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Chen, Ying-Chih – Journal of Research in Science Teaching, 2022
There is a considerable amount of research on the nature and effectiveness of modeling as applied to student learning in science. However, few studies have examined the role of students' epistemic uncertainty in modeling and how teachers collaborate with students to recognize and utilize it as a pedagogical resource to support productive struggle…
Descriptors: Epistemology, Ambiguity (Context), Science Instruction, Models
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Taylor, Joseph A.; Adams, Catrina T.; Westbrook, Anne L.; Creasap Gee, Jodi; Spybrook, Jessaca K.; Kowalski, Susan M.; Gardner, April L.; Bloom, Mark – Journal of Research in Science Teaching, 2022
This article describes the effects of a student-teacher-scientist partnership program on high school students' science outcomes. The design was a cluster-randomized trial with an analytic sample of 36 teachers randomly assigned to teach a photosynthesis- and respiration-focused module including student-designed investigations supported by online…
Descriptors: Partnerships in Education, High School Students, High School Teachers, Scientists
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Huang, Ying – Journal of Research in Science Teaching, 2022
Based on quantitative survey data collected from an inquiry-based general chemistry laboratory course, the current study used marginal models to evaluate changes in students' teamwork and problem-solving skills, attitudes to teamwork, and willingness to explore new issues before and after the course. The results suggest that introductory-level…
Descriptors: Inquiry, Active Learning, Science Education, Science Laboratories
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Jian, Yu-Cin – Journal of Research in Science Teaching, 2022
This study used eye-movement tracking to investigate how students engage with the learning process of reading science articles with or without hands-on manipulation of a pulley system and their influences on learning outcomes. This experiment used a 2 (reading easy or difficult articles) × 2 (with or without hands-on manipulation) between-subject…
Descriptors: Difficulty Level, Undergraduate Students, Eye Movements, Hands on Science
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Dou, Remy; Cian, Heidi – Journal of Research in Science Teaching, 2022
Identity development frameworks provide insight into why and to what extent individuals engage in STEM-related activities. While studies of "STEM identity" often build off previously validated disciplinary and/or science identity frameworks, quantitative analyses of constructs that specifically measure STEM identity and its antecedents…
Descriptors: STEM Education, Self Concept, Sex, Ethnicity
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Campbell-Montalvo, Rebecca; Kersaint, Gladis; Smith, Chrystal A. S.; Puccia, Ellen; Skvoretz, John; Wao, Hesborn; Martin, Julie P.; MacDonald, George; Lee, Reginald – Journal of Research in Science Teaching, 2022
Women and underrepresented minority (URM) undergraduates declare and complete science, technology, engineering, and mathematics majors at different rates in comparison to majority groups. Explanations of these differences have long been deficit oriented, focusing on aptitude or similar characteristics, but more recent work focuses on institutional…
Descriptors: Sex Stereotypes, Interpersonal Relationship, Females, Minority Group Students
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Rutt, Alexis A.; Mumba, Frackson – Journal of Research in Science Teaching, 2022
The Next Generation Science Standards and increasing linguistic diversity of students in United States science classrooms require language-focused science instruction for which many secondary science teachers are not prepared. To date, minimal research has addressed how to best support secondary science pre-service teachers (PSTs) in teaching in…
Descriptors: Preservice Teachers, Secondary School Teachers, Science Instruction, Bilingual Education
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Rachmatullah, Arif; Wiebe, Eric N. – Journal of Research in Science Teaching, 2022
Integral to fostering computational thinking (CT) skills, which are increasingly essential in today's digital era, has been the shift of paper-based pictorial modeling activities to computational modeling. Research has indicated that modeling activities can advance students' understanding of a system's mechanism (i.e., systems thinking), such as…
Descriptors: Middle School Students, Computation, Thinking Skills, Models
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Varelas, Maria; Kotler, Rebecca T.; Natividad, Hannah D.; Phillips, Nathan C.; Tsachor, Rachelle P.; Woodard, Rebecca; Gutierrez, Marcie; Melchor, Miguel A.; Rosario, Maria – Journal of Research in Science Teaching, 2022
School science continues to alienate students identifying with nondominant, non-western cultures, and learners of color, and considers science as an enterprise where success necessitates divorcing the self and corporeal body from ideas and the mind. Resisting the colonizing pedagogy of the mind-body divide, we aimed at creating pedagogical spaces…
Descriptors: Urban Schools, Elementary School Science, Science Education, Elementary School Students
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Faber, Courtney J.; Kajfez, Rachel L.; Lee, Dennis M.; Benson, Lisa C.; Kennedy, Marian S.; Creamer, Elizabeth G. – Journal of Research in Science Teaching, 2022
Undergraduate research experiences (UREs) in science and engineering offer a number of positive outcomes to the students who are able to participate, including increased retention, clarified career goals, and development of problem-solving skills. There have been a number of calls for research that investigates the experiences, identity, and…
Descriptors: Undergraduate Students, Student Research, Engineering Education, Epistemology
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Park, Soonhye; Kite, Vance; Suh, Jee Kyung; Jung, Jinhong; Rachmatullah, Arif – Journal of Research in Science Teaching, 2022
Engaging students in the essential practices of science has been forwarded as an effective means to achieve scientific literacy for all students by promoting the learning of content, procedures, and the epistemology of science concurrently. However, the emphasis on science practices requires teachers not only to develop skills and knowledge…
Descriptors: Science Teachers, Secondary School Teachers, Epistemology, Scientific Literacy
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Nesimyan-Agadi, Dina; Assaraf, Orit Ben Zvi – Journal of Research in Science Teaching, 2022
Informal learning environments such as Natural History Museums can introduce visitors to a variety of topics in evolution by providing accessible representations of concepts like geological time, evolutionary mechanisms, biological diversity, geological time, and fossil dating. Our study examined sixth-grade students' conceptualization of…
Descriptors: Informal Education, Extracurricular Activities, Enrichment Activities, Authentic Learning
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Jaber, Lama Z.; Dini, Vesal; Hammer, David – Journal of Research in Science Teaching, 2022
While research shows that responsive teaching fosters students' disciplinary learning and equitable opportunities for participation, there is yet much to know about how teachers come to be responsive to their students' experiences in the science classroom. In this work, we set out to examine whether and how engaging teachers as learners in doing…
Descriptors: Teaching Methods, Empathy, Equal Education, Online Courses
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Welter, Virginia Deborah Elaine; Herzog, Stefanie; Harms, Ute; Steffensky, Mirjam; Großschedl, Jörg – Journal of Research in Science Teaching, 2022
German preservice teachers always study two teaching subjects instead of only one. This offers an almost paradigmatic approach for the investigation of effects of specific subject combinations on professional competence. So far, few studies focused on potential beneficial effects or risks on preservice teachers' motivational orientations, beliefs,…
Descriptors: Biology, Chemistry, Preservice Teachers, Foreign Countries
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Stapleton, Sarah Riggs; Meier, Briana K. – Journal of Research in Science Teaching, 2022
The COVID-19 pandemic has highlighted the need to adapt to and rebound from unexpected change and uncertainty. The increasing climate chaos of the Anthropocene additionally underscores the necessity of resilient societies and individuals. Individuals able to problem-solve in emergent situations are integral to a resilient society, and science…
Descriptors: COVID-19, Pandemics, Science Education, Resilience (Psychology)
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