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Remmen, Kari Beate; Frøyland, Merethe – International Journal of Science Education, 2020
Students struggle with observing scientifically and connecting observations to scientific theory. This study investigates how students actually use observation in rock classification -- a classical practical task in science education. To describe the level of students' use of observation, data was collected by videotaping 19 small student groups…
Descriptors: Geology, Science Teachers, Science Instruction, Observation
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Whitworth, Brooke A.; Rubino-Hare, Lori; Bloom, Nena E.; Walker, Megan C.; Arendt, Kayla R. – International Journal of Science Education, 2020
This design-based research study examined the first two cycles of development, enactment, analysis, and redesign of the Power of Data (POD) Facilitation Academy. Professional Learning and Development (PLD) providers' geospatial technology (GST) skills, understanding of programme principles, preparation, and stages of concern for implementing POD…
Descriptors: Faculty Development, Teacher Workshops, Geographic Information Systems, Teaching Methods
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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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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
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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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Mansour, Nasser – International Journal of Science Education, 2020
This study explored the interplay between science teachers' pedagogical beliefs, scientific evidence, and diversity. This study adopts a sociocultural view of science that views science as a cultural way of knowing, and acknowledges that it is laden with cultural understandings, interpretations, and a language of its own. This paper reports…
Descriptors: Science Instruction, Evidence, Science Teachers, Teacher Attitudes
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George-Williams, Stephen R.; Ziebell, Angela L.; Thompson, Christopher D.; Overton, Tina L. – International Journal of Science Education, 2020
Previous work at Monash University has shown that students recognise that inquiry-, problem-, context- and industry-based experiments were better contextualised, more open to decision making and aided in the development of scientific and transferable skills. This study investigated whether these gains persisted over a longer time scale, rather…
Descriptors: Foreign Countries, Inquiry, Problem Solving, Laboratories
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Fung, Dennis – International Journal of Science Education, 2020
This paper reports the findings of a quasi-experimental study that investigated the impacts of effective group work on Hong Kong science classrooms. One hundred and fifty-two Secondary 2 (or Grade 8) students from two schools participated in a teaching intervention (comprising 16 lessons) in which they studied the topic 'Making Use of Electricity'…
Descriptors: Foreign Countries, Gender Differences, Social Differences, Cooperative Learning
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Park, Wonyong; Yang, Seungran; Song, Jinwoong – International Journal of Science Education, 2020
Research on nature of science (NOS) has confirmed that students' understanding of NOS is best achieved by explicitly considering NOS a cognitive learning expectation and providing opportunities to reflect on it. However, little has been discussed on how to design and use tasks enhancing students' NOS understanding. In an attempt to fill this gap,…
Descriptors: Scientific Principles, Science Instruction, Textbooks, Content Analysis
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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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Stammes, Hanna; Henze, Ineke; Barendsen, Erik; de Vries, Marc – International Journal of Science Education, 2020
Bringing design practices to chemistry education is gaining interest with recent science curriculum reforms emphasising design, and calls for integrated STEM education. Design is a central practice in the chemistry discipline, and could foster meaningful chemistry education. Although chemistry teachers are key in bringing design to chemistry…
Descriptors: Science Teachers, Chemistry, Science Instruction, Instructional Design
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Alò, Dominique; Castillo, Andrea; Marín Vial, Paula; Samaniego, Horacio – International Journal of Science Education, 2020
Reform to the Chilean educational system seeks to improve public education, adapting the school curriculum to new technologies and the information revolution. Our study focused on highlighting potential issues with environmental and technological education, offering opportunities to complement the current Chilean curriculum with an…
Descriptors: Public Schools, Environmental Education, Informal Education, Interdisciplinary Approach
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Heuckmann, Benedikt; Hammann, Marcus; Asshoff, Roman – International Journal of Science Education, 2020
This study investigated factors influencing teachers' intention and willingness to teach about cancer in the context of the theory of planned behaviour. Because teaching about cancer is mandatory in Germany, we compared n=355 teachers' intention to teach about cancer under mandatory conditions and their willingness to teach about cancer if they…
Descriptors: Teacher Attitudes, Teaching Methods, Cancer, Comparative Analysis
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Wei, Bing; Chen, Yue – International Journal of Science Education, 2020
The term 'experiment' is used in different ways to mean different things in school science. This study examines the meanings of 'experiment' and how they have changed in the intended chemistry curriculum (ICC) in China since the early 1950s. A mixed methodology was adopted to analyse the 11 ICC documents from a socio-historical perspective. The…
Descriptors: Science Instruction, Chemistry, Science Curriculum, Course Content
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