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Zudaire, Isabel; Napal Fraile, María – Research in Science Education, 2021
Rapidly occurring advancements in molecular genetics, such as recent developments in epigenetics, are challenging traditional genetics as it is taught at schools. For example, the adoption of epigenetics--which provides molecular mechanisms for the environment to directly alter phenotypic variation--would mean that pivotal tenets in genetics…
Descriptors: Genetics, Secondary School Science, Secondary School Students, Grade 12
Alanazi, Fayadh Hamed – Research in Science Education, 2021
This study investigates how Grade 12 secondary school students in the Kingdom of Saudi Arabia (KSA) perceive and respond to teaching and learning on evolution. A mixed-methodology approach including a questionnaire and semi-structured interviews was used. The study shows that Saudi students are aware of the great significance that has been…
Descriptors: Student Attitudes, Secondary School Students, Grade 12, Evolution
Schiffl, Iris – Research in Science Education, 2020
Information literacy--i.e. obtaining, evaluating and using information--is a key element of scientific literacy. However, students are frequently equipped with poor information literacy skills--even at university level--as information literacy is often not explicitly taught in schools. Little is known about students' information skills in science…
Descriptors: Information Literacy, Science Education, Biology, Grade 8
Wang, Ya-Ling; Tsai, Chin-Chung – Research in Science Education, 2019
Students' conceptions of learning science and their relations with motive for learning may vary as the education level increases. This study aimed to compare the quantitative patterns in students' conceptions of learning science (COLS) and motives for learning science (MLS) across grade levels by adopting two survey instruments. A total of 768…
Descriptors: High School Students, Student Motivation, Instructional Program Divisions, Foreign Countries
Schizas, Dimitrios; Papatheodorou, Efimia; Stamou, George – Research in Science Education, 2018
This study conducts a textbook analysis in the frame of the following working hypothesis: The transformation of scientific knowledge into school knowledge is expected to reproduce the problems encountered with the scientific knowledge itself or generate additional problems, which may both induce misconceptions in textbook users. Specifically, we…
Descriptors: Science Instruction, Textbook Evaluation, Textbooks, Textbook Content