NotesFAQContact Us
Collection
Advanced
Search Tips
Source
Journal of Research in…9
Audience
Location
Laws, Policies, & Programs
Assessments and Surveys
Early Childhood Longitudinal…1
What Works Clearinghouse Rating
Showing all 9 results Save | Export
Peer reviewed Peer reviewed
Direct linkDirect link
Tingting Li; I-Chien Chen; Emily Adah Miller; Cory Susanne Miller; Barbara Schneider; Joseph Krajcik – Journal of Research in Science Teaching, 2024
This longitudinal study examines the relationship between students' knowledge-in-use performance and their performance on third-party designed summative tests within a coherent and equitable learning environment. Focusing on third-grade students across three consecutive project-based learning (PBL) units aligned with the Next Generation Science…
Descriptors: Grade 3, Elementary School Students, Student Projects, Active Learning
Peer reviewed Peer reviewed
Direct linkDirect link
Manz, Eve – Journal of Research in Science Teaching, 2016
Recent consensus documents in science education (e.g., the Next Generation Science Standards) emphasize helping students develop facility with constructing and critiquing both claims and the evidence that supports them. While students typically view evidence as necessary for supporting scientific claims, they tend to "objectify"…
Descriptors: Science Education, Evidence, Inquiry, Grade 3
Peer reviewed Peer reviewed
Direct linkDirect link
Hokayem, Hayat; Gotwals, Amelia Wenk – Journal of Research in Science Teaching, 2016
Engaging in systemic reasoning about ecological issues is critical for early elementary students to develop future understanding of critical environmental issues such as global warming and loss of biodiversity. However, ecological issues are rarely taught in ways to highlight systemic reasoning in elementary schools. In this study, we conducted…
Descriptors: Elementary School Students, Grade 1, Grade 2, Grade 3
Peer reviewed Peer reviewed
Direct linkDirect link
Rivera Maulucci, Maria S.; Brotman, Jennie S.; Fain, Shoshana Sprague – Journal of Research in Science Teaching, 2015
This study draws on data from a 10-month critical narrative inquiry of science teaching and learning in a third grade, dual language, integrated co-teaching classroom. The teachers were participants in a 14-week science professional development seminar that enrolled inservice and preservice teachers and focused on enhancing science teaching and…
Descriptors: Transformative Learning, Science Instruction, Faculty Development, Bilingual Education Programs
Peer reviewed Peer reviewed
Direct linkDirect link
Varelas, Maria; Pappas, Christine C.; Tucker-Raymond, Eli; Kane, Justine; Hankes, Jennifer; Ortiz, Ibett; Keblawe-Shamah, Neveen – Journal of Research in Science Teaching, 2010
In this study we explored how dramatic enactments of scientific phenomena and concepts mediate children's learning of scientific meanings along material, social, and representational dimensions. These drama activities were part of two integrated science-literacy units, "Matter" and "Forest," which we developed and implemented…
Descriptors: Drama, Learning Activities, Urban Schools, Science Instruction
Peer reviewed Peer reviewed
Direct linkDirect link
Sackes, Mesut; Trundle, Kathy Cabe; Bell, Randy L.; O'Connell, Ann A. – Journal of Research in Science Teaching, 2011
This study explores the impacts of selected early science experiences in kindergarten (frequency and duration of teachers' teaching of science, availability of sand/water table and science areas, and children's participation in cooking and science equipment activities) on children's science achievement in kindergarten and third grade using data…
Descriptors: Science Activities, Teacher Education Programs, Economic Status, Structural Equation Models
Peer reviewed Peer reviewed
Direct linkDirect link
Plummer, Julia D.; Krajcik, Joseph – Journal of Research in Science Teaching, 2010
Prior research has demonstrated that neither children nor adults hold a scientific understanding of the big ideas of astronomy, as described in standards documents for science education [National Research Council [1996]. National science education standards. Washington, DC: National Academy Press; American Association for the Advancement of…
Descriptors: Astronomy, Motion, Scientific Literacy, Science Education
Peer reviewed Peer reviewed
Direct linkDirect link
Lee, Okhee; Penfield, Randall; Maerten-Rivera, Jaime – Journal of Research in Science Teaching, 2009
This study examined the effect of fidelity of implementation (FOI) on the science achievement gains of third grade students broadly and students with limited literacy in English specifically. The study was conducted in the context of a professional development intervention with elementary school teachers to promote science achievement of ELL…
Descriptors: Urban Schools, Intervention, Science Achievement, Achievement Gains
Peer reviewed Peer reviewed
Direct linkDirect link
Lee, Okhee; Maerten-Rivera, Jaime; Penfield, Randall D.; LeRoy, Kathryn; Secada, Walter G. – Journal of Research in Science Teaching, 2008
This study is part of a 5-year professional development intervention aimed at improving science and literacy achievement of English language learners (or ELL students) in urban elementary schools within an environment increasingly driven by high-stakes testing and accountability. Specifically, the study examined science achievement at the end of…
Descriptors: Intervention, Elementary Schools, Science Achievement, Achievement Gains