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Advancing Reflective Judgment through Socioscientific Issues
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Zeidler, Dana L.; Sadler, Troy D.; Applebaum, Scott; Callahan, Brendan E. – Journal of Research in Science Teaching, 2009
The purpose of this investigation was to explore possible relationships between Socioscientific Issues instruction and students' development of reflective judgment. The usefulness of the Reflective Judgment Model as a tool for assessing the value of SSI is established in the parallels that can be drawn between them. Both involve ill-structured…
Descriptors: Student Attitudes, Thinking Skills, Models, Effect Size
Seeking Effectiveness and Equity in a Large College Chemistry Course: An HLM Investigation of Peer-Led Guided Inquiry
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Lewis, Scott E.; Lewis, Jennifer E. – Journal of Research in Science Teaching, 2008
This study employed hierarchical linear models (HLM) to investigate Peer-Led Guided Inquiry (PLGI), a teaching practice combining cooperative learning and inquiry and tailored for a large class. Ultimately, the study provided an example of the effective introduction of a reform pedagogical approach in a large class setting. In the narrative, the…
Descriptors: Educational Research, Cooperative Learning, Chemistry, Instructional Effectiveness
Drops of Water and of Soap Solution: Students' Constraining Mental Models of the Nature of Matter
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Eilam, Billie – Journal of Research in Science Teaching, 2004
This study investigates how 25 junior high school students employed their bodies of knowledge and responded to problem cues while individually performing a science experiment and reasoning about a drops phenomenon. Line-by-line content analysis conducted on students' written ad hoc explanations aimed to reveal students' concepts and their…
Descriptors: Junior High School Students, Science Experiments, Cues, Content Analysis
Exploring the Use of Multiple Analogical Models when Teaching and Learning Chemical Equilibrium
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Harrison, Allan G.; De Jong, Onno – Journal of Research in Science Teaching, 2005
This study describes the multiple analogical models used to introduce and teach Grade 12 chemical equilibrium. We examine the teacher's reasons for using models, explain each model's development during the lessons, and analyze the understandings students derived from the models. A case study approach was used and the data were drawn from the…
Descriptors: Prior Learning, Grade 12, Case Studies, Chemistry
Preservice Teachers' Pedagogical Content Knowledge of Using Particle Models in Teaching Chemistry
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De Jong, Onno; Van Driel, Jan H.; Verloop, Nico – Journal of Research in Science Teaching, 2005
In this article, we describe the results of a study of the pedagogical content knowledge (PCK) of preservice chemistry teachers in the context of a postgraduate teacher education program. A group of preservice teachers (n = 12) took part in an experimental introductory course module about the use of particle models to help secondary school…
Descriptors: Preservice Teachers, Pedagogical Content Knowledge, Chemistry, Science Instruction
A Comparison of the Classroom Dynamics of a Problem-Solving and Traditional Laboratory Model of Instruction Using Path Analysis.
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Pizzini, Edward L.; Shepardson, Daniel P. – Journal of Research in Science Teaching, 1992
Compares models of the classroom dynamics for a traditional laboratory setting and a problem-solving-centered environment, both at the eighth grade science level. Descriptive data indicate no differences in the models, whereas path analyses suggest that, in the problem-solving model, student behaviors significantly correlate to lesson structure,…
Descriptors: Causal Models, Classroom Research, Classroom Techniques, Cognitive Style