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Wei, Jianye; Treagust, David F.; Mocerino, Mauro; Vishnumolakala, Venkat Rao; Zadnik, Marjan G.; Lucey, Anthony D.; Lindsay, Euan D. – Research in Science Education, 2021
This paper describes the development, final design and validation of an instrument that measures a range of student interactions and satisfaction in undergraduate chemistry laboratories. Student surveys or conceptual and attitudinal instruments are widely used techniques for collecting relevant information on student learning. However, there is a…
Descriptors: Test Construction, Test Validity, Attitude Measures, Student Satisfaction
Volfson, Alexander; Eshach, Haim; Ben-Abu, Yuval – Research in Science Education, 2021
Our world is shaped profoundly by science and technology, which are strongly interrelated. The importance of integrating technology in science teaching is acknowledged by many international science-teaching standards in recent decades. The present study aims at examining how undergraduate students utilize what they have learnt about the physics of…
Descriptors: Technology Integration, Acoustics, Scientific Concepts, Concept Formation
Strømme, Torunn Aa.; Mork, Sonja M. – Research in Science Education, 2021
This paper analyses students' conceptual sense-making of two representations of protein synthesis: animations and static visualizations. Even though several studies have focused on the effect of animations versus static visualizations or support aspects that enable students to effectively benefit from animations, existing research has not yet…
Descriptors: Animation, Science Instruction, Units of Study, Visualization
Yun, Eunjeong – Research in Science Education, 2021
Poor comprehension of specialised terminology presents a significant obstacle that impedes students' ability to learn science. The present study examined the influences of scientific terminology comprehension on students' cognitive processes during science-text reading. We used eye-tracking tests to examine science-text reading behaviours among…
Descriptors: Reading Processes, Reading Skills, Vocabulary, Science Materials
Eliyahu, Einat Ben; Assaraf, Orit Ben Zvi; Lederman, Judith S. – Research in Science Education, 2021
Understanding the nature of science and scientific inquiry constitute foundation stones in scientific education in general and in scientific literacy in particular. Therefore, students must develop informed perceptions regarding science inquiry in order to be scientifically literate. The current study's purpose was to examine students' perceptions…
Descriptors: Inquiry, Science Instruction, Foreign Countries, Middle School Students
Danielsson, Anna T.; Engström, Susanne; Norström, Per; Andersson, Kristina – Research in Science Education, 2021
This paper concerns the re/production of norms about physics teaching and learning in a Swedish university quantum mechanics classroom. The university teachers in the analysed classroom can be characterised as implementing reform-based physics teaching, inspired by physics education research they aim to realise a classroom with a high degree of…
Descriptors: Foreign Countries, Physics, Science Instruction, Quantum Mechanics
Ubben, Malte S.; Heusler, Stefan – Research in Science Education, 2021
In teaching sciences, models are often used to introduce, elaborate or simplify real-world phenomena or concepts. It is, however, often the case that misconceptions arise from or are facilitated by these teaching models during their transition to mental models of the individual learners. For instance, models are often seen as direct replicas of…
Descriptors: Teaching Models, Schemata (Cognition), Misconceptions, Quantum Mechanics
Bächtold, Manuel; Cross, David; Munier, Valérie – Research in Science Education, 2021
This paper addresses two methodological issues related to the assessment of teachers' views of science. The first concerns the distinction between the "nature of science" (NOS) and the nature of "scientific inquiry" (SI): should the points related to NOS and those related to SI be analyzed independently? The second concerns the…
Descriptors: Classification, Scientific Attitudes, Scientific Principles, Epistemology
de Boer, Eveline; Janssen, Fred J. J. M.; van Driel, Jan H.; Dam, Michiel – Research in Science Education, 2021
In biological research, generic questions that are derived from perspectives (ways of looking at and thinking about life processes) help in generating specific questions. In this study, we used perspective-based generic questions as scaffolds to support student teachers in increasing the quality and quantity of their questions about biological…
Descriptors: Biology, Science Teachers, Science Instruction, Teaching Methods
Mumba, Frackson; Pottmeyer, Laura Ochs; Chabalengula, Vivien M. – Research in Science Education, 2021
Most studies on inquiry have focused on student outcomes, teachers' conceptions of inquiry, implementation of inquiry in science classrooms, and inquiry coverage in science textbooks. Little is known about the nature of inquiry representation in science practitioner journals that serve as sources of inquiry science activities for many science…
Descriptors: Periodicals, Journal Articles, Science Teachers, Biology
Tytler, Russell; Prain, Vaughan; Hobbs, Linda – Research in Science Education, 2021
Despite growing advocacy of interdisciplinary approaches to science, technology, engineering and mathematics (STEM), there are persistent concerns about the practical and principled epistemic bases on which this can be justified as a mainstream curricular practice. A major issue concerns the nature of interrelations between the STEM disciplines in…
Descriptors: Interdisciplinary Approach, STEM Education, Models, Foreign Countries
McDonald, Christine V.; Klieve, Helen; Kanasa, Harry – Research in Science Education, 2021
Primary teachers' attitudes have been shown to strongly influence both their intention to teach science, and ultimately student engagement and learning outcomes, with previous research consistently showing preservice teachers hold negative attitudes towards science and/or science teaching. A recently developed instrument informed by a theoretical…
Descriptors: Preservice Teacher Education, Preservice Teachers, Student Attitudes, Elementary Education
You, Hye Sun; Marshall, Jill A.; Delgado, Cesar – Research in Science Education, 2021
This study developed and validated an assessment that measures interdisciplinary understanding using the topic of carbon cycling, the Interdisciplinary Science Assessment for Carbon Cycling (ISACC). This work was motivated by the need to assess interdisciplinary understanding, defined as the ability to solve problems requiring knowledge and skills…
Descriptors: Interdisciplinary Approach, Test Construction, Test Validity, Environmental Education
Ðoric, Biljana; Lambic, Dragan; Jovanovic, Željko – Research in Science Education, 2021
The aim of this study was to determine the impact of three different software simulations for studying Ohm's law and connecting resistors on students' academic performance. A total of 168 eighth-grade pupils were divided into three groups. The first group used the software containing the simulation with an already created electrical circuit, an…
Descriptors: Grade 8, Feedback (Response), Computer Software, Computer Simulation
van Uum, Martina S. J.; Peeters, Marieke; Verhoeff, Roald P. – Research in Science Education, 2021
This paper reports a pretest-posttest study about the impact of a teacher professional development (TPD) programme on primary school teachers' knowledge of and attitude towards inquiry-based learning. A pedagogical framework of inquiry phases and domains of scientific knowledge combined with hard and soft scaffolds formed the basis for the TPD…
Descriptors: Pretests Posttests, Inquiry, Active Learning, Elementary School Teachers