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Showing 1 to 15 of 17 results Save | Export
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James Deehan; Amy MacDonald; Christopher Morris – Studies in Science Education, 2024
Effective science education is crucial for developing a scientifically literate citizenry, and for many, foundational primary science education experiences play a significant role in defining their long-term science trajectories. However, primary science education has been limited by a dissonance between the poor science trajectories for…
Descriptors: Intervention, Science Education, Science Instruction, Instructional Effectiveness
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Christa Haverly; Elizabeth A. Davis – Studies in Science Education, 2024
The work of elementary science teaching is challenging given the wide array of subject matter most teachers are expected to teach and a systematic de-prioritisation of science at these grades. In this literature review (63 papers; 2010-2020), we use a framework of readiness for science teaching. Using this framework allows us to illustrate…
Descriptors: Preservice Teachers, Career Readiness, Science Education, Teacher Characteristics
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Arztmann, Michaela; Hornstra, Lisette; Jeuring, Johan; Kester, Liesbeth – Studies in Science Education, 2023
Game-based learning has proven to be effective and is widely used in science education, but usually the heterogeneity of the student population is being overlooked. To examine the differential effects of game interventions in STEM (Science, Technology, Engineering and Mathematics) related subjects on diverse student groups, a meta-analysis has…
Descriptors: Elementary School Students, Secondary School Students, STEM Education, Games
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Weiss, Kathleen A.; McDermott, Mark A.; Hand, Brian – Studies in Science Education, 2022
Educational initiatives in multiple disciplinary areas call for student engagement in the practice of argumentation (CCSSI, 2010a, 2010b; Mullis & Martin, 2017; NGSS Lead States, 2013; OECD, 2018). In science education, immersive argument-based inquiry (ABI) is one category of approaches which integrates argumentation in all classroom activity…
Descriptors: Science Education, Persuasive Discourse, Inquiry, Active Learning
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Gray, Ron; McDonald, Scott; Stroupe, David – Studies in Science Education, 2022
This article explores how scholars have framed studies of preservice science teacher (PST) knowledge and learning over the past twelve years. We examined relevant studies between 2008 and 2020, coding them by theoretical perspective (cognitive or sociocultural), knowledge perspective (deficit or asset), and teaching level (elementary, secondary,…
Descriptors: Preservice Teachers, Science Teachers, Science Education, Pedagogical Content Knowledge
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Ogegbo, Ayodele Abosede; Ramnarain, Umesh – Studies in Science Education, 2022
Computational thinking (CT) has been described as an essential skill that should be learned by everyone and can, therefore, be included in their skill set. Computational thinking uses essential principles in computer science for solving problems, understanding complex systems, and human behaviour. This way of thinking has significant consequences…
Descriptors: Literature Reviews, Computation, Thinking Skills, Science Education
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Takeuchi, Miwa A.; Sengupta, Pratim; Shanahan, Marie-Claire; Adams, Jennifer D.; Hachem, Maryam – Studies in Science Education, 2020
Science, Technology, Engineering and Mathematics (STEM) education garnered significant attention in recent years and has emerged as a key field of research globally. The goal of this article is to offer a critical review of how STEM education and its transdisciplinarity were defined and/or positioned in empirical studies published during the early…
Descriptors: STEM Education, Critical Theory, Discourse Analysis, Interdisciplinary Approach
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Chang, Hsin-Yi; Lin, Tzung-Jin; Lee, Min-Hsien; Lee, Silvia Wen-Yu; Lin, Tzu-Chiang; Tan, Aik-Ling; Tsai, Chin-Chung – Studies in Science Education, 2020
In this study, we reviewed 76 journal articles on employing drawing assessment as a research tool in science education. Findings from the systematic review suggest four justifications for using drawing as a type of research tool, including assessment via drawing as (a) an alternative method considering young participants' verbal or writing…
Descriptors: Science Education, Formative Evaluation, Student Evaluation, Cognitive Tests
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Rüschenpöhler, Lilith; Markic, Silvija – Studies in Science Education, 2019
This article gives an overview of the current state of science and technology self-concept research. Following a defined selection process, we analysed 74 peer-reviewed journal articles published from 1998 to 2017, which are indexed in the ERIC database and that deal with science and technology self-concepts (STSC) of school children and…
Descriptors: Self Concept, Children, Adolescents, Minority Group Students
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Thys, Miranda; Verschaffel, Lieven; Van Dooren, Wim; Laevers, Ferre – Studies in Science Education, 2016
This paper provides a systematic review of instruments that have the potential to measure the quality of project-based science and technology (S&T) learning environments in elementary school. To this end, a comprehensive literature search was undertaken for the large field of S&T learning environments. We conducted a horizontal bottom-up…
Descriptors: Student Projects, Teaching Methods, Prior Learning, Scientific Concepts
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Davis, Elizabeth A.; Janssen, Fred J. J. M.; Van Driel, Jan H. – Studies in Science Education, 2016
Curriculum materials serve as a key conceptual tool for science teachers, and better understanding how science teachers use these tools could help to improve both curriculum design and theory related to teacher learning and decision-making. The authors review the literature on teachers and science curriculum materials. The review is organised…
Descriptors: Science Teachers, Science Curriculum, Science Education, Science Instruction
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Ardasheva, Yuliya; Norton-Meier, Lori; Hand, Brian – Studies in Science Education, 2015
In this review, we explore the notion of teaching science to English language learners (ELLs) as a balancing act between simultaneously focusing on language and content development, on the one hand, and between structuring instruction and focusing on student learning processes, on the other hand. This exploration is conducted through the lens of a…
Descriptors: Science Instruction, English Language Learners, Teaching Methods, Heuristics
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Plummer, Julia D. – Studies in Science Education, 2014
The big idea of "celestial motion", observational astronomy phenomena explained by the relative position and motion of objects in the solar system and beyond, is central to astronomy in primary and secondary education. In this paper, I argue that students' progress in developing productive, scientific explanations for this class of…
Descriptors: Spatial Ability, Astronomy, Learning Processes, Models
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Gresnigt, Rens; Taconis, Ruurd; van Keulen, Hanno; Gravemeijer, Koeno; Baartman, Liesbeth – Studies in Science Education, 2014
Integrated curricula seem promising for the increase of attention on science and technology in primary education. A clear picture of the advantages and disadvantages of integration efforts could help curriculum innovation. This review has focused on integrated curricula in primary education from 1994 to 2011. The integrated curricula were…
Descriptors: Science Instruction, Technology Education, Elementary Education, Integrated Curriculum
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Villanueva, Mary Grace; Taylor, Jonte; Therrien, William; Hand, Brian – Studies in Science Education, 2012
Students with special needs tend to show significantly lower achievement in science than their peers. Reasons for this include severe difficulties with academic skills (i.e. reading, math and writing), behaviour problems and limited prior understanding of core concepts background knowledge. Despite this bleak picture, much is known on how to…
Descriptors: Science Achievement, Special Needs Students, Inclusion, Mainstreaming
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