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Barendsen, Erik; Henze, Ineke – Research in Science Education, 2019
Science teachers' pedagogical content knowledge (PCK) has been researched in many studies, yet little empirical evidence has been found to determine how this knowledge actually informs teachers' actions in the classroom. To complement previous quantitative studies, there is a need for more qualitative studies to investigate the relationship…
Descriptors: Pedagogical Content Knowledge, Correlation, Classroom Techniques, Science Teachers
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Dam, M.; Janssen, F. J. J. M.; van Driel, J. H. – Research in Science Education, 2018
The implementation of educational reforms requires behavioral changes from the teachers involved. Theories on successful behavioral change prescribe the following conditions: teachers need to possess the necessary knowledge and skills, form strong positive intentions to perform the new behavior, and have a supporting environment for change.…
Descriptors: Educational Change, Intention, Teacher Behavior, Teacher Motivation
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van Vondel, Sabine; Steenbeek, Henderien; van Dijk, Marijn; van Geert, Paul – Research in Science Education, 2018
The present study was aimed at investigating the effects of a video feedback coaching intervention for upper-grade primary school teachers on students' cognitive gains in scientific knowledge. This teaching intervention was designed with the use of inquiry-based learning principles for teachers, such as the empirical cycle and the posing of…
Descriptors: Video Technology, Feedback (Response), Control Groups, Intervention
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Westbroek, Hanna; Janssen, Fred; Doyle, Walter – Research in Science Education, 2017
Curriculum ideals often get compromised as a curriculum moves through its various levels of representation. Across the different science reforms, this process of slippage is clearly present. Research shows that teacher subject matter knowledge, PCK, beliefs and context factors all influence implementation. Professional development arrangements…
Descriptors: Science Instruction, Chemistry, Teaching Methods, Curriculum Development
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van Buuren, Onne; Heck, André; Ellermeijer, Ton – Research in Science Education, 2016
A learning path has been developed on system dynamical graphical modelling, integrated into the Dutch lower secondary physics curriculum. As part of the developmental research for this learning path, students' understanding of the relation structures shown in the diagrams of graphical system dynamics based models has been investigated. One of our…
Descriptors: Foreign Countries, Physics, Secondary School Science, Science Curriculum
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van Griethuijsen, Ralf A. L. F.; van Eijck, Michiel W.; Haste, Helen; den Brok, Perry J.; Skinner, Nigel C.; Mansour, Nasser; Savran Gencer, Ayse; BouJaoude, Saouma – Research in Science Education, 2015
International studies have shown that interest in science and technology among primary and secondary school students in Western European countries is low and seems to be decreasing. In many countries outside Europe, and especially in developing countries, interest in science and technology remains strong. As part of the large-scale European Union…
Descriptors: Foreign Countries, Comparative Education, Science Interests, Student Interests
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Schalk, Herman H.; van der Schee, Joop A.; Boersma, Kerst Th. – Research in Science Education, 2013
Ensuring the quality of investigations requires the understanding of procedures by which empirical evidence is obtained. This can be interpreted as becoming aware of and using criteria for evidence in one's mental structure. The question is whether this process can be observed in practice. In two schools for pre-university education where 11th…
Descriptors: Foreign Countries, Evidence, Biology, Science Education
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Kessels, Ursula; Taconis, Ruurd – Research in Science Education, 2012
By applying the self-to-prototype matching theory to students' academic choices, this study links the unpopularity of science in many industrialized countries with the perceived gap between typical persons representing science (e.g. physics teachers) on the one hand and students' self-image on the other. A sample of N = 308 Dutch and German…
Descriptors: Physics, Student Attitudes, Science Teachers, Science Instruction
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van Eijck, Michiel; Goedhart, Martin J.; Ellermeijer, Ton – Research in Science Education, 2011
Polysemy in graph-related practices is the phenomenon that a single graph can sustain different meanings assigned to it. Considerable research has been done on polysemy in graph-related practices in school science in which graphs are rather used as scientific tools. However, graphs in science textbooks are also used rather pedagogically to…
Descriptors: Graphs, Textbook Content, Textbooks, Biology
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Van Driel, Jan H.; De Vos, Wobbe; Verloop, Nico – Research in Science Education, 1998
Relates the reasoning of students introduced to the concept of chemical equilibrium to the historical development of the concept. Concludes that the study of authentic historical sources may inspire the design of effective teaching activities. Contains 33 references. (DDR)
Descriptors: Chemical Equilibrium, Chemistry, Concept Formation, Primary Sources