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International Journal of…2268
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Cairns, Dean – International Journal of Science Education, 2019
This study investigates the discrete effects of inquiry-based instructional practices that described the PISA 2015 construct 'inquiry-based instruction' and how each practice, and the frequency of each practice, is related to science achievement across 69 countries. The data for this study were drawn from the PISA 2015 database and analysed using…
Descriptors: Science Achievement, Correlation, Instructional Effectiveness, Active Learning
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Kranzfelder, Petra; Lo, Alexander T.; Melloy, Marin P.; Walker, Lindsey E.; Warfa, Abdi-Rizak M. – International Journal of Science Education, 2019
Theoretically, organisational culture, instructor training, and learning space design influence how faculty teach STEM courses. Previous studies have used classroom observation protocols to characterise the range of teaching practices in mostly teacher-centered, traditional STEM classrooms. In this study, we examined the classroom behaviour of 13…
Descriptors: Educational Practices, Educational Change, Undergraduate Students, STEM Education
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Lally, Diane; Forbes, Cory – International Journal of Science Education, 2019
Introductory undergraduate courses present an opportunity to use disciplinary concepts in solving authentic problems. Making complex natural systems accessible to students through computer-based models allows them to practice making evidence-based predictions and communicate understanding. Despite the importance of modelling tools in formal…
Descriptors: Models, Water, Introductory Courses, Undergraduate Students
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Herranen, Jaana; Kousa, Päivi; Fooladi, Erik; Aksela, Maija – International Journal of Science Education, 2019
The aim of this study is to provide an understanding of context-based inquiry teaching within a humanistic perspective on science education by studying pre-service teachers' beliefs about inquiry and their implementations of inquiry in their context-based teaching sequences. Therefore, five pre-service teachers enrolled in a university…
Descriptors: Inquiry, Preservice Teachers, Beliefs, Science Education
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Luo, Tian; Wang, Jian; Liu, Xiufeng; Zhou, Jiangping – International Journal of Science Education, 2019
The aim of this study was to develop a scale to measure students' STEM continuing motivation (CM). In accordance with the conceptualisation of CM by Maehr (1976. Continuing motivation: An analysis of a seldom considered educational outcome. "Review of Educational Research," 46(3), 443-462. doi:10.3102/00346543046003443), we define STEM…
Descriptors: STEM Education, Student Motivation, Measures (Individuals), Grade 7
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Wheeler, Lindsay B.; Mulvey, Bridget K.; Maeng, Jennifer L.; Librea-Carden, Mila Rosa; Bell, Randy L. – International Journal of Science Education, 2019
Graduate students regularly teach undergraduate STEM courses and can positively impact students' understanding of science. Yet little research examines graduate students' knowledge about nature of science (NOS) or instructional strategies for teaching graduate students about NOS. This exploratory study sought to understand how a 1-credit Teaching…
Descriptors: Graduate Students, STEM Education, Scientific Principles, Scientific Concepts
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Jonsson, Anders; Leden, Lotta – International Journal of Science Education, 2019
Tests convey messages about what to teach and how to assess. Both of these dimensions may either broaden or become more uniform and narrow as a consequence of high-stakes testing. This study aimed to investigate how Swedish science teachers were influenced by national, high-stakes testing in science, specifically focusing on instances where…
Descriptors: Influences, High Stakes Tests, Science Instruction, Foreign Countries
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Jones, M. Gail; Lee, Tammy; Chesnutt, Katherine; Carrier, Sarah; Ennes, Megan; Cayton, Emily; Madden, Lauren; Huff, Pamela – International Journal of Science Education, 2019
Although there has been some success with programmes that aim to increase STEM involvement by women and underserved minorities, science educators continue to seek ways to promote students' interest in STEM. This study builds on social cognitive career theory (SCCT) and the theory of enclothed cognition to assess the impact of wearing lab coats on…
Descriptors: STEM Education, Clothing, Science Laboratories, Grade 5
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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
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Kind, Vanessa – International Journal of Science Education, 2019
This paper offers pedagogical content knowledge (PCK) rubrics, that is, guides providing criteria for grading that are potentially applicable to a range of science topics and levels of teacher experience. Grading criteria applied in the rubrics are based on qualitative analyses of planned topic-specific professional knowledge (TSPK) and content…
Descriptors: Pedagogical Content Knowledge, Scoring Rubrics, Evaluation Criteria, Grading
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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
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Liepertz, Sven; Borowski, Andreas – International Journal of Science Education, 2019
The structure and definition of professional knowledge is a continuing focus of science education research. In 2012, a pedagogical content knowledge (PCK) summit was held and it suggested a model of professional knowledge and skill including PCK, which was later often called the Consensus Model (Gess-Newsome, 2015. A model of teacher professional…
Descriptors: Science Teachers, Pedagogical Content Knowledge, Physics, Science Education
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Neumann, Knut; Kind, Vanessa; Harms, Ute – International Journal of Science Education, 2019
This Special Issue aims to present evidence about the relationships between content knowledge (CK), pedagogical knowledge (PK) and pedagogical content knowledge (PCK); the development of these types of knowledge in novice and experienced secondary science teachers; and how CK, PK and/or PCK impact students' learning. Since Shulman's introduction…
Descriptors: Correlation, Science Teachers, Science Instruction, Pedagogical Content Knowledge
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Gess-Newsome, Julie; Taylor, Joseph A.; Carlson, Janet; Gardner, April L.; Wilson, Christopher D.; Stuhlsatz, Molly A. M. – International Journal of Science Education, 2019
In this exploratory study, we attempted to measure potential changes in teacher knowledge and practice as a result of an intervention, as well as trace such changes through a theoretical path of influence that could inform a model of teacher professional knowledge. We created an instrument to measure pedagogical content knowledge (PCK), studied…
Descriptors: Pedagogical Content Knowledge, Academic Achievement, Intervention, Faculty Development
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Kind, Vanessa; Chan, Kennedy K. H. – International Journal of Science Education, 2019
This paper concludes the Special Issue (SI) 'Probing the Amalgam: the relationship between science teachers' content, pedagogical and pedagogical content knowledge'. We review the five papers (Sorge et al; Gess-Newsome et al; Kind; Pitjeng-Mosabala and Rollnick; and Liepertz and Bronowski) by discussing evidence these present regarding the…
Descriptors: Pedagogical Content Knowledge, Science Teachers, Models, Secondary School Teachers
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