NotesFAQContact Us
Collection
Advanced
Search Tips
Source
Journal of Research in…45
Audience
Teachers3
Laws, Policies, & Programs
Assessments and Surveys
What Works Clearinghouse Rating
Showing 1 to 15 of 45 results Save | Export
Peer reviewed Peer reviewed
Direct linkDirect link
Anna Garrido; Digna Couso – Journal of Research in Science Teaching, 2025
The importance of models and modeling in science education is well-recognized, yet there exists significant polysemy among these terms within the literature. This ambiguity often leads to confusion, particularly regarding whether modeling represents an expected student performance, an instructional strategy to promote such performance, or both.…
Descriptors: Science Education, Learner Engagement, Models, Educational Practices
Peer reviewed Peer reviewed
Direct linkDirect link
Jason McCartney – Journal of Research in Science Teaching, 2024
Science should provide students an accurate and contemporary education on genetic influence, particularly how it impacts trait variability and developmental norms. Stories involving familial, racial, and sexual differences routinely appear in the popular media and sales of over-the-counter genetic tests are mounting. Unfortunately, research…
Descriptors: Genetics, Science Instruction, Teaching Methods, History
Peer reviewed Peer reviewed
Direct linkDirect link
Chan, Kennedy Kam Ho – Journal of Research in Science Teaching, 2023
As more and more science teacher educators are subscribing to a practice-based teacher education curriculum, it is becoming increasingly necessary to identify and articulate smaller grain-sized teaching practices nested within a core practice in important instructional contexts in order to facilitate preservice science teachers' (PSTs') learning…
Descriptors: Science Teachers, Preservice Teacher Education, Thinking Skills, Teaching Methods
Peer reviewed Peer reviewed
Direct linkDirect link
Idsardi, Robert C.; Luft, Julie A.; Wingfield, Jenna L.; Whitt, Blake; Barriga, Paola A.; Lang, Jason D. – Journal of Research in Science Teaching, 2023
Supporting changes in undergraduate science, technology, engineering, and mathematics (STEM) instruction requires an understanding of the relationship between STEM instructors' conceptions and practices. In this study, the authors used the Teacher-Centered Systematic Reform (TCSR) model as a framework to understand how instructors' conceptions are…
Descriptors: STEM Education, College Faculty, Teacher Attitudes, Educational Change
Peer reviewed Peer reviewed
Direct linkDirect link
Steven T. Kalinowski; Avital Pelakh – Journal of Research in Science Teaching, 2024
This article presents a simple, cognitive theory of science and learning. The first section of the paper develops the theory's two main propositions: (i) A wide range of scientific activities rely heavily on one type of reasoning, hypothetical thinking, and (ii) This type of reasoning is also useful to students for learning science content. The…
Descriptors: Epistemology, Science Education, Scientific Research, Taxonomy
Peer reviewed Peer reviewed
Direct linkDirect link
Lautaro Cabrera; Diane Jass Ketelhut; Kelly Mills; Heather Killen; Merijke Coenraad; Virginia L. Byrne; Jandelyn Dawn Plane – Journal of Research in Science Teaching, 2024
As professional science becomes increasingly computational, researchers and educators are advocating for the integration of computational thinking (CT) into science education. Researchers and policymakers have argued that CT learning opportunities should begin in elementary school and span across the K-12 grades. While researchers and policymakers…
Descriptors: Computer Science Education, Thinking Skills, Science Education, Elementary School Students
Peer reviewed Peer reviewed
Direct linkDirect link
Hulings, Melissa – Journal of Research in Science Teaching, 2022
This study sought to better understand how past science learning experiences affected preservice elementary teachers, both in terms of their own self-efficacy and their perceptions of science teaching and learning at the beginning of their science methods course. Following an explanatory sequential mixed methods design, this study first involved…
Descriptors: Preservice Teachers, Elementary School Teachers, Student Experience, Science Instruction
Peer reviewed Peer reviewed
Direct linkDirect link
Van Dusen, Ben; Nissen, Jayson – Journal of Research in Science Teaching, 2020
We investigated the intersectional nature of race/racism and gender/sexism in broad scale inequities in physics student learning using a critical quantitative intersectionality. To provide transparency and create a nuanced picture of learning, we problematized the measurement of equity by using two competing operationalizations of equity:…
Descriptors: Science Instruction, Physics, Racial Bias, Gender Bias
Peer reviewed Peer reviewed
Direct linkDirect link
Ralph, Vanessa R.; Scharlott, Leah J.; Schwarz, Cara E.; Becker, Nicole M.; Stowe, Ryan L. – Journal of Research in Science Teaching, 2022
Many conversations surrounding improvement of large-enrollment college science, technology, engineering & mathematics (STEM) courses focus primarily (or solely) on changing instructional practices. By reducing dynamic, complex learning environments to collections of teaching methods, we neglect other meaningful parts of a course ecosystem…
Descriptors: Large Group Instruction, Science Instruction, Chemistry, Educational Environment
Peer reviewed Peer reviewed
Direct linkDirect link
Barron, Hillary A.; Brown, Julie C.; Cotner, Sehoya – Journal of Research in Science Teaching, 2021
Science as an enterprise has been and continues to be exclusionary, perpetuating inequities among whose voice is heard as well as what/whose knowledge is recognized as valid. Women, people of color, and persons with disabilities are still vastly outnumbered in science and engineering by their White, male counterparts. These types of imbalances…
Descriptors: Culturally Relevant Education, Science Instruction, Teaching Methods, Undergraduate Students
Peer reviewed Peer reviewed
Direct linkDirect link
Göhner, Maximilian Felix; Bielik, Tom; Krell, Moritz – Journal of Research in Science Teaching, 2022
Worldwide, teachers are expected to engage their students in authentic practices, like scientific modeling. Research suggests that teachers experience challenges when integrating modeling in their classroom instruction, with one explanation that teachers themselves lack the necessary modeling competence. Currently, theoretical conceptualizations…
Descriptors: Preservice Teachers, Science Teachers, Secondary School Teachers, Biology
Peer reviewed Peer reviewed
Direct linkDirect link
Kulgemeyer, Christoph; Borowski, Andreas; Buschhüter, David; Enkrott, Patrick; Kempin, Maren; Reinhold, Peter; Riese, Josef; Schecker, Horst; Schröder, Jan; Vogelsang, Christoph – Journal of Research in Science Teaching, 2020
Professional knowledge is an important source of science teachers' actions in the classroom (e.g., personal professional content knowledge [pedagogical content knowledge, PCK] is the source of enacted PCK in the refined consensus model [RCM] for PCK). However, the evidence for this claim is ambiguous at best. This study applied a cross-lagged…
Descriptors: Knowledge Level, Science Teachers, Pedagogical Content Knowledge, Physics
Peer reviewed Peer reviewed
Direct linkDirect link
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
Peer reviewed Peer reviewed
Direct linkDirect link
Oliveira, Alandeom W.; Brown, Adam O. – Journal of Research in Science Teaching, 2016
Although the practice of giving examples is central to the effective teaching and learning of science, it has been the object of little educational research. The present study attends to this issue by systematically examining the exemplification practices of a university professor and his students' learning experiences during a biology lecture on…
Descriptors: Science Instruction, Teaching Methods, Learning Strategies, Educational Strategies
Peer reviewed Peer reviewed
Direct linkDirect link
Curry, Kevin W., Jr.; Spencer, Dan; Pesout, Ondra; Pigford, Kimberly – Journal of Research in Science Teaching, 2020
Science writing, such as lab reports, allows students to form a meaningful understanding of scientific concepts. However, students often view scientific writing as unimportant and utilize surface level approaches when completing writing assignments. The current study implemented three experimental interventions (directly-communicated,…
Descriptors: Biology, Science Instruction, Science Laboratories, Writing (Composition)
Previous Page | Next Page »
Pages: 1  |  2  |  3