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Lee, Jeong-A; Kim, Chan-Jong – Research in Science Education, 2019
This study aims to understand interactions in Korean elementary science classrooms, which are heavily influenced by Confucianism. Ethnographic observations of two elementary science teachers' classrooms in Korea are provided. Their classes are fairly traditional teaching, which mean teacher-centered interactions are dominant. To understand the…
Descriptors: Foreign Countries, Power Structure, Teacher Student Relationship, Elementary School Science
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Ozturk, Nilay; Yilmaz-Tuzun, Ozgul – Research in Science Education, 2017
This study investigated preservice elementary science teachers' (PSTs) informal reasoning regarding socioscientific issues (SSI), their epistemological beliefs, and the relationship between informal reasoning and epistemological beliefs. From several SSIs, nuclear power usage was selected for this study. A total of 647 Turkish PSTs enrolled in…
Descriptors: Preservice Teachers, Science Teachers, Epistemology, Beliefs
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Smith, Greg – Research in Science Education, 2015
This study investigates the relationship, if any, between teacher participation in a targeted professional development programme and changes in participants' instructional practice and their pupils' attitudes to learning primary science. The programme took place over a 2-year period in 15 small rural schools in the West of Ireland. Data sources…
Descriptors: Correlation, Teacher Participation, Faculty Development, Teaching Methods
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Braund, Martin; Leigh, Joanne – Research in Science Education, 2013
Pupil talk and discussion are seen as having important social and cognitive outcomes. In science classes, pupils' collaborative talk supports the construction of meaning and helps examine the status of evidence, theory and knowledge. However, pupil interactive talk in groups is rare in science lessons. The research reported is part of a project to…
Descriptors: Foreign Countries, Educational Experience, Educationally Disadvantaged, Statistical Analysis
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Ferguson, Peter D.; Fraser, Barry J. – Research in Science Education, 1998
Tasmanian students' (n=1,040) perceptions of the learning environment were collected in the final stages of primary school and again in the initial term in secondary school. First exposure to specialized science learning environments and teachers changed students' perceptions. Both school size and student gender were found to be influencing…
Descriptors: Classroom Environment, Elementary School Science, Elementary Secondary Education, Foreign Countries