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Karahan, Engin – International Journal of Science Education, 2023
Using video-elicitation focus group interviews, this study aims to reveal pre-service science teachers' perspectives and reasoning on artificial intelligence as a socioscientific issues-based scenario. Hence, it illustrates the ways the video data were used in the focus group elicitation interviews to understand their interpretations of how their…
Descriptors: Video Technology, Teaching Methods, Focus Groups, Interviews
Rozenszajn, Ronit; Kavod, Galia Zer; Machluf, Yossy – International Journal of Science Education, 2021
The Repertory Grid Technique (RGT) is a qualitative method, based on the Personal Construct Psychology (PCP) theory, which provides a powerful tool to elicit tacit personal construction systems, with minimal intervention and interpretation. Although the contributory potential of the RGT as a cognitive research tool in science education has been…
Descriptors: Cognitive Structures, Psychology, Theories, Science Education
Shaban, Yara; Wilkerson, Michelle Hoda – International Journal of Science Education, 2019
Science educators demonstrated that students' framings -- their expectations of what is going on -- influence how they participate, and what science knowledge they reveal, in clinical interviews. This paper complements research that explores how interviewers are likely to affect student framings, by exploring how subtler interactions can lead…
Descriptors: Science Education, Student Behavior, Epistemology, Scientific Concepts
Trommler, Friederike; Gresch, Helge; Hammann, Marcus – International Journal of Science Education, 2018
The teleological bias, a major learning obstacle, involves explaining biological phenomena in terms of purposes and goals. To probe the teleological bias, researchers have used acceptance judgement tasks and preference judgement tasks. In the present study, such tasks were used with German high school students (N = 353) for 10 phenomena from human…
Descriptors: Student Attitudes, Etiology, Preferences, High School Students
Prins, Gjalt T.; Bulte, Astrid M. W.; Pilot, Albert – International Journal of Science Education, 2018
One of the challenges of context-based science education is to construct high quality teaching materials. This paper presents results from a study investigating the heuristic value of an activity-based instructional framework for transformation of authentic scientific practices for use in the science classroom, in line with cultural historic…
Descriptors: Instructional Materials, Chemistry, Science Teachers, Experienced Teachers
Broman, Karolina; Bernholt, Sascha; Parchmann, Ilka – International Journal of Science Education, 2018
Context-based learning aims to make learning more meaningful by raising meaningful problems. However, these types of problems often require reflection and thinking processes that are more complex and thus more difficult for students, putting high demands on students' problem-solving capabilities. In this paper, students' approaches when solving…
Descriptors: Models, Scaffolding (Teaching Technique), Problem Solving, Chemistry
Lin, Feng; Chan, Carol K. K. – International Journal of Science Education, 2018
This study examined the role of computer-supported knowledge-building discourse and epistemic reflection in promoting elementary-school students' scientific epistemology and science learning. The participants were 39 Grade 5 students who were collectively pursuing ideas and inquiry for knowledge advance using Knowledge Forum (KF) while studying a…
Descriptors: Elementary School Students, Elementary School Science, Computer Assisted Instruction, Educational Technology
Guzey, S. Selcen; Ring-Whalen, Elizabeth A. – International Journal of Science Education, 2018
Engineering has been slowly integrated into K-12 science classrooms in the United States as the result of recent science education reforms. Such changes in science teaching require that a science teacher is confident with and committed to content, practices, language, and cultures related to both science and engineering. However, from the…
Descriptors: Case Studies, Science Teachers, Engineering Education, Integrated Curriculum
Pitjeng-Mosabala, Phihlo; Rollnick, Marissa – International Journal of Science Education, 2018
This study investigates the development of Topic-Specific Pedagogical Content Knowledge (TSPCK) of 14 novice uncertified graduate science teachers during a Professional Development Intervention (PDI) on teaching particulate nature of matter. TSPCK was defined in terms of five knowledge components: learner prior knowledge, curricular saliency,…
Descriptors: Foreign Countries, Pedagogical Content Knowledge, Beginning Teachers, Graduate Study
Gómez Fernández, Roberto; Siry, Christina – International Journal of Science Education, 2018
Culturally and linguistically diverse (CLD) students have different home languages and cultures from many of their peers, In our context, these students suffer from higher school drop-out rates than their peers and are far behind their peers in sciences. This study investigates the interactions of a nine-year-old child whose home language is…
Descriptors: Multilingualism, Bilingual Students, Portuguese, Elementary School Students
Halls, Jonathan Grant; Ainsworth, Shaaron Elizabeth; Oliver, Mary Collette – International Journal of Science Education, 2018
There is a significant body of research on children's preconceptions concerning scientific concepts and the impact this has upon their science education. One active issue concerns the extent to which young children's explanations for the existence of natural kinds rely on a teleological rationale: for example, rain is for watering the grass, or…
Descriptors: Young Children, Scientific Concepts, Concept Teaching, Early Childhood Education
Palmer, Tracey-Ann; Burke, Paul F.; Aubusson, Peter – International Journal of Science Education, 2017
Student study of science at school has been linked to the need to provide a scientifically capable workforce and a scientifically literate society. Educators, scientists, and policymakers are concerned that too few students are choosing science for study in their final years of school. How and why students choose and reject certain subjects,…
Descriptors: Student Attitudes, Student Surveys, Secondary School Students, Course Selection (Students)
Tursucu, Süleyman; Spandaw, Jeroen; Flipse, Steven; de Vries, Marc J. – International Journal of Science Education, 2017
Students in senior pre-university education encounter difficulties in the application of mathematics into physics. This paper presents the outcome of an explorative qualitative study of teachers' beliefs about improving the transfer of algebraic skills from mathematics into physics. We interviewed 10 mathematics and 10 physics teachers using a…
Descriptors: High School Seniors, Secondary School Mathematics, Mathematics Instruction, Algebra
Mbajiorgu, Ngozika; Anidu, Innocent – International Journal of Science Education, 2017
Senior secondary school students (N = 360), 14- to 18-year-olds, from the Igbo culture of eastern Nigeria responded to a questionnaire requiring them to give causal explanations of biologically adaptive changes in humans, other animals and plants. A student subsample (n = 36) was, subsequently, selected for in-depth interviews. Significant…
Descriptors: Biological Sciences, Human Body, Secondary School Students, Questionnaires
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