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Fooladi, Erik C.; Tuomisto, Maiju; Haapaniemi, Janni – International Journal of Science Education, 2023
Food, cooking, and eating are commonly used as contexts or legitimations to teach and communicate science. However, for teaching to have contextual credibility, the relationship between subject and context is a relevant area of study. The present contribution describes an analysis of curricula from three Nordic countries shedding light on…
Descriptors: Interdisciplinary Approach, Science Instruction, Chemistry, Family and Consumer Sciences
Härmälä-Braskén, Ann-Sofi; Hemmi, Kirsti; Kurtén, Berit – International Journal of Science Education, 2020
This study explores prospective primary school teachers' misconceptions concerning basic concepts in chemistry. The data was gathered during the years 2012-2016 among first-year primary school teachers in Finland (N = 389). The results show that every year, as many as 40%-80% of teachers share the same kinds of misconceptions as children ages 5-12…
Descriptors: Misconceptions, Scientific Concepts, Elementary School Science, Preservice Teachers
Herranen, Jaana; Kousa, Päivi; Fooladi, Erik; Aksela, Maija – International Journal of Science Education, 2019
The aim of this study is to provide an understanding of context-based inquiry teaching within a humanistic perspective on science education by studying pre-service teachers' beliefs about inquiry and their implementations of inquiry in their context-based teaching sequences. Therefore, five pre-service teachers enrolled in a university…
Descriptors: Inquiry, Preservice Teachers, Beliefs, Science Education
Kang, Jingoo; Hense, Jonathan; Scheersoi, Annette; Keinonen, Tuula – International Journal of Science Education, 2019
Gender disparities in STEM fields have been under extensive study, the focus of which has been on future career aspirations. However, the primary phases in gender differences are still ambiguous when examined from this perspective, possibly due to the fact that most of the studies have targeted samples of upper secondary school or college…
Descriptors: Gender Differences, Correlation, Science Interests, Foreign Countries
Hailikari, Telle Katriina; Nevgi, Anne – International Journal of Science Education, 2010
This study explores the relationship between different types of prior knowledge and student achievement in an introductory chemistry course. Student achievement was regarded as the pace of completing the course as well as the final grade. A model of prior knowledge is proposed; this distinguishes between different types of prior knowledge and…
Descriptors: Foreign Countries, College Students, Introductory Courses, Chemistry
Peer reviewed
Ahtee, Maija; Varjola, Irma – International Journal of Science Education, 1998
Presents results from a study of the conceptions of chemical reactions held by middle school students, high school students, and general chemistry students at the university level. Results suggest that very few students understand what a chemical reaction is. Contains 19 references. (DDR)
Descriptors: Chemical Reactions, Chemistry, Cognitive Processes, Concept Formation