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Google, Angela N.; Gardner, Grant; Grinath, Anna S. – Studies in Science Education, 2023
For decades, biology education researchers have made efforts towards engaging undergraduate students in the process of science and assisting students in their development of deep approaches to learning in the field. Research indicates that students who adopt deep approaches or study strategies make meaningful connections with course material and…
Descriptors: Undergraduate Students, Biology, Science Instruction, Learning Processes
Peart, Daniel J. – Studies in Science Education, 2022
Science and drawing have been paired for hundreds of years, and this synergy is still prevalent in research investigating the role of drawing for developing and assessing understanding. However, despite research at the primary and secondary levels of education, there is limited research on whether drawing facilitates learning at the undergraduate…
Descriptors: Freehand Drawing, Biology, Science Instruction, Teaching Methods
Jack, Brady Michael; Lin, Huann-shyang – Studies in Science Education, 2017
Generations of students are graduating from secondary school disinterested in post-secondary study of science or pursuing careers in science-related fields beyond formal education. We propose that destabilising such disinterest among future students requires science educators to begin listening to secondary school students regarding their views of…
Descriptors: Science Instruction, Student Interests, Student Attitudes, Teaching Methods
Stern, Florian; Kampourakis, Kostas – Studies in Science Education, 2017
Research in genetics and genomics is advancing at a fast pace, and thus keeping up with the most recent findings and conclusions can be very challenging. At the same time these recent findings and conclusions have made necessary a reconceptualization of genes and heredity, both in science and in science education, beyond the mostly gene-centred…
Descriptors: Genetics, Literacy, Science Instruction, Teaching Methods
Cheng, May Hung May; Wan, Zhi Hong – Studies in Science Education, 2016
Chinese students' excellent science performance in large-scale international comparisons contradicts the stereotype of the Chinese non-productive classroom learning environment and learners. Most of the existing explanations of this paradox are provided from the perspective of teaching and learning in a general sense, but little work can be found…
Descriptors: Foreign Countries, Science Instruction, Statistical Analysis, Literature Reviews