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Marcus Kubsch – Journal of Research in Science Teaching, 2024
Energy is a central concept across the sciences and an important goal of science education is to support all students so that they develop a full understanding of the energy concept. However, given the abstract and complex nature of the energy concept, only a few students develop an understanding so that they can use energy ideas to make sense of…
Descriptors: Data Analysis, Grade 6, Grade 7, Grade 8
Adler, Idit; Zion, Michal; Mevarech, Zemira R. – Journal of Research in Science Teaching, 2016
The prevalence of habitat and life-threatening environmental problems has motivated environmental researchers to develop education programs to strengthen students' environmental literacy. We argue that the connection between environmental literacy and metacognition is theoretically promising. Therefore, we developed the "Meta-CIC" model,…
Descriptors: Cooperative Learning, Peer Relationship, Environmental Education, Literacy
Donovan, Brian M. – Journal of Research in Science Teaching, 2014
Race has been a longstanding topic in the biology textbook curriculum. Yet, there appears to be no research investigating whether the treatment of race in modern biology textbooks impacts how students conceptualize race. In the present study, a double-blind field experiment employing mixed-methods is used to investigate the impact of…
Descriptors: Hidden Curriculum, Genetics, Race, Racial Bias
Sherin, Bruce L.; Krakowski, Moshe; Lee, Victor R. – Journal of Research in Science Teaching, 2012
This article is concerned with "commonsense science knowledge", the informally gained knowledge of the natural world that students possess prior to formal instruction in a scientific discipline. Although commonsense science has been the focus of substantial study for more than two decades, there are still profound disagreements about its nature…
Descriptors: Cognitive Structures, Scientific Concepts, Concept Formation, Misconceptions
Fortus, David; Vedder-Weiss, Dana – Journal of Research in Science Teaching, 2014
Continuing motivation for science learning may be manifested through engagement in extracurricular science-related activities, which are not the result of school or other external requirements. Very few articles have appeared in the last decade on this important aspect of science learning. This article presents a survey based on seven Likert-type…
Descriptors: Student Participation, Science Activities, Extracurricular Activities, Learning Motivation
Vedder-Weiss, Dana; Fortus, David – Journal of Research in Science Teaching, 2012
This is a mix methods follow-up study in which we reconfirm the findings from an earlier study [Vedder-Weiss & Fortus [2011] "Journal of Research in Science Teaching, 48(2)", 199-216]. The findings indicate that adolescents' declining motivation to learn science, which was found in many previous studies [Galton [2009] "Moving to…
Descriptors: Foreign Countries, Mixed Methods Research, Replication (Evaluation), Adolescents
Neumann, Knut; Viering, Tobias; Boone, William J.; Fischer, Hans E. – Journal of Research in Science Teaching, 2013
This article presents an empirical study on an initial learning progression of energy, a concept of central importance to the understanding of science. Learning progressions have been suggested as one vehicle to support the systematic and successful teaching of core science concepts. Ideally, a learning progression will provide teachers with a…
Descriptors: Science Instruction, Energy, Learning Processes, Science Curriculum
Ben-Zvi-Assaraf, Orit; Orion, Nir – Journal of Research in Science Teaching, 2010
This study examines the process by which system thinking perceptions develop within the context of a water cycle curriculum. Four junior high school students undergoing an especially designed inquiry-based intervention were closely observed before, during, immediately after, and 6 years after completing a year long systems-based learning program.…
Descriptors: Concept Mapping, Water, Interviews, Junior High School Students
Steedle, Jeffrey T.; Shavelson, Richard J. – Journal of Research in Science Teaching, 2009
Assessments associated with learning progressions are designed to provide diagnostic information about the level and nature of student understanding. Valid interpretations of such diagnoses are only possible when students consistently express the ideas associated with a single learning progression level. Latent class analysis was employed to…
Descriptors: Evaluation Methods, Learning Processes, Student Evaluation, Comprehension
Zimmerman, Heather Toomey – Journal of Research in Science Teaching, 2012
This article presents an analysis of the longitudinal consequences of out-of-school science learning with a conceptual framework that connects the intentions of youth to their participation in science. The focus is on one girl's science activities in her home and hobby pursuits from fourth to seventh grade to create an empirical account of how…
Descriptors: Science Education, Elementary School Students, Middle School Students, Grade 4
Vedder-Weiss, Dana; Fortus, David – Journal of Research in Science Teaching, 2013
Achievement goal theory distinguishes between mastery goals (the goals of developing competence) and performance goals (the goals of demonstrating competence) [Ames [1992] "Journal of Educational Psychology" 84: 261-271]. In this study, we employed this theory aiming to better understand why adolescents' motivation to learn science…
Descriptors: Foreign Countries, Achievement, Goal Orientation, Theories
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
She, Hsiao-Ching; Liao, Ya-Wen – Journal of Research in Science Teaching, 2010
This study reports an adaptive digital learning project, Scientific Concept Construction and Reconstruction (SCCR), and examines its effects on 108 8th grade students' scientific reasoning and conceptual change through mixed methods. A one-group pre-, post-, and retention quasi-experimental design was used in the study. All students received tests…
Descriptors: Quasiexperimental Design, Interviews, Scientific Concepts, Grade 8
Vedder-Weiss, Dana; Fortus, David – Journal of Research in Science Teaching, 2011
There is a growing awareness that science education should center not just on knowledge acquisition but developing the foundation for lifelong learning. However, for intentional learning of science to occur in school, out of school, and after school, there needs to be a motivation to learn science. Prior research had shown that students'…
Descriptors: Foreign Countries, Science Education, Learning Motivation, Student Motivation
Geier, Robert; Blumenfeld, Phyllis C.; Marx, Ronald W.; Krajcik, Joseph S.; Fishman, Barry; Soloway, Elliot; Clay-Chambers, Juanita – Journal of Research in Science Teaching, 2008
Considerable effort has been made over the past decade to address the needs of learners in large urban districts through scaleable reform initiatives. We examine the effects of a multifaceted scaling reform that focuses on supporting standards based science teaching in urban middle schools. The effort was one component of a systemic reform effort…
Descriptors: Student Needs, Urban Schools, Educational Change, Scaling
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