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Mohammed, Ridwan E.; Odeniyi, Oluwasegun O.; Ameen, Khadijat S.; Yusuf, Aishat A. – Science Education International, 2023
Analogies are useful tools for teaching difficult scientific concepts and clearing up learners' misconceptions. However, if not properly used, they can lead to further misconceptions. More importantly, little is known about how science teachers use analogies in Nigerian classrooms. This study assessed science teachers' use of analogies by…
Descriptors: Foreign Countries, Science Teachers, Science Instruction, Logical Thinking
Kozoll, Richard H.; Ower, Peter S. – Science Education International, 2023
Research-based science curriculum has become a common means of supporting best practices in science teaching. In response to his middle school's transition from one such commercially available science curriculum to another, a seventh-grade science teacher elected to make certain changes to the newly adopted curriculum in its first year of use.…
Descriptors: Middle School Teachers, Science Teachers, Professional Identity, Individual Development
Cennet Elmas; Bahattin Deniz Altunoglu – Science Education International, 2023
K-8 science teacher candidates often struggle with the difficult learning tasks in multiple science courses in their teacher-training program. One of the major parts of these science courses is biology. Student learning in biology depends on their motivational and affective variables as much as their cognitive abilities. As one of the theories of…
Descriptors: Goal Orientation, Science Achievement, Biology, Science Teachers
Sebatana, Motlhale Judicial; Dudu, Washington Takawira – Science Education International, 2022
The concept of self-directedness is a missing link in South African science classrooms, and as a result, science teachers are often not self-directed in employing innovative teaching and learning strategies such as blended problem-based learning (BPBL) that might enhance self-directed learning. The literature is replete with studies showing that…
Descriptors: Grade 10, Physical Sciences, Science Teachers, Blended Learning
Peña, Anthony – Science Education International, 2022
A lack of diversity permeates the science, technology, engineering, and mathematics (STEM) field. Under-representation within STEM fields can stifle innovation and progressive approaches to the future of STEM. Traditional STEM pathways focus on identifying participants who show academic promise in schools. One segment of young people, youth who…
Descriptors: STEM Education, Academic Aspiration, Nontraditional Education, Charter Schools
Koç, Simge; Çavas, Bülent – Science Education International, 2022
When laboratory accidents in schools, especially in recent years, are examined, it is remarkable that many of these events resulted from the incorrect implementation of laboratory safety. The most significant role in the administration of laboratory safety belongs to science teachers. During this process, the necessity of laboratory safety…
Descriptors: Laboratory Safety, Science Laboratories, Science Teachers, Knowledge Level
Mihret, Zemenu; Alemu, Mekbib; Assefa, Shimeles – Science Education International, 2022
This study examined the effect of blended laboratory experiments on pre-service physics teachers' (PSPTs') attitudes toward physics laboratories. The research design was a quasi-experimental pre-test and post-test comparing groups. Participants were 63 2nd-year PSPTs' enrolled in a physics diploma program from three colleges of teacher education.…
Descriptors: Blended Learning, Laboratory Experiments, Preservice Teachers, Science Teachers
Quayson, Claudia; Kwarteng, Twumasi Ankrah; Koranteng, Ernest; Hanson, Ruby – Science Education International, 2022
The study diagnosed chemistry teacher trainees' difficulties in naming and writing structures of spiro and bicyclic compounds. The case study design was conducted in a constructivist environment to enhance chemistry teacher trainees' ability to construct, represent, and interpret the structural formulae of spiro and bicyclic compounds. Purposive…
Descriptors: Science Teachers, Preservice Teachers, Scientific Concepts, Chemistry
Bello, Ganiyu; Alabi, Hafsat Imam; Bello, Zakariyau Adebayo; Bello, Ilias Ayo; Sulaiman, Musa Mohammed – Science Education International, 2022
The mandate of the education system is for the advancement of knowledge, socioeconomic transformation, employment generation, and so forth. Literature is awash with arguments in favour of M-learning in the realization of the core mandate of the education system. This study, therefore, examines the perceptions of the science teachers on integration…
Descriptors: Science Teachers, Teacher Attitudes, Electronic Learning, Handheld Devices
Petersen, Morten Rask – Science Education International, 2022
Inquiry-based science education (IBSE) has made a massive entry in science education classes. Students work with their competence development through inquiry. Such an approach calls for new strategies from the teachers to help students learn through inquiry. This study takes a descriptive approach to teachers' understanding and usage of such…
Descriptors: Inquiry, Active Learning, Science Education, Scaffolding (Teaching Technique)
Yüzüak, Ahmet Volkan; Recepkethüda, Recep – Science Education International, 2022
This study aimed to determine science teachers' opinions about the skills-based questions (SBQs) used in Turkey's high school's entrance exam. In this study, the phenomenology method was used. The study consisted of 15 participants working as science teachers with at least 5 years of professional experience in public schools in different provinces…
Descriptors: Science Education, Science Teachers, Teacher Attitudes, Admission (School)
Al-Ajmi, Batoul; Ambusaidi, Abdullah – Science Education International, 2022
This study aimed at identifying the level of scientific argumentation skills in chemistry subject among Omani Grade 11th students and the effects of their logical thinking skills and gender on this level. The study sample consisted of (400) male and female students selected purposely from one educational region in Oman. The study's instruments…
Descriptors: Science Instruction, Chemistry, Grade 11, High School Students
Nawanidbumrung, Witchayada; Samiphak, Sara; Inoue, Noriyuki – Science Education International, 2022
Teachers' beliefs are strong predictors of their practices. They guide how teachers understand the implementation of effective inquiry-based lessons. The cross-case analysis indicated that the fundamental problems observed in many Thai pre-service science teachers' classroom inquiries stemmed from their beliefs on teaching science. Although the…
Descriptors: Preservice Teachers, Student Attitudes, Predictor Variables, Educational Practices
Candas, Bahar; Kiryak, Zeynep; Özmen, Haluk – Science Education International, 2022
This study aimed to investigate the effect of the analytical chemistry laboratory (ACL) course, designed, and conducted according to the flipped learning approach (FL) on prospective science teachers' (PSTs) meaningful understanding and interpretation of knowledge in the context of the environment. Seventy-three second grade PSTs participated in…
Descriptors: Flipped Classroom, Chemistry, Conservation (Environment), Environment
Orhan Göksün, Derya; Gürsoy, Gülden – Science Education International, 2022
The aim of the study was to evaluate digital stories prepared by preservice teachers in the frame of their planning, content, mechanics, story structure, and use of technology dimensions. In addition, the study aimed to reveal differences among the aforementioned dimensions' scores. To achieve this, the study's participants attended a course on…
Descriptors: Story Telling, Technology Uses in Education, Educational Technology, Science Teachers