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Showing 1 to 15 of 21 results Save | Export
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Kruse, Jerrid; Kent-Schneider, Isaiah; Voss, Sarah; Zacharski, Kinsey; Rockefeller, Molly – Research in Science Education, 2022
While the importance of explicit and reflective NOS instruction is clear in the literature, questions remain about how to enact such instruction. That is, literature is sometimes unclear in defining how to enact explicit and reflective NOS instruction. While some authors recommend using questions (e.g., Clough 2007) to enact effective NOS…
Descriptors: Scientific Principles, Science Instruction, Grade 6, Student Reaction
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Chusinkunawut, Krislada; Henderson, Charles; Nugultham, Kulthida; Wannagatesiri, Tussatrin; Fakcharoenphol, Witat – Research in Science Education, 2021
Incorporating design in science programs has been shown to enhance science understanding, practices, and problem-solving skills. However, instructors and students typically struggle with fostering effective communication within a design-based course. With better communication scaffolding, students would learn more content and also become better at…
Descriptors: Scaffolding (Teaching Technique), Secondary School Students, Grade 9, Communication Skills
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de Boer, Eveline; Janssen, Fred J. J. M.; van Driel, Jan H.; Dam, Michiel – Research in Science Education, 2021
In biological research, generic questions that are derived from perspectives (ways of looking at and thinking about life processes) help in generating specific questions. In this study, we used perspective-based generic questions as scaffolds to support student teachers in increasing the quality and quantity of their questions about biological…
Descriptors: Biology, Science Teachers, Science Instruction, Teaching Methods
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Dökme, Ilbilge; Koyunlu Ünlü, Zeynep – Research in Science Education, 2021
Pre-service science teachers learn about metacognitive knowledge theoretically in their pedagogy courses; however, teaching practice in science classes reveals the theory-practice gap in their metacognitive knowledge, which has practical importance for prospective teachers. This paper reports on an experiment conducted to investigate the influence…
Descriptors: Quantum Mechanics, Physics, Metacognition, Preservice Teachers
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Kayima, Festo; Mkimbili, Selina Thomas – Research in Science Education, 2021
In this paper, chemistry teachers' reactions/behavior or actions following students' undesired, unexpected or incorrect responses/answers to the posed teacher oral questions are reported. This study which was carried out in Tanzania in Iringa Municipality involved three chemistry teachers teaching in three different secondary schools. Actual…
Descriptors: Chemistry, Science Teachers, Error Correction, Speech Communication
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Stokhof, Harry; de Vries, Bregje; Bastiaens, Theo; Martens, Rob – Research in Science Education, 2020
Student questioning is an important learning strategy, but rare in many classrooms, because teachers have concerns if these questions contribute to attaining curricular objectives. Teachers face the challenge of making student questioning effective for learning the curriculum. To address this challenge, a principle-based scenario for guiding…
Descriptors: Cognitive Mapping, Questioning Techniques, Outcomes of Education, Core Curriculum
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Cruz-Guzmán, Marta; García-Carmona, Antonio; Criado, Ana M. – Research in Science Education, 2020
This article presents a qualitative study of the type and quality of questions formulated by prospective elementary teachers (PETs) when designing scientific inquiry activities, depending on the school science content selected. The data were acquired during teacher training instruction on these aspects with 67 participant PETs. The results showed…
Descriptors: Science Instruction, Teaching Methods, Questioning Techniques, Inquiry
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Joglar, C.; Rojas, S. P. – Research in Science Education, 2019
Studies have investigated various aspects of the use of questions in science lessons, but there is still a lack of research that demonstrates how, during peer reflection, teachers learn through identifying and overcoming obstacles to their own questioning in their professional development process. The present study is aimed at analyzing the types…
Descriptors: Barriers, Teacher Workshops, Chemistry, Physics
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Stokhof, Harry; de Vries, Bregje; Bastiaens, Theo; Martens, Rob – Research in Science Education, 2019
Student questioning is an important self-regulative strategy and has multiple benefits for teaching and learning science. Teachers, however, need support to align student questioning to curricular goals. This study tests a prototype of a principle-based scenario that supports teachers in guiding effective student questioning. In the scenario, mind…
Descriptors: Science Process Skills, Questioning Techniques, Concept Mapping, Science Instruction
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Mkimbili, Selina Thomas; Ødegaard, Marianne – Research in Science Education, 2019
Fostering and maintaining students' interest in science is an important aspect of improving science learning. The focus of this paper is to listen to and reflect on students' voices regarding the sources of motivation for science subjects among students in community secondary schools with contextual challenges in Tanzania. We conducted a…
Descriptors: Student Interests, Science Instruction, Science Interests, Student Attitudes
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Merritt, Eileen G.; Chiu, Jennie; Peters-Burton, Erin; Bell, Randy – Research in Science Education, 2018
The Next-Generation Science Standards (NGSS) challenge primary teachers and students to work and think like scientists and engineers as they strive to understand complex concepts. Teachers and teacher educators can leverage what is already known about inquiry teaching as they plan instruction to help students meet the new standards. This…
Descriptors: Science Instruction, Inquiry, Elementary School Teachers, Elementary School Students
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Biggers, Mandy – Research in Science Education, 2018
Questioning is a central practice in science classrooms. However, not every question translates into a "good" science investigation. Questions that drive science investigations can be provided by many sources including the teacher, the curriculum, or the student. The variations in the source of investigation questions were explored in…
Descriptors: Questioning Techniques, Teaching Methods, Science Instruction, Elementary School Science
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Nichols, Kim; Burgh, Gilbert; Kennedy, Callie – Research in Science Education, 2017
Developing students' skills to pose and respond to questions and actively engage in inquiry behaviours enables students to problem solve and critically engage with learning and society. The aim of this study was to analyse the impact of providing teachers with an intervention in inquiry pedagogy alongside inquiry science curriculum in comparison…
Descriptors: Comparative Analysis, Professional Development, Intervention, Inquiry
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Cochran, Kathryn F.; Reinsvold, Lori A.; Hess, Chelsie A. – Research in Science Education, 2017
This critical discourse analysis study identifies and describes power relationships in elementary classrooms that support science engagement by providing students time to think, ask questions, and find their voices to talk about subject matter. The first analyses involved identification and description of classroom episodes showing high levels of…
Descriptors: Power Structure, Elementary School Students, Student Participation, Learner Engagement
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Chen, Ying-Chih; Hand, Brian; Norton-Meier, Lori – Research in Science Education, 2017
The purpose of this study was to investigate the various roles that early elementary teachers adopt when questioning, to scaffold dialogic interaction and students' cognitive responses for argumentative practices over time. Teacher questioning is a pivotal contributing factor that shapes the role teachers play in promoting dialogic interaction in…
Descriptors: Elementary School Teachers, Teacher Role, Questioning Techniques, Elementary School Science
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