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Lee, Soon C.; Irving, Karen E. – International Journal of STEM Education, 2018
Background: In a science classroom, students do not simply learn scientific ways of doing, knowing, and reasoning unless they find ways of appropriating scientific discourse. In the Next Generation Science Standards, major forms of "scientific discourse" are emphasized as a main part of the Science and Engineering Practices. To enhance…
Descriptors: Discourse Analysis, Secondary School Science, Secondary School Students, Learner Engagement
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Auerbach, Anna Jo J.; Andrews, Tessa C. – International Journal of STEM Education, 2018
Background: Though active-learning instruction has the potential to positively impact the preparation and diversity of STEM graduates, not all instructors are able to achieve this potential. One important factor is the teacher knowledge that instructors possess, including their pedagogical knowledge. Pedagogical knowledge is the knowledge about…
Descriptors: Pedagogical Content Knowledge, Active Learning, Large Group Instruction, Undergraduate Study
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Nissen, Jayson M.; Jariwala, Manher; Close, Eleanor W.; Van Dusen, Ben – International Journal of STEM Education, 2018
Background: High-stakes assessments, such the Graduate Records Examination, have transitioned from paper to computer administration. Low-stakes research-based assessments (RBAs), such as the Force Concept Inventory, have only recently begun this transition to computer administration with online services. These online services can simplify…
Descriptors: Research Design, College Students, Science Instruction, Physics
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Cooper, Katelyn M.; Downing, Virginia R.; Brownell, Sara E. – International Journal of STEM Education, 2018
Background: Over the past decade, the prevalence of anxiety has increased among college-aged students and college counseling centers have become increasingly concerned about the negative impact of anxiety on students. While college in general can be stressful, college science classrooms have the potential to be especially anxiety-inducing because…
Descriptors: Active Learning, Large Group Instruction, Anxiety, Learning Activities
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Durham, Mary F.; Knight, Jennifer K.; Bremers, Emily K.; DeFreece, Jameson D.; Paine, Alex R.; Couch, Brian A. – International Journal of STEM Education, 2018
Background: The Scientific Teaching (ST) pedagogical framework encompasses many of the best practices recommended in the literature and highlighted in national reports. Understanding the growth and impact of ST requires instruments to accurately measure the extent to which practitioners implement ST in their courses. Researchers have typically…
Descriptors: Science Instruction, Teaching Models, Interrater Reliability, Measures (Individuals)
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Hofer, Sarah I.; Schumacher, Ralph; Rubin, Herbert – International Journal of STEM Education, 2017
Background: Valid assessment of the understanding of Newton's mechanics is highly relevant to both physics classrooms and research. Several tests have been developed. What remains missing, however, is an efficient and fair test of conceptual understanding that is adapted to the content taught to secondary school students and that can be validly…
Descriptors: Mathematical Concepts, Concept Formation, Mathematics Instruction, Secondary School Students
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Oliver, Mary C.; Woods-McConney, Amanda; Maor, Dorit; McConney, Andrew – International Journal of STEM Education, 2017
Background: Prompted by fewer females compared to males enrolling in physics and advanced mathematics at both secondary and university levels, our research investigated the views and experiences of female students currently studying upper secondary school physics. We interviewed 18 female students about influences they considered important to…
Descriptors: Females, Secondary School Students, Physics, Science Instruction
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Roth, Kathleen J.; Bintz, Jody; Wickler, Nicole I. Z.; Hvidsten, Connie; Taylor, Joseph; Beardsley, Paul M.; Caine, Arlo; Wilson, Christopher D. – International Journal of STEM Education, 2017
Background: Most studies of teacher professional development (PD) do not rigorously test impact on teaching practice and student learning. This makes it difficult to define what is truly "effective." The "Science Teachers Learning from Lesson Analysis" (STeLLA) PD program, in contrast, was studied in a cluster randomized…
Descriptors: Faculty Development, Video Technology, Teaching Methods, Science Teachers
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Czajka, Charles Doug; McConnell, David – International Journal of STEM Education, 2016
Background: Barriers to reforming traditional lecture-based undergraduate STEM classes are numerous and include time constraints, lack of training, and instructor's beliefs about teaching and learning. This case study documents the use of a situated instructional coaching process as a method of faculty professional development. In this model, a…
Descriptors: Coaching (Performance), Case Studies, Faculty Development, STEM Education
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De Leo-Winkler, Mario A.; Canalizo, Gabriela; Wilson, Gillian – International Journal of STEM Education, 2016
Background: We report the results of an undergraduate course in astrophotography designed to engage non-STEM majors in the natural sciences to train future amateur astronomers and citizen scientists. Over 200,000 students enroll in introductory astronomy elective classes every year in the US alone, which will possibly be their only encounter with…
Descriptors: STEM Education, Astronomy, Photography, Mathematics Anxiety
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Zaniewski, Anna M.; Reinholz, Daniel – International Journal of STEM Education, 2016
Background: Mentoring supports professional success in a myriad of fields; in the physical sciences, mentoring increases the retention of diverse groups of students. While physics education has made progress in classifying the availability and structural components related to mentoring programs, little is known about the qualitative nature of…
Descriptors: STEM Education, Mentors, Physical Sciences, Physics
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Badri, Masood; Alnuaimi, Ali; Mohaidat, Jihad; Al Rashedi, Asma; Yang, Guang; Al Mazroui, Karima – International Journal of STEM Education, 2016
Background: This study is about Abu Dhabi high school students' interest in science in different contexts. The survey was conducted in connection with the international project, the Relevance of Science Education (ROSE). The sample consists of 5650 students in public and private schools. A structural equation model (SEM) is developed to capture…
Descriptors: Science Instruction, Career Choice, Science Interests, Student Interests
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Bielik, Tom; Yarden, Anat – International Journal of STEM Education, 2016
Background: Asking questions is an important scientific practice, and students around the world are expected to learn how to ask their own research questions while performing inquiry. In contrast to authentic scientific inquiry, in most simple inquiry tasks that are carried out in schools, the research questions are given to the students. Here, we…
Descriptors: Science Instruction, Biotechnology, Inquiry, Secondary School Science
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Markworth, Kimberly A.; Brobst, Joseph; Ohana, Chris; Parker, Ruth – International Journal of STEM Education, 2016
Background: This study investigates the models of elementary content specialization (ECS) in elementary mathematics and science and the affordances and constraints related to ECS--both generally and in relation to specific models. Elementary content specialists are defined as full-time classroom teachers who are responsible for content instruction…
Descriptors: Focus Groups, Team Teaching, Elementary School Teachers, Specialization
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Purzer, Senay; Goldstein, Molly Hathaway; Adams, Robin S; Xie, Charles; Nourian, Saeid – International Journal of STEM Education, 2015
Background: Design and science inquiry are intertwined during engineering practice. In this study, we examined the relationship between design behaviors and scientific explanations. Data on student design processes were collected as students engaged in a project on designing energy-efficient buildings on a blank square city block surrounded by…
Descriptors: Design, Inquiry, Scientific Concepts, Student Projects
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