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Emily E. Scott; Jack Cerchiara; Jenny L. McFarland; Mary Pat Wenderoth; Jennifer H. Doherty – Journal of Research in Science Teaching, 2023
In recent years, there has been a strong push to transform STEM education at K-12 and collegiate levels to help students learn to think like scientists. One aspect of this transformation involves redesigning instruction and curricula around fundamental scientific ideas that serve as conceptual scaffolds students can use to build cohesive knowledge…
Descriptors: Thinking Skills, Science Education, Scientific Concepts, Curriculum Development
Lapierre, Keith R.; Flynn, Alison B. – Journal of Research in Science Teaching, 2020
In this study, we investigated how students organized their knowledge about organic chemistry reactions in a transformed curriculum, including their choices, abilities, and changes over time. This transformed curriculum focuses on interpreting the underlying mechanistic patterns of chemical reactions and emphasizes the principles of reactivity in…
Descriptors: Organic Chemistry, College Students, Science Process Skills, Task Analysis
Payne, Corey; Crippen, Kent J. – Journal of Research in Science Teaching, 2023
Persistence is a major issue facing students, particularly those who are both female and from underrepresented ethnic minorities (URM). A closer look at the variables affecting their commitment and capacity for continuing the pursuit of their goal allows us to better design support systems that bolster persistence. This study tests a structural…
Descriptors: Chemistry, Science Instruction, Correlation, Teaching Methods
DeKorver, Brittland K.; Towns, Marcy H. – Journal of Research in Science Teaching, 2016
Efforts to reform undergraduate chemistry laboratory coursework typically focus on the curricula of introductory-level courses, while upper-level courses are bypassed. This study used video-stimulated recall to interview 17 junior- and senior- level chemistry majors after they carried out an experiment as part of a laboratory course. It is assumed…
Descriptors: Undergraduate Students, Chemistry, Science Instruction, Science Laboratories
Tretter, Thomas R.; Jones, M. Gail; Minogue, James – Journal of Research in Science Teaching, 2006
The use of unifying themes that span the various branches of science is recommended to enhance curricular coherence in science instruction. Conceptions of spatial scale are one such unifying theme. This research explored the accuracy of spatial scale conceptions of science phenomena across a spectrum of 215 participants: fifth grade, seventh…
Descriptors: Measures (Individuals), Curriculum Development, Science Instruction, Grouping (Instructional Purposes)
Tretter, Thomas R.; Jones, M. Gail; Andre, Thomas; Negishi, Atsuko; Minogue, James – Journal of Research in Science Teaching, 2006
To reduce curricular fragmentation in science education, reform recommendations include using common, unifying themes such as scaling to enhance curricular coherence. This study involved 215 participants from five groups (grades 5, 7, 9, and 12, and doctoral students), who completed written assessments and card sort tasks related to their…
Descriptors: Measures (Individuals), Educational Change, Science Education, Science Curriculum