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Catherine Lemmi; Greses Pérez – International Journal of Science Education, 2024
In a phenomenon known as translanguaging, multilingual learners draw freely from their repertoires without regard for language boundaries. Although multilingual learners live their lives between languages in their communities, science education is just beginning to acknowledge the important role of their hybrid language practices for learning.…
Descriptors: Grade 4, Public Schools, Bilingual Teachers, Bilingual Students
Kathryn Paige; Lisa O'Keeffe; Samuel Osborne – International Journal of Science Education, 2024
Teachers, pre-service teachers and teacher educators in Australia are predominately European Australian with a small minority of First Nations people. Those with limited first-hand understanding of First Nations ways of knowing can find it difficult to embed these knowledges across learning areas. This is particularly complex for pre-service…
Descriptors: Foreign Countries, Preservice Teachers, Indigenous Knowledge, Indigenous Populations
Dominik Šmida; Elena Cipková; Michael Fuchs – International Journal of Science Education, 2024
Teachers can develop science literacy among pupils through Inquiry-Based Science Education. IBSE helps to evolve the inquiry skills necessary for understanding the world of science and nature. To be able to improve the level of inquiry skills systematically, we need to know the current level among pupils. For this reason, we designed a…
Descriptors: Foreign Countries, High School Students, Middle School Students, Science Education
Hsin-Yi Chang; Chen-Chung Liu; Chi-Ting Wen; Ming-Hua Chang; Shih-Hsun Fan Chiang; Fu-Kwun Hwang – International Journal of Science Education, 2024
One issue facing teachers who implement model-based instruction within the school system is the tight curricular schedule. The 'lesson objective tension' calls for investigations to address instructional issues such as how to organise modelling-based instruction at the curriculum level which is across multiple units. We investigated the effect of…
Descriptors: Computer Simulation, Virtual Classrooms, Laboratories, Models
Molly M. Staggs; Julie C. Brown – International Journal of Science Education, 2024
To make sound science-related decisions in a global society, individuals must possess a science identity, or see themselves as capable of doing and understanding science. Science identity development begins in school-aged years, when multilingual students (MLs) are often marginalised in the classroom due to language challenges and low expectations…
Descriptors: High School Students, Science Education, Multilingualism, Self Concept
Sarah Carroll; Veronica McCauley; Muriel Grenon – International Journal of Science Education, 2024
This exploratory study aimed to assess the strength of primary school students' (aged 11-12 years old) Science Self-Efficacy (SSE) beliefs, identify emanating sources, and investigate any gender-related differences. School SSE is defined here as perceived capacity to complete learning outcomes from the upper Irish primary science curriculum. The…
Descriptors: Self Efficacy, Science Education, Elementary School Students, Foreign Countries
Afrah Assi; Anat Cohen – International Journal of Science Education, 2024
The study implements and investigates an innovative learning approach that incorporates Flipped Classroom (FC) methodologies and electronic assessment (e-assessment) in Context-Based Learning (CBL) in chemistry among middle school students. The study incorporated mixed methods strategies and (a) examined learners' attitudes toward and perceptions…
Descriptors: Relevance (Education), Flipped Classroom, Middle School Students, Science Education
Banu Avsar Erumit; Bahadir Namdar; Aysegül Oguz Namdar – International Journal of Science Education, 2024
This mixed-methods study explored changes in preservice teachers' (PSTs) understanding of the nature of science (NOS) and their values as global citizens after a place-based intervention augmented with role-play activities concerning climate change. The study further probed how these values manifested during role-play improvisations, where…
Descriptors: Preservice Teachers, Global Approach, Citizenship Education, Scientific Principles
Pablo Antonio Archila; Carlos Forero; Anne-Marie Truscott de Mejía; Silvia Restrepo – International Journal of Science Education, 2024
The internationalisation of higher education as well as the emergence of evidence for the claim that bi/multilingualism in science should be the norm, not just an option, are conditions that explain the rise in university bilingual science courses. Thus far, however, little is known about how to foster bilingual scientific argumentation in this…
Descriptors: Bilingualism, Electronic Publishing, Information Dissemination, Science Process Skills
Tingting Li; Peng He; Lina Peng – International Journal of Science Education, 2024
This study validated an instrument for measuring student engagement in the context of Chinese science curriculum reforms. We adapted existing items from well-designed instruments with the context of science learning and formed the initial instrument of the Student Engagement in Science Learning (SESL) consisting of 20 items in four subscales,…
Descriptors: High School Students, Learner Engagement, Science Education, Science Curriculum
Tamara Roth; Franz X. Bogner – International Journal of Science Education, 2024
Bilingual education could solve many challenges introduced by an increasingly internationalised education system. Content and Language Integrated Learning (CLIL), in particular, may equip students with the necessary cultural and communicative skills to succeed in today's academic environment. However, it is not yet clear how CLIL can be employed…
Descriptors: Bilingual Education, International Education, Barriers, Educational Environment
Faming Wang; Ronnel B. King; Lingyi Fu; Ching-Sing Chai; Shing On Leung – International Journal of Science Education, 2024
Resilient students attain high levels of academic achievement despite the presence of chronic socioeconomic disadvantage. Identifying factors that promote resilience in the domain of science is crucial to making equitable and high-quality science education accessible for all students. Rooted in the opportunity-propensity framework, this study…
Descriptors: Resilience (Psychology), Foreign Countries, Grade 8, Science Education
Antonio García-Carmona; Granada Muñoz-Franco; Ana M. Criado; Marta Cruz-Guzmán – International Journal of Science Education, 2024
Basic science process skills (SPSs) constitute a key dimension of the scientific competence that should be developed from an early age. Therefore, preservice elementary teachers (PETs) who are preparing to teach science should have a sufficient mastery about it. This study presents a questionnaire that allows gradual levels of performance in SPSs…
Descriptors: Elementary School Teachers, Science Education, Preservice Teachers, Foreign Countries
Elif Ozulku; Matthew Kloser – International Journal of Science Education, 2024
This study explored the relationship between middle school students' mathematics- and science-related motivational dispositions and their attitudes toward STEM-related careers. To better understand these constructs, we regressed motivational variables from the Situated Expectancy-Value Framework (Eccles, J. S., & Wigfield, A. 2020. From…
Descriptors: Middle School Students, STEM Careers, STEM Education, Career Choice
Petr Kácovský; Tereza Jedlicková; Radim Kuba; Marie Snetinová; Petra Surynková; Matej Vrhel; Eva Stratilová Urválková – International Journal of Science Education, 2024
A curriculum is generally regarded as an instructional plan that describes what, why and how students should learn. In this comparative study, we analysed the Czech and Slovak intended curricula of science subjects (physics, chemistry, biology, geography, and geology) and mathematics by comparing their national curriculum documents in terms of…
Descriptors: Foreign Countries, Cross Cultural Studies, National Curriculum, Science Curriculum