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Dini, Vesal; Sevian, Hannah; Caushi, Klaudja; Orduña Picón, Raúl – Science Education, 2020
Teachers' use of formative assessment (FA) has been shown to improve student outcomes; however, teachers enact FA in many ways. We examined classroom videos of nine experienced teachers of elementary, middle, and high school science, aiming to create a model of FA enactment that is useful to teachers. We developed a coding scheme through a…
Descriptors: Formative Evaluation, Science Teachers, Experienced Teachers, Elementary School Teachers
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Witherspoon, Eben B.; Schunn, Christian D. – Science Education, 2020
While gender parity has been achieved in overall science degree earning, large gaps still exist within many science disciplines. Further, studies addressing gender inequity in science often ignore a large source of undergraduate science degree earners: those who enroll in science courses intending to pursue careers in health or medicine. This…
Descriptors: Gender Differences, Educational Attainment, Bachelors Degrees, Undergraduate Students
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Maeng, Jennifer L.; Whitworth, Brooke A.; Bell, Randy L.; Sterling, Donna R. – Science Education, 2020
Through a randomized controlled trial, this mixed-methods study evaluated changes in elementary science teachers' understandings, confidence, and classroom implementation of problem-based learning (PBL), inquiry, and nature of science (NOS) instruction following participation in a professional development (PD) as well as the components of the PD…
Descriptors: Faculty Development, Elementary School Science, Elementary School Teachers, Science Teachers
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Chappell, Mindy J.; Varelas, Maria – Science Education, 2020
We explored how arts-based practices, specifically what we define as ethnodance informs the study of science identity. We present a theoretical argument supported by an empirical illustration of how ethnodance offers Black youth with dance identities a medium to narrate evolving science identities, communicating meanings, interactions, and…
Descriptors: Science Education, Teaching Methods, Art Activities, Dance
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Leung, Jessica Shuk Ching – Science Education, 2020
Epistemic understanding of science is essential for critical evaluation of scientific claims. In principle, developing students' epistemic understanding would enhance students' capability in evaluating scientific claims. However, findings on this "expected" connection have been inconclusive. This paper seeks to examine this discrepancy…
Descriptors: College Students, Science Process Skills, Epistemology, Evaluative Thinking
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Meier, Valerie; Aminger, Walter; McLean, Mandy; Carpenter, Stacey L.; Moon, Sungmin; Hough, Sarah; Bianchini, Julie A. – Science Education, 2020
To prepare preservice secondary science teachers to teach English learners (ELs), teacher education programs must provide sustained coursework and experiences in principles and strategies found effective in supporting ELs' learning of science. In the context of a teacher education program recognized for its attention to ELs, we investigated seven…
Descriptors: Preservice Teachers, Science Teachers, Secondary School Teachers, Academic Language
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Suárez, Enrique – Science Education, 2020
As science education continues to embrace science-as-practice, equitable science learning environments must value and leverage emergent bilingual students' ways of communicating. This study investigates the translanguaging practices of a group of elementary-aged emergent bilingual students while they problematized electrical phenomena. Building on…
Descriptors: Science Education, Elementary School Students, Bilingual Students, Language Usage
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Robertson, Amy D.; Atkins Elliott, Leslie J. – Science Education, 2020
Responsive teaching--or teaching that builds from the "seeds of science" in student thinking--is depicted in STEM education literature as both important and challenging. U.S. science education reform has been calling for teachers to enact instruction that attends to and takes up the substance of students' STEM ideas; however, responsive…
Descriptors: Teaching Methods, STEM Education, Beginning Teachers, Teacher Attitudes
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Inkinen, Janna; Klager, Christopher; Juuti, Kalle; Schneider, Barbara; Salmela-Aro, Katariina; Krajcik, Joseph; Lavonen, Jari – Science Education, 2020
This study seeks to understand how different scientific practices in high school science classrooms are associated with student situational engagement. In this study, situational engagement is conceptualized as the balance between skills, interest, and challenge when the reported experiences are all high. In this study, data on situational…
Descriptors: High School Students, Learner Engagement, Science Instruction, Foreign Countries
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Ottemo, Andreas; Berge, Maria; Silfver, Eva – Science Education, 2020
A diverse body of feminist scholarship has addressed the masculine orientation of Western engineering education for at least four decades. Among critiques specifically targeting curriculum, a recurrent line of argumentation highlights its reductionist framing and narrow focus on mathematics and technology. The argument is that these traits…
Descriptors: Cultural Influences, Gender Bias, Engineering Education, Undergraduate Study
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Merritt, Eileen G.; Bowers, Nicole – Science Education, 2020
Observation-based ecology (OBE) generates critical knowledge about the health of ecological systems and human impacts on these systems. Systematic observations of organisms and processes from an early age can help children develop ecological knowledge and skills, and deepen their connection to the natural world. Yet recent educational reforms may…
Descriptors: Naturalistic Observation, Ecology, Academic Standards, Educational Change
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Höttecke, Dietmar; Allchin, Douglas – Science Education, 2020
Individuals are increasingly relying on social media as their primary source of scientific information. Science education needs to adapt. Nature of science (NOS) education is already widely accepted as essential to scientific literacy and to an informed public. We argue that NOS now needs to also include the NOS communication: its mediation,…
Descriptors: Scientific Principles, Science Education, Social Media, Scientific Literacy
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Balgopal, Meena M. – Science Education, 2020
Most science curricular reform efforts are designed by administrators or science education experts. It is less common for teachers to work collaboratively across disciplines to create, implement, and disseminate an integrated STEM curriculum developed for noncollege-bound students that ended up being popular across student populations at the…
Descriptors: STEM Education, Teacher Empowerment, Case Studies, Educational Change
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Witteveen, Dirk; Attewell, Paul – Science Education, 2020
The low number of baccalaureates in science, technology, engineering, and mathematics (STEM) is often viewed as problematic for the US's economic competitiveness, leading scholars to search for explanations for STEM retention. Our analyses of the Beginning Postsecondary Students Longitudinal Study indicate that the notion of a so-called…
Descriptors: STEM Education, Grading, Majors (Students), School Holding Power
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Hathcock, Stephanie J.; Garner, Joanna K.; Kaplan, Avi – Science Education, 2020
Whereas science teachers often express initial enthusiasm about the student-centered, reform-oriented instructional strategies they encounter in professional development (PD), they rarely adopt them in practice. One possible obstacle is a mismatch between these strategies and teachers' beliefs about what is possible and desirable in their…
Descriptors: Science Teachers, Teaching Methods, Teacher Attitudes, Beliefs
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