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Bernholt, Sascha; Härtig, Hendrik; Retelsdorf, Jan – Research in Science Education, 2023
The use of texts is an indispensable resource for students' learning, especially in science domains. While developing understanding of a specific topic usually is the main goal of reading expository texts, an important consideration is how to best measure whether this understanding has been reached. In this study, we aimed to analyze gains in…
Descriptors: Science Education, Reading Comprehension, Chemistry, Physics
Chen, Sitong; Wei, Bing – Research in Science Education, 2022
Students' science identity has been identified as an important construct that positively influences their learning engagement, persistence, and career intentions in science. This paper reported the process of developing and validating an instrument that can be used to assess high school students' science identity. The development of this…
Descriptors: Test Construction, Test Validity, Measures (Individuals), High School Students
Zhao, Jinli; Hu, Sifan; He, He; Chen, Jin – Research in Science Education, 2021
The decreasing number of young students pursuing science careers has become a rising concern worldwide, particularly in China. Educational programs with empirical evidence of promoting young students' pursuit of science careers are still lacking. Here, drawing on the existing literature, we designed and implemented a 3-day quasi-apprenticeship…
Descriptors: Foreign Countries, Apprenticeships, Experiential Learning, Botany
Wong, Seng Yue; Liang, Jyh-Chong; Tsai, Chin-Chung – Research in Science Education, 2021
The objective of this study was to explore the relationships between academic hardiness in science, conceptions of learning science, and science learning self-efficacy among Malaysian middle school students. The respondents were 320 eighth-grade students from two selected Malaysian middle schools. Three questionnaires were used for this survey:…
Descriptors: Middle School Students, Student Attitudes, Grade 8, Science Education
Soltani, Asghar – Research in Science Education, 2020
Classroom environment, family, and peers are important factors in influencing students' science learning. The primary aim of this study was to examine the effects of three environmental factors related to science learning (motivating science class, family models, and peer models) on students' approaches to learning science (deep approach and…
Descriptors: Science Education, Science Instruction, Learning Motivation, Secondary School Science
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
Kumarassamy, Jayanthy; Koh, Caroline – Research in Science Education, 2019
Much has been written and debated on the importance of including moral, character or values education in school curricula. In line with this, teachers' views with regard to values education have often been sought. However, a search into the literature on values in science education has revealed little on this domain. In an attempt to close this…
Descriptors: Values Education, Citizenship Education, Science Education, Teacher Attitudes
Gulacar, Ozcan; Sinan, Olcay; Bowman, Charles R.; Yildirim, Yetkin – Research in Science Education, 2015
A study is presented that explores how students' knowledge structures, as related to the scientific method, compare at different student ages. A word association test comprised of ten total stimulus words, among them "experiment," "science fair," and "hypothesis," is used to probe the students' knowledge structures.…
Descriptors: Scientific Methodology, Science Education, Word Lists, Stimuli
Yun, Sun Mi; Kim, Heui-Baik – Research in Science Education, 2015
The purpose of this study was to interpret students' participation in terms of social and argumentation norms to improve understanding of social interaction in scientific argumentation. Therefore, the study sought to identify social and argumentation norms formed in group argumentation and to explore changes in students' participation as lessons…
Descriptors: Student Participation, Persuasive Discourse, Scientific Concepts, Science Education