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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
Feldman-Maggor, Yael; Tuvi-Arad, Inbal; Blonder, Ron – International Journal of Science Education, 2022
Professional development courses help teachers integrate new content knowledge into the high-school curriculum. Designing practical online courses for this purpose is challenging, particularly in emerging fields such as nanotechnology. In this study, we evaluated such a course in three complementary dimensions: (1) knowledge, (2) the complexity of…
Descriptors: Curriculum Development, Course Evaluation, Online Courses, Technology
Wei, Bing; Chen, Yue – International Journal of Science Education, 2020
The term 'experiment' is used in different ways to mean different things in school science. This study examines the meanings of 'experiment' and how they have changed in the intended chemistry curriculum (ICC) in China since the early 1950s. A mixed methodology was adopted to analyse the 11 ICC documents from a socio-historical perspective. The…
Descriptors: Science Instruction, Chemistry, Science Curriculum, Course Content
Vojír, Karel; Rusek, Martin – International Journal of Science Education, 2019
The number of science education research papers has been rapidly rising in recent years. This number has been particularly influenced by researchers from non-English speaking countries who contribute to the field. With this number of papers, literature reviews gain in importance as they help researchers more easily orient themselves in problem…
Descriptors: Science Curriculum, Textbooks, Science Education, Researchers
Cheng, Maurice M. W.; Gilbert, John K. – International Journal of Science Education, 2017
This paper proposes a model-based notion of "submicro representations of chemical reactions". Based on three structural models of matter (the simple particle model, the atomic model and the free electron model of metals), we suggest there are two major models of reaction in school chemistry curricula: (a) reactions that are simple…
Descriptors: Science Instruction, Chemistry, Scientific Concepts, Models
Tang, Kok-Sing – International Journal of Science Education, 2016
The purpose of this study is to examines the relationship between the communicative approach of classroom talk and the modes of representations used by science teachers. Based on video data from two physics classrooms in Singapore, a recurring pattern in the relationship was observed as the teaching sequence of a lesson unfolded. It was found that…
Descriptors: Science Education, Science Instruction, Video Technology, Science Teachers
Bellocchi, Alberto; King, Donna T.; Ritchie, Stephen M. – International Journal of Science Education, 2016
There is on-going international interest in the relationships between assessment instruments, students' understanding of science concepts and context-based curriculum approaches. This study extends earlier research showing that students can develop connections between contexts and concepts--called "fluid transitions"--when studying…
Descriptors: Comparative Analysis, Student Reaction, Chemistry, Science Education
Lee, Yew-Jin; Kim, Mijung; Yoon, Hye-Gyoung – International Journal of Science Education, 2015
While there has been a remarkable worldwide convergence in the emphases of primary science curricula over the last four decades, the cognitive and knowledge demands that they make on learners have not been well-researched. Without knowing what these intellectual or epistemic requirements are when learning science in school, issues concerning…
Descriptors: Elementary School Science, Science Curriculum, Taxonomy, Science Achievement
Tan, Aik Ling; Hong, Huaqing – International Journal of Science Education, 2014
This paper examines learning of science in 15 grade nine classrooms by analyzing the type of talk that teachers engaged in. Using transcripts from audio recordings that are part of the Singapore Corpus of Research in Education database, annotations were carried out on the phrases of teacher talk using Mortimer and Scott's framework for meaning…
Descriptors: High School Students, Grade 9, Science Education, Foreign Countries
Bennett, Judith; Lubben, Fred; Hampden-Thompson, Gillian – International Journal of Science Education, 2013
This paper presents the findings of the qualitative component of a combined methods research study that explores a range of individual and school factors that influence the uptake of chemistry and physics in post-compulsory study in England. The first phase involves using the National Pupil Database to provide a sampling frame to identify four…
Descriptors: Foreign Countries, Physical Sciences, Chemistry, Physics
Smithenry, Dennis William – International Journal of Science Education, 2010
The case study presented in this paper examines the work of one high school chemistry teacher who has integrated guided inquiry into a yearlong, traditional curricular framework in ways that take into account the constraints and realities of her classroom. The study's findings suggest (1) the extent and frequency to which teachers can…
Descriptors: Chemistry, Science Teachers, Case Studies, Inquiry
Klosterman, Michelle L.; Sadler, Troy D. – International Journal of Science Education, 2010
This study explored the impact of using a socioscientific issue (SSI) based curriculum on developing science content knowledge. Using a multi-level assessment design, student content knowledge gains were measured before and after implementation of a three-week unit on global warming (a prominent SSI) that explored both the relevant science content…
Descriptors: Science and Society, Context Effect, Climate, Secondary School Science
van Driel, Jan H.; Bulte, Astrid M. W.; Verloop, Nico – International Journal of Science Education, 2005
In this paper, we report on a study of the beliefs of chemistry teachers about the teaching and learning of chemistry in upper secondary education in The Netherlands. This study was conducted in the context of the planning of a national revision of the chemistry curriculum towards a context-based approach. Chemistry teachers' beliefs were…
Descriptors: Foreign Countries, Educational Innovation, Factor Analysis, Chemistry
Peer reviewed
Engida, Temechegn – International Journal of Science Education, 2002
Describes educational changes targeting the science curriculum in Africa in response to dissatisfaction with the educational system. Attempts to qualitatively analyze and reflect on the newly introduced chemistry curriculum for beginners at grade 7 (age 13) in Ethiopian primary schools. (Contains 40 references.) (Author/YDS)
Descriptors: Chemistry, Educational Change, Foreign Countries, Middle Schools
Peer reviewed
Gil, Victor M. S. – International Journal of Science Education, 1988
Devised is a test involving chemical examples to establish to what extent college chemistry students recognized and assessed the explanatory content of statements presented in the form of justifications. Several results are discussed. Several test items are included. (Author/YP)
Descriptors: Chemistry, College Science, Comprehension, Inferences
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