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Alison K. Mercier – Research in Science Education, 2024
Understanding teachers' experiences as they lived them and as they told them is important for conceptualizing a well-rounded view of the state of science education and the role teachers play in it. Journey mapping, a way of visualizing one's processes and experiences as they progress towards a goal, is a tool with the potential to capture…
Descriptors: Elementary School Teachers, Science Instruction, Engineering Education, Teaching Experience
Prain, Vaughan; Xu, Lihua; Speldewinde, Christopher – Research in Science Education, 2023
There is a long tradition of teaching science through inquiry, with broad agreement about the form it should take. Students should investigate researchable questions; gather and analyse data; and develop and represent evidence-based claims. Authoritative teacher or textbook representations are generally used to guide this learning (Buckley &…
Descriptors: Science Instruction, Mathematics Instruction, Teaching Methods, Inquiry
Relative Effects of Classroom Utility Value Intervention on the Science Motivation of Girls and Boys
Shin, Dajung Diane; Lee, Minhye; Jung, Seoyeon Julie; Bong, Mimi – Research in Science Education, 2023
Emerging evidence attests to the need to intervene in young students' science motivation and achievement before their science motivation starts to dwindle. Heeding this call, we implemented a science utility value intervention for fifth and sixth graders in 23 classrooms (N = 550). Through five intervention sessions that consisted of diverse…
Descriptors: Intervention, Student Motivation, Science Education, Gender Differences
Kruse, Jerrid; Kent-Schneider, Isaiah; Voss, Sarah; Zacharski, Kinsey; Rockefeller, Molly – Research in Science Education, 2022
While the importance of explicit and reflective NOS instruction is clear in the literature, questions remain about how to enact such instruction. That is, literature is sometimes unclear in defining how to enact explicit and reflective NOS instruction. While some authors recommend using questions (e.g., Clough 2007) to enact effective NOS…
Descriptors: Scientific Principles, Science Instruction, Grade 6, Student Reaction
Capobianco, Brenda M.; Radloff, Jeffrey – Research in Science Education, 2022
Learning to teach science using engineering design is a complex endeavor for elementary preservice teachers (PSTs). This entails helping PSTs understand students as sense makers and recognizing ways to notice, respond, and leverage their students' ideas throughout the design process. In this study, we follow a cohort of elementary PSTs through a…
Descriptors: Preservice Teachers, Elementary School Teachers, Engineering, Grade 5
Peffer, Melanie E.; Renken, Maggie; Enderle, Patrick; Cohen, Jonathan – Research in Science Education, 2021
Young children can struggle to learn difficult disciplinary content and important skills for practicing science. Problem-based learning (PBL) may be useful for addressing such difficulties, yet evidence to support its usefulness in elementary school-aged children is limited. We considered the role of a PBL unit in improving students' genetics…
Descriptors: Problem Based Learning, Elementary School Students, Difficulty Level, Genetics
Demir, Aysegül; Namdar, Bahadir – Research in Science Education, 2021
This research investigated the effect of modeling activities on grade 5 students' informal reasoning about a real-life issue. An instrumental case study was conducted with 17 students (7 female and 10 male) at a public middle school in Turkey. Data were collected through semistructured interviews and student worksheets. The students' informal…
Descriptors: Learning Activities, Grade 5, Thinking Skills, Foreign Countries
Radloff, Jeffrey; Capobianco, Brenda M. – Research in Science Education, 2021
The adoption of engineering design-based science teaching requires elementary teachers to modify their current science pedagogy, often resulting in tensions or hard choices they must make in their teaching practice. The purpose of this study is to identify, compare, and characterize the tensions faced by 45 grade 3 and grade 4 elementary teachers…
Descriptors: Elementary School Teachers, Teacher Attitudes, Engineering Education, Design
Sedawi, W.; Assaraf, O. Ben Zvi; Reiss, M. J. – Research in Science Education, 2021
This study examines the effects of a place-based intervention program on the sense of place of Bedouin elementary school students. These students live on the banks of the polluted Hebron Stream in Israel, where a three-pronged restoration program has recently been established, including the stream's rehabilitation, the establishment of local waste…
Descriptors: Teaching Methods, Place Based Education, Intervention, Elementary School Students
Colley, Carolyn; Windschitl, Mark – Research in Science Education, 2021
In science classrooms, the epistemic practices of explanation building and argumentation often extend over multiple episodes of talk during a single lesson or across several lessons. Analyzing this kind of discourse requires a way to identify patterns that emerge over time to better understand student participation and how teachers support…
Descriptors: Science Instruction, Persuasive Discourse, Teaching Methods, Discourse Analysis
Jones, M. Gail; Ennes, Megan; Weedfall, Drew; Chesnutt, Katherine; Cayton, Emily – Research in Science Education, 2021
There is growing evidence that science capital (science-related forms of social and cultural capital) and family habitus (dispositions for science) influence STEM career decisions by youth. This study presents reliability and validity evidence for a survey of factors that influence career aspirations in science. Psychometric properties of the…
Descriptors: Measures (Individuals), Sciences, Social Capital, Cultural Capital
Soysal, Y. – Research in Science Education, 2020
This study identified the accumulated distributions of the enacted discursive moves during classroom inquiry to demonstrate how a science teacher reacted to the existence of two mutually exclusive social languages: everyday social languages of the students vs. social languages of school science. The participants were a science teacher and 26…
Descriptors: Classroom Communication, Discourse Analysis, Video Technology, Science Teachers
Xiao, Sihan – Research in Science Education, 2020
Educators expect that students be able to make informed decisions about science-related problems in their everyday lives. Engaging science in such problems often entails evaluating available evidence for given arguments. This study explores how students use inscriptions as evidence to argue about socioscientific issues. Fifth- and sixth-grade…
Descriptors: Elementary School Students, Grade 5, Grade 6, Elementary School Science
Jian, Yu-Cin – Research in Science Education, 2020
Scientific texts are often multimodal, consisting of both text and illustrations. However, previous research indicates that young readers are poor at using text-and-illustration integration strategies and at in-depth processing of scientific illustration information. This study used an experimental paradigm to teach strategies of illustration…
Descriptors: Biology, Illustrations, Science Materials, Content Area Reading
Park, Joonhyeong; Song, Jinwoong – Research in Science Education, 2020
In the process of problem solving, intuitive thinking leads to findings that go beyond gaps and plays a decisive role in problem solving. Considering that problems often need to be solved in groups rather than by individuals, it is necessary to examine how intuitive thinking expressed by individuals is shared and elaborated among peers in a group…
Descriptors: Elementary School Students, Grade 5, Grade 6, Intuition