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Förtsch, Christian; Werner, Sonja; von Kotzebue, Lena; Neuhaus, Birgit J. – Research in Science & Technological Education, 2018
Background: Education Standards highlight the importance of conceptual knowledge. Instructional tasks play a key role in biology instruction and offer learning opportunities for students. Tasks contain of a content and a demands part. Therefore, complexity and cognitive level are adequate variables to describe tasks and are assumed effective for…
Descriptors: Biology, Science Instruction, Secondary School Teachers, Science Teachers
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Smit, Robbert; Weitzel, Holger; Blank, Robert; Rietz, Florian; Tardent, Josiane; Robin, Nicolas – Research in Science & Technological Education, 2017
Background: Beginning teachers encounter several constraints with respect to scientific inquiry. Depending on their prior beliefs, knowledge and understanding, these constraints affect their teaching of inquiry. Purpose: To investigate quantitatively the longitudinal relationship between pre-service teachers' knowledge and attitudes on scientific…
Descriptors: Foreign Countries, Preservice Teachers, Student Teacher Attitudes, Pedagogical Content Knowledge
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Blankenburg, Janet S.; Höffler, Tim N.; Peters, Heide; Parchmann, Ilka – Research in Science & Technological Education, 2016
Background: Science Olympiads and science fairs are effective instruments to foster interested and talented students. However, at most schools competitions are not systematically integrated into the school mission statement so that students are unaware of these opportunities. Purpose: The purpose of this study was to investigate the effectiveness…
Descriptors: Science Fairs, Competition, Grade 6, Self Determination
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Podschuweit, Sören; Bernholt, Sascha; Brückmann, Maja – Research in Science & Technological Education, 2016
Background: Complexity models have provided a suitable framework in various domains to assess students' educational achievement. Complexity is often used as the analytical focus when regarding learning outcomes, i.e. when analyzing written tests or problem-centered interviews. Numerous studies reveal negative correlations between the complexity of…
Descriptors: Classroom Environment, Interaction, Academic Achievement, Environmental Influences
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Krämer, Philipp; Nessler, Stefan H.; Schlüter, Kirsten – Research in Science & Technological Education, 2015
Background: Inquiry-based science education (IBSE) is suitable to teach scientific contents as well as to foster scientific skills. Similar conclusions are drawn by studies with respect to scientific literacy, motivational aspects, vocabulary knowledge, conceptual understandings, critical thinking, and attitudes toward science. Nevertheless, IBSE…
Descriptors: Science Instruction, Inquiry, Teaching Methods, Barriers
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Dierks, Pay O.; Höffler, Tim N.; Parchmann, Ilka – Research in Science & Technological Education, 2014
Background: Interest is assumed to be relevant for students' learning processes. Many studies have investigated students' interest in science; most of them however have not offered differentiated insights into the structure and elements of this interest. Purpose: The aim of this study is to obtain a precise image of secondary school students'…
Descriptors: Profiles, Science Interests, Student Interests, Secondary School Students
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Baram-Tsabari, Ayelet; Yarden, Anat – Research in Science & Technological Education, 2008
Many of the explanations for girls' disinterest in physics focus on the role of the educational system in creating this situation. Here, we use evidence from free-choice science learning settings to study if this lack of interest is also expressed in non-school settings. Three sets of self-generated questions raised by children, adolescents and…
Descriptors: Females, Physics, Biology, Science Instruction