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Showing 1 to 15 of 69 results Save | Export
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Wright, Gary W.; Park, Soonhye – Studies in Science Education, 2022
One response to a pedagogical shift towards student-centred and active learning approaches to promote student learning in STEM is the flipped classroom. However, there has been inconsistency in the design and implementation of the flipped classroom and its impact on student learning. This review systematically analysed 30 empirical studies on…
Descriptors: Flipped Classroom, Science Education, Mathematics Education, Elementary Secondary 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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Simms, Wendy – Studies in Science Education, 2020
A theoretical review of the literature was conducted to understand how environmental identity is currently being interpreted and applied so the construct can be extended to the classroom context appropriately. The review found three key foundational philosophies contributing to the interpretation of environmental identity in the field of…
Descriptors: Identification (Psychology), Environment, Science Education, World Views
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Riopel, Martin; Nenciovici, Lucian; Potvin, Patrice; Chastenay, Pierre; Charland, Patrick; Sarrasin, Jérémie Blanchette; Masson, Steve – Studies in Science Education, 2019
Serious games have become increasingly available to educators. Empirical studies and meta-analyses have examined their impact on learning achievement. However, natural sciences could have a special relation to serious games by their systematic use of quantitative and predictive models that can generate microworlds and simulations. Since no known…
Descriptors: Outcomes of Education, Educational Games, Science Achievement, Conventional Instruction
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Pareja Roblin, Natalie; Schunn, Christian; Bernstein, Debra; McKenney, Susan – Studies in Science Education, 2018
Grant-funded curriculum development efforts can substantially impact practice and research in science education. Therefore, understanding the sometimes-unintended consequences of changes in grant priorities is crucial. Using the case of two large funding agencies in the United States, the current portfolio review provides insight into these…
Descriptors: Science Curriculum, Science Materials, Federal Aid, Educational Change
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Cheng, May Hung May; Wan, Zhi Hong – Studies in Science Education, 2016
Chinese students' excellent science performance in large-scale international comparisons contradicts the stereotype of the Chinese non-productive classroom learning environment and learners. Most of the existing explanations of this paradox are provided from the perspective of teaching and learning in a general sense, but little work can be found…
Descriptors: Foreign Countries, Science Instruction, Statistical Analysis, Literature Reviews
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Hasni, Abdelkrim; Bousadra, Fatima; Belletête, Vincent; Benabdallah, Ahmed; Nicole, Marie-Claude; Dumais, Nancy – Studies in Science Education, 2016
Project-based teaching is nothing new; it originates from the work of authors like Dewey and Kilpatrick. Recent decades have seen renewed interest in this approach. In many countries, it is currently considered to be an innovative approach to science and technology (S&T) teaching. In this article, we present a systematic review of what recent…
Descriptors: Elementary Secondary Education, Active Learning, Student Projects, Science Education
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Avraamidou, Lucy – Studies in Science Education, 2014
Over the past 10?years an increasing number of articles have been published in leading science education journals that report on research about teacher identity and describe interventions that support teacher identity development. My purpose in this review paper is to examine how the construct of science teacher identity has been conceptualised…
Descriptors: Science Teachers, Professional Identity, Science Education, Educational Research
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Potvin, Patrice; Hasni, Abdelkrim – Studies in Science Education, 2014
The relationship that exists between students and science and technology (S&T) is a complex and important one. If it is positive, then social, economic and environmental consequences are to be expected. Yet, many problems of interest/motivation/attitude (I/M/A) towards S&T have been recorded. A lot of research has been conducted on this…
Descriptors: Science Education, Technology Education, Elementary Secondary Education, Educational Research
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Sadler, Troy D. – Studies in Science Education, 2009
This paper presents situated learning as a theoretical framework for conceptualising new ways to approach science education. Key constructs associated with this framework, including communities of practice, Discourse and identity, are introduced. I advance an argument to develop classroom communities of practice based on engaged citizenship…
Descriptors: Investigations, Scientific Principles, Student Development, Science Education
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Gorard, Stephen; See, Beng Huat – Studies in Science Education, 2009
In this paper we combine the findings from two recent studies relating to participation and attainment in school science --a re-analysis of existing official data for England and a review of wider international research evidence in the literature relevant to the UK. Although the secondary data are drawn mainly from England, the comprehensiveness…
Descriptors: Higher Education, Socioeconomic Status, Economic Status, Foreign Countries
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Bryce, T. G. K.; Robertson, I. J. – Studies in Science Education, 1985
Reviews studies focusing on practical assessment in science. Areas considered include what students are really doing in laboratories, how practical skills should be assessed, methods used to assess practical science (such as internal/external examinations and continuous assessment), methodological issues, and reasons for the failure of some…
Descriptors: Elementary Secondary Education, Evaluation Methods, Higher Education, Laboratory Procedures
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Osborne, Roger; Wittrock, Merlin – Studies in Science Education, 1985
Suggesting that learning be considered as a generative process, attempts to: (1) place generative learning ideas in the context of other viewpoints of learning; (2) explicate key postulates of the generative learning model; and (3) examine implications of these theoretical ideas for teaching, learning, curriculum development, and research. (JN)
Descriptors: Concept Formation, Curriculum Development, Elementary Secondary Education, Learning
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Studies in Science Education, 1985
Lists theses and dissertations for degrees in British universities completed during 1982-83 and 1983-84, including some not previously listed. They are arranged under 18 headings reflecting studies of teaching/learning in biology, chemistry, physics, technology, elementary and secondary school mathematics, schools and industry, computers,…
Descriptors: Doctoral Dissertations, Educational Research, Elementary Secondary Education, Higher Education
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