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Charro, Elena – Journal of Research in Science Teaching, 2021
A curricular Delphi study was carried out to help improve and develop scientific training for secondary school students in Spain. Using the Delphi method, the authors analyzed the degree of consensus among more than 100 stakeholders' answers to the question, "What aspects of science education are considered desirable for a (Spanish)…
Descriptors: Foreign Countries, Secondary School Students, Secondary School Science, Science Education
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Ng, Clarence – Journal of Research in Science Teaching, 2021
Science self-schemas are students' cognitive generalizations of their selves in learning science. Students who hold contrasting science self-schemas are hypothesized to learn consistently with their salient self-conception in science. A survey and an experiment provided complementary evidence supporting the self-congruent engagement hypothesis.…
Descriptors: Foreign Countries, Academic Persistence, Secondary School Students, Self Concept
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Tekkumru-Kisa, Miray; Preston, Courtney; Kisa, Zahid; Oz, Elif; Morgan, Jennifer – Journal of Research in Science Teaching, 2021
Recent instructional reforms in science education bring a new vision that aims to move science teaching away from a focus on discrete facts covered at a superficial level to a focus on a smaller number of disciplinary core ideas that can be explored in depth. The success of these reforms depends on the instructional quality in science classrooms.…
Descriptors: Science Education, Science Instruction, Instructional Effectiveness, Educational Quality
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Boda, Phillip A.; Bathia, Shruti; Linn, Marcia C. – Journal of Research in Science Teaching, 2021
Integrating sophisticated graphical analysis skills as they learn science is essential for K-12 students and emphasized in current standards. In this study, we iteratively designed a Graphing Integration Inventory (GII) over a three-year period, while also supporting students to develop their capabilities to use graphs to learn science content in…
Descriptors: Middle School Students, Graphs, Teaching Methods, Science Instruction
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Kapon, Shulamit; Schvartzer, Maayan; Peer, Tal – Journal of Research in Science Teaching, 2021
This article discusses a case study of a pair of students mentored by a physics teacher as they engaged in a long-term (15 months) engineering maker-based inquiry (EMBI), a mandatory part of these students' formal learning of physics at the advanced high school level. We conceptualize the students' engagement as participating in a particular…
Descriptors: Engineering Education, Physics, Inquiry, Science Instruction
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DeLisi, Jacqueline; Kook, Janna F.; Levy, Abigail Jurist; Fields, Erica; Winfield, Lukas – Journal of Research in Science Teaching, 2021
Science fairs have a long history in the United States and internationally. Their implementation varies greatly (Kook et al, 2020), yet few empirical studies have examined the outcomes of these experiences for student learning. Research indicates that authentic scientific inquiry that focus on students' agency in investigations can contribute to…
Descriptors: Science Fairs, Hands on Science, Active Learning, Inquiry
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Fulmer, Gavin W.; Hwang, Jihyun; Ding, Chenchen; Hand, Brian; Suh, Jee K.; Hansen, William – Journal of Research in Science Teaching, 2021
We report on the development of a new instrument for measuring teachers' knowledge of language as an epistemic tool in science classes. Language is essential for science learning, as all learning requires the use of language to constitute one's own ideas and to engage with others' ideas. Teachers with knowledge of language as an epistemic tool can…
Descriptors: Teacher Surveys, Questionnaires, Test Construction, Pedagogical Content Knowledge
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Gandolfi, Haira Emanuela – Journal of Research in Science Teaching, 2021
This article describes a teaching experience at an year 8 classroom (students aged 12-13) in a state secondary school in London, UK that aimed at widening learning about nature of science (NOS) with the input from the field of Global History of Science (HOS), which looks at science as a product of material and cognitive exchanges, appropriations…
Descriptors: Global Approach, Scientific Principles, Science History, Science Education
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Castro-Faix, Moraima; Duncan, Ravit Golan; Choi, Jinnie – Journal of Research in Science Teaching, 2021
Learning progressions are theoretical models that describe learning of scientific ideas and practices over time. These hypothetical progressions need to be tested and refined in order to productively inform instruction and assessment. In this paper, we report our attempts to revise a learning progression in genetics. In particular, we focused on…
Descriptors: Learning Processes, Science Education, Scientific Concepts, Genetics
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Reuter, Timo; Leuchter, Miriam – Journal of Research in Science Teaching, 2021
The mechanical transmission of motion, which is observable in gears' turning direction (TD) and turning speed (TS) can be understood as part of the core concept "force and motion". Previous studies have suggested that most children before the age of nine have naïve concepts of gears' TD and TS. However, these studies relied on children's…
Descriptors: Young Children, Scientific Concepts, Concept Formation, Equipment
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Stieff, Mike; DeSutter, Dane – Journal of Research in Science Teaching, 2021
Representational competence is a target of novel learning environments given the assumption that improved representational competence improves learning in science. There exists little evidence, however, that improving representational competence is positively correlated with learning outcomes across science disciplines. In this report, we argue…
Descriptors: Competence, Prediction, Science Instruction, Outcomes of Education
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Steegh, Anneke; Höffler, Tim; Höft, Lars; Parchmann, Ilka – Journal of Research in Science Teaching, 2021
Girls are underrepresented in mathematical and science Olympiads, global informal learning activities which often serve as stepping stones for admission to top universities and future STEM careers. The present article aims to investigate the role of implicit gender-science stereotypes on representation and achievement among participants of the…
Descriptors: Chemistry, Competition, Gender Bias, Sex Stereotypes
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Zummo, Lynne; Donovan, Brian; Busch, K. C. – Journal of Research in Science Teaching, 2021
Anthropogenic climate change remains divisive in the United States, where skepticism of the scientific consensus is associated with conservative worldviews, resulting in political polarization. This study considers three hypotheses regarding U.S. polarization over climate change that have emerged from social psychology research and applies them to…
Descriptors: Climate, World Views, Science Education, Secondary School Students
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Liou, Pey-Yan – Journal of Research in Science Teaching, 2021
The purpose of this study was to examine the predictive effects of inquiry-based and teacher-directed instructional practices on students' attitudes toward science and science achievement in a nationally representative sample of 7,708 15-year-old-students from Taiwan who took part in the sixth cycle of the Program for International Student…
Descriptors: Student Attitudes, Scientific Attitudes, Science Achievement, Science Instruction
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Eshchar-Netz, Livat; Vedder-Weiss, Dana – Journal of Research in Science Teaching, 2021
Collaborative reflective inquiry in teacher communities of practice (CoP) supports their professional situated learning. However, the CoP model entails at least three limitations and challenges for teacher learning: novice teachers can seldom act as legitimate peripheral participants since they are obliged to do the same work that veterans do;…
Descriptors: Communities of Practice, Beginning Teachers, Experienced Teachers, Teacher Collaboration
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