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Rachel M. Wong; David Alpizar; Olusola O. Adesope; Krista R. A. Nishida – School Science and Mathematics, 2024
Electrochemistry, a key topic in introductory chemistry, is a topic that many students struggle with conceptually. Visual learning tools like concept maps allow the externalization of key concepts and the relationships between these concepts may aid in students' acquisition and retention of newly learned electrochemistry concepts. Partnering with…
Descriptors: Concept Mapping, Student Interests, Introductory Courses, Chemistry
Oni, Oluwasola S.; Adesope, Olusola O.; Wong, Rachel; Nishida, Krista – School Science and Mathematics, 2023
Concept mapping remains widely used in education. However, little is known about how self-constructed concept maps and peer feedback can improve student learning outcomes in chemistry. We investigated the effects of peer feedback on concept mapping and how it improves students' learning performance in a large second-semester, introductory…
Descriptors: Chemistry, Scientific Concepts, Concept Mapping, Feedback (Response)
Upahi, Johnson Enero; Ramnarain, Umesh; Ajibola, Damilare Sunday – School Science and Mathematics, 2022
The advocacy for writing in science and STEM-related fields through reasoning-based writing, critical thinking and argumentation has been accentuated as a core competence in curriculum documents. In South Africa, the CAPS document for Physical Sciences acknowledged the importance of writing and consequently, call on teachers to engage in teaching…
Descriptors: Science Instruction, Textbooks, Cues, Critical Thinking
Boesdorfer, Sarah B.; Arias, Anna Maria; Mull, Bayleigh; Lieberum, Kyle – School Science and Mathematics, 2020
Curriculum materials can play a major role in shaping teachers' thinking about instruction and content as well as serve as a support for teachers' learning. With the inclusion of engineering in NGSS, many teachers may be turning to existing curriculum materials to help them infuse engineering into their science classroom, especially when they do…
Descriptors: Instructional Materials, Engineering Education, Chemistry, Science Instruction
Glassmeyer, David; Smith, Andrew; Gardner, Kimberly – School Science and Mathematics, 2020
Logarithms are notorious for being a difficult concept to understand and teach. Research suggests that learners can be supported in understanding logarithms by making connections between mathematics and science concepts such as pH. This study investigated how an integrated chemistry and mathematics lesson impacted 29 teachers' understanding of the…
Descriptors: Numbers, Mathematical Concepts, Scientific Concepts, Chemistry
Nixon, Ryan S.; Toerien, Rene; Luft, Julie A. – School Science and Mathematics, 2019
Despite agreement among teacher educators, scholars, and policymakers on the importance of teachers' subject matter knowledge (SMK), existing models provide limited information about the nature of this foundational component of teacher knowledge. The common assumption is that teachers need to know more about the science subject matter than their…
Descriptors: Science Instruction, Pedagogical Content Knowledge, Knowledge Base for Teaching, Secondary School Teachers
Clary, Renee M.; Elder, Anastasia; Dunne, James; Saebo, Svein; Beard, Debbie; Wax, Charles; Tucker, Deborah L. – School Science and Mathematics, 2018
The Teacher Academy in the Natural Sciences (TANS) provided middle school (U.S. Grades 6-8) teachers (N = 81) with intensive professional development (PD) in chemistry, geosciences, and physics, with teachers enrolled in one scientific discipline per year. Because some teachers were retained and rotated into different disciplines, the TANS program…
Descriptors: Middle School Teachers, Pedagogical Content Knowledge, Retention (Psychology), Faculty Development
Duffin, Lisa C.; Starling, Michael P.; Day, Martha M.; Cribbs, Jennifer D. – School Science and Mathematics, 2016
The main purpose of this quantitative study was to examine the degree to which a three-week intervention in an urban high-needs high school science classroom would influence students' (n = 51) interest, utility value, content knowledge, and intentions for future study in chemistry. The intervention consisted of an authentic, inquiry-based…
Descriptors: High School Students, Chemistry, Intervention, At Risk Students
Kinks in the STEM Pipeline: Tracking STEM Graduation Rates Using Science and Mathematics Performance
Redmond-Sanogo, Adrienne; Angle, Julie; Davis, Evan – School Science and Mathematics, 2016
In an effort to maintain the global competitiveness of the United States, ensuring a strong Science, Technology, Engineering and Mathematics (STEM) workforce is essential. The purpose of this study was to identify high school courses that serve as predictors of success in college level gatekeeper courses, which in turn led to the successful…
Descriptors: STEM Education, Secondary School Curriculum, High Schools, Predictor Variables
Boesdorfer, Sarah B.; Staude, Kristin D. – School Science and Mathematics, 2016
Effective professional development that influences teachers' classroom practices starts with what teachers know, understand, and do in their classroom. The Next Generation Science Standards (NGSS) challenge teachers to make changes to their classroom; to help teachers make these changes, it is necessary to know what they are doing in their…
Descriptors: Chemistry, Secondary School Science, Professional Development, Online Surveys
Barthlow, Michelle J.; Watson, Scott B. – School Science and Mathematics, 2014
A nonequivalent, control group design was used to investigate student achievement in secondary chemistry. This study investigated the effect of process-oriented guided inquiry learning (POGIL) in high school chemistry to reduce alternate conceptions related to the particulate nature of matter versus traditional lecture pedagogy. Data were…
Descriptors: Science Instruction, Chemistry, Inquiry, Secondary School Science
Aydeniz, Mehmet; Kotowski, Erin Leigh – School Science and Mathematics, 2012
This study explores middle and high school students' understanding of the particulate nature of matter after they were taught the concept. A total of 87 students (41 high school and 46 middle school) participated in the study. Findings suggest that students held misconceptions about the law of conservation of matter, chemical composition of matter…
Descriptors: Chemistry, Science Teachers, Pedagogical Content Knowledge, Misconceptions
Bretz, Stacey Lowery; Emenike, Mary Elizabeth – School Science and Mathematics, 2012
Chemical principles are taught in elementary education across much of the United States because the "National Science Education Standards" include concepts about the nature of matter, states of matter, and changes in matter among other science concepts within the first to fifth grade levels. "Chemicals" is a word related to the nature of matter…
Descriptors: Elementary School Science, Prior Learning, Grade 4, Scientific Concepts
Donovan, William J.; Wheland, Ethel R. – School Science and Mathematics, 2009
This study of the relationships between mathematical ability and success and retention in a general chemistry course was conducted at an open-enrollment university whose mission is to provide a quality education to a culturally and economically diverse student body. We studied the correlation between the demonstrated level of mathematical ability…
Descriptors: Mathematics Education, Prerequisites, Educational Quality, Chemistry
Ruebush, Laura E.; Grossman, Ethan L.; Miller, Stephen A.; North, Simon W.; Schielack, Jane F.; Simanek, Eric E. – School Science and Mathematics, 2009
The Information Technology in Science (ITS) Center for Teaching and Learning was a National Science Foundation funded program to provide high-quality professional development for 7-12th grade science teachers. The subgroup on which this paper focuses was immersed in an innovative approach to understanding chemistry of the environment. The group…
Descriptors: Secondary School Teachers, Science Teachers, Professional Development, Summer Programs