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Rifat Shafwatul Anam; Surya Gumilar; Ari Widodo – International Journal of Science and Mathematics Education, 2024
Most primary school students, although they grasp the scientific concepts of heat convection at the macroscopic level, commonly fail to visualize those concepts. Therefore, our research aims to enact a constructivist teaching sequence (CTS) to restructure students' visualization changes, ultimately enabling them to synergize macroscopic and…
Descriptors: Grade 5, Elementary School Students, Heat, Science Instruction
Fung, Dennis; Liang, Tim – International Journal of Science and Mathematics Education, 2023
This paper reports the results of a quasi-experimental study that evaluated the effectiveness of collaborative mind mapping in three Hong Kong primary schools. More than 200 grade 4 students, divided into three pedagogical groups, participated in a variety of science learning activities with the aid of a mind map and/or collaborative group work.…
Descriptors: Foreign Countries, Elementary School Students, Grade 4, Cognitive Mapping
Bogdanovic, Ivana Z.; Rodic, Dušica D.; Roncevic, Tamara N.; Stanisavljevic, Jelena D.; Zouhor, Zekri A. M. – International Journal of Science and Mathematics Education, 2022
The teachers should support students in acquiring knowledge and developing skills thus preparing them to think and learn independently. Considering this, the significance of implementing the modified Know-Want-Learn (KWL) teaching strategy, which directs students to perform metacognitive activities, becomes more evident. Quasi-experimental…
Descriptors: Elementary School Students, Physics, Academic Achievement, Metacognition
Seah, Lay Hoon; Chan, Kennedy Kam Ho – International Journal of Science and Mathematics Education, 2021
Learning science encompasses learning the language of science, which can pose considerable challenges to students due to its specialized features and structures. Addressing the three-language problem (the need to transition between daily, general school and disciplinary languages) and the specific language demands of science thus constitutes part…
Descriptors: Science Teachers, Elementary School Teachers, Grade 4, Science Instruction
Pearce, Erin; Stewart, Morgan; Malkoc, Ummuhan; Ivy, Ronald; Weinburgh, Molly – International Journal of Science and Mathematics Education, 2020
A learning format gaining attention that encourages language acquisition in science is the use of dynamic models as instructional tools. This grounded theory investigates the impact of the dynamic food chain model as an alternative lesson for teaching food chains. The researchers examined the impact of a paper-based activity and a dynamic model…
Descriptors: Science Instruction, Grade 5, Knowledge Level, English Language Learners
Han, Moonhyun; Kim, Heui-baik – International Journal of Science and Mathematics Education, 2019
This study investigates how elementary students were able to construct a human respiratory system model and, in particular, how the process of reasoning contributed to their model through the use of analogy model activities. For this study, modeling activities that included the use of analogy models were designed and implemented. Over 4 class…
Descriptors: Elementary School Students, Models, Human Body, Logical Thinking
Romance, Nancy; Vitale, Michael – International Journal of Science and Mathematics Education, 2017
Reported are the results of a multiyear study in which reading comprehension and writing were integrated within an in-depth science instructional model (Science IDEAS) in daily 1.5 to 2 h daily lessons on a schoolwide basis in grades 3-4-5. Multilevel (HLM7) achievement findings showed the experimental intervention resulted in significant and…
Descriptors: Cognitive Science, Models, Scientific Literacy, Science Achievement
Wang, Jing-Ru; Chen, Shin-Feng – International Journal of Science and Mathematics Education, 2016
This article reports on the development of an online dynamic approach for assessing and improving students' reading comprehension of science texts--the dynamic assessment for reading comprehension of science text (DARCST). The DARCST blended assessment and response-specific instruction into a holistic learning task for grades 5 and 6 students. The…
Descriptors: Computer Assisted Testing, Reading Comprehension, Science Instruction, Grade 5
Chin, Chi-Chin; Yang, Wei-Cheng; Tuan, Hsiao-Lin – International Journal of Science and Mathematics Education, 2016
This study explored the effects of arguing to learn in a socioscientific context on the fundamental and derived components of reading, writing, and science understanding as integral parts of science literacy. We adopted mixed-methods in which the 1-group pretest-posttest design with supplemental interviews and questionnaires. The pretest evaluated…
Descriptors: Pretests Posttests, Scientific Literacy, Foreign Countries, Mixed Methods Research
Chen, Chun-Ting; She, Hsiao-Ching – International Journal of Science and Mathematics Education, 2015
This study examines the difference in effectiveness between two scientific inquiry programs-one with an emphasis on scientific reasoning and one without a scientific reasoning component-on students' scientific concepts, scientific concept-dependent reasoning, and scientific inquiry. A mixed-method approach was used in which 115 grade 5…
Descriptors: Inquiry, Science Instruction, Thinking Skills, Logical Thinking
Wang, Tzu-Ling; Tseng, Yi-Kuan – International Journal of Science and Mathematics Education, 2015
The purposes of this study were to explore the effects of thinking styles on science achievement and attitudes toward science class among Taiwanese elementary school students and to explore the differences between male and female students in their modes of thinking. Participants included 756 sixth-grade students from 28 classes in four elementary…
Descriptors: Foreign Countries, Cognitive Style, Science Achievement, Student Attitudes