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Waight, Noemi; Liu, Xiufeng; Whitford, Melinda – Research in Science Education, 2023
This study examined high school chemistry students' understandings of big ideas--matter and energy, how these understandings are related to macro and submicro representations and fine-grained distinguishing characteristics of students' explanations. The study was conducted in the context of computer-based models and model-based assessments.…
Descriptors: Chemistry, Scientific Concepts, Computer Assisted Instruction, Models
McLure, Felicity – Research in Science Education, 2023
Secondary school students find it difficult to write elaborated causal explanations of scientific phenomena. They frequently present their own opinions and write descriptions of their observations rather than linking observations with logical chains of causal reasoning, underpinned by a theoretical framework, to provide explanations of scientific…
Descriptors: High School Students, Writing (Composition), Scientific Concepts, Secondary School Students
Pham, Lam; Tytler, Russell – Research in Science Education, 2022
Many researchers have reported that bridging analogies can productively support students' scientific meaning-making. How this can be understood semiotically is, however, not well understood. This research followed an ethnographic case study approach to investigate Year 11 students meaning-making through a process of transduction (Kress, 2000;…
Descriptors: Semiotics, Chemistry, Science Process Skills, Ethnography
You, Hye Sun; Park, Sunyoung; Marshall, Jill A.; Delgado, Cesar – Research in Science Education, 2022
Growing interest in interdisciplinary (ID) understanding has led to the recent development of four ID assessments, none of which have previously been comprehensively validated. Sources of evidence for the validity of tests include construct validity, such as the internal structure of the test. ID tests may (and should) test both disciplinary (D)…
Descriptors: High School Students, College Students, Interdisciplinary Approach, Test Construction
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
Yerdelen-Damar, Sevda; Eryilmaz, Ali – Research in Science Education, 2021
This study investigated the effect of the metacognitive instruction in which students' epistemic cognitions were explicitly addressed, on tenth-grade students' conceptual understandings regarding force and motion. The participants of the study included 107 (49 female, 58 male) tenth-grade students at two public high schools. A quasi-experimental…
Descriptors: High School Students, Grade 10, Metacognition, Epistemology
Taskin, Tugba; Yavas, Pervin Ünlü – Research in Science Education, 2021
The purpose of this study was to investigate knowledge of high school students related to conductors at electrostatic equilibrium and electric field lines. The descriptive model was preferred in line with the purpose of the study. The sample of the study consisted of 35 11th grade students, 18 females and 16 males, who were enrolled in a…
Descriptors: High School Students, Knowledge Level, Scientific Concepts, Energy
Jördens, Janina; Hammann, Marcus – Research in Science Education, 2021
We investigated potential drivers of interest in topic-context and topic-activity combinations, as well as interactions between the different elements of situational interest in evolutionary biology. High school students (n = 982, age 17 years) were asked to rate their interest in two sets of items consisting of topic-context and topic-activity…
Descriptors: High School Students, Science Interests, Evolution, Biology
Bermudez, Gonzalo M. A.; Lindemann-Matthies, Petra – Research in Science Education, 2020
The definition of biodiversity stated by the Convention on Biological Diversity (CBD) in 1992 was conceived as occurring on three different organizational levels: genetic, species, and ecosystems. However, current understanding of biodiversity includes other components, such as the number, abundance, composition, and spatial distribution of…
Descriptors: High School Students, Student Attitudes, Adolescents, Scientific Concepts
Yaseen, Zeynep; Aubusson, Peter – Research in Science Education, 2020
This article describes an investigation into teaching and learning with student-generated animations combined with a representational pedagogy. In particular, it reports on interactive discussions that were stimulated by the students' own animations as well as their critiques of experts' animations. Animations representing views of states of…
Descriptors: Animation, High School Students, Grade 11, Secondary School Science
Oliver, Joseph Steve; Hodges, Georgia W.; Moore, James N.; Cohen, Allan; Jang, Yoonsun; Brown, Scott A.; Kwon, Kyung A.; Jeong, Sophia; Raven, Sara P.; Jurkiewicz, Melissa; Robertson, Tom P. – Research in Science Education, 2019
Research into the efficacy of modules featuring dynamic visualizations, case studies, and interactive learning environments is reported here. This quasi-experimental 2-year study examined the implementation of three interactive computer-based instructional modules within a curricular unit covering cellular biology concepts in an introductory high…
Descriptors: High School Students, Secondary School Science, Biology, Visualization
Tang, Kok-Sing; Yang, Xiangyu – Research in Science Education, 2019
Research examining the relationship between science and religion has often painted a narrative of conflict for students with various religious beliefs. The purpose of this paper is to present a counter-narrative based on a study carried out in Singapore, which provides a unique multi-ethnic and multi-religious environment and geopolitical context…
Descriptors: Religion, Religious Factors, High School Students, Science Instruction
Gogolin, Sarah; Krüger, Dirk – Research in Science Education, 2017
Students' understanding of models in science has been subject to a number of investigations. The instruments the researchers used are suitable for educational research but, due to their complexity, cannot be employed directly by teachers. This article presents forced choice (FC) tasks, which, assembled as a diagnostic instrument, are supposed to…
Descriptors: Science Education, Scientific Concepts, Models, Knowledge Level
Chen, Fu; Zhang, Shanshan; Guo, Yanfang; Xin, Tao – Research in Science Education, 2017
We used the Rule Space Model, a cognitive diagnostic model, to measure the learning progression for thermochemistry for senior high school students. We extracted five attributes and proposed their hierarchical relationships to model the construct of thermochemistry at four levels using a hypothesized learning progression. For this study, we…
Descriptors: Chemistry, High School Students, Secondary School Science, Correlation
Hrin, Tamara N.; Fahmy, Ameen F. M.; Segedinac, Mirjana D.; Milenkovic, Dušica D. – Research in Science Education, 2016
Many studies dedicated to the teaching and learning of organic chemistry courses have emphasized that high school students have shown significant difficulties in mastering the concepts of this discipline. Therefore, the aim of our study was to help students to overcome these difficulties by applying systemic synthesis questions, [SSynQs], as the…
Descriptors: Science Instruction, Organic Chemistry, Control Groups, Teaching Methods