TSPCK was defined in terms of five knowledge components: learner prior knowledge, curricular saliency,…
Descriptors: Foreign Countries, Pedagogical Content Knowledge, Beginning Teachers, Graduate Study
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Goodnough, Karen – International Journal of Science Education, 2018
This case study focuses on the professional learning of 38 K-9 teachers who engaged in a professional development (PD) programme in Science, Technology, Engineering and Mathematics (STEM) through collaborative action research (CAR). Through the lens of CHAT or Cultural-Historical Activity Theory, the author examined what teachers were learning,…
Descriptors: Case Studies, Faculty Development, STEM Education, Action Research
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Kim, Mijung – International Journal of Science Education, 2018
Research shows that various stereotypes about science and science learning, such as science being filled with hard and dry content, laboratory experiments, and male-dominated work environments, have resulted in feelings of distance from science in students' minds. This study explores children's experiences of science learning and science identity.…
Descriptors: Interaction, Science Instruction, Foreign Countries, Elementary School Students
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Drewes, Andrea; Henderson, Joseph; Mouza, Chrystalla – International Journal of Science Education, 2018
Climate change is one of the most pressing challenges facing society, and climate change educational models are emerging in response. This study investigates the implementation and enactment of a climate change professional development (PD) model for science educators and its impact on student learning. Using an intrinsic case study methodology,…
Descriptors: Faculty Development, Climate, Science Teachers, Case Studies
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