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Showing 1 to 15 of 87 results Save | Export
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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
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Andreas Lichtenberger; Tommi Kokkonen; Lennart Schalk – Journal of Research in Science Teaching, 2024
Multiple external representations (MERs) are useful for teaching complex content in science education. An open question is whether there is an especially effective way to sequence MERs. On the one hand, the so-called concreteness fading approach suggests starting instruction with more concrete representations and proceeding stepwise to more…
Descriptors: Physics, Science Education, Science Instruction, Teaching Methods
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Jessica L. Alzen; Kelsey Edwards; William R. Penuel; Brian J. Reiser; Cynthia Passmore; Chris D. Griesemer; Aliza Zivic; Christina Murzynski; Jason Y. Buell – Journal of Research in Science Teaching, 2023
Student participation in the science practices is more than following directions to conduct pre-determined experiments and analyze data with expected solutions. This requires classroom shifts that increase the epistemic agency of students: increase student involvement and authority in developing science knowledge and practices, rather than the…
Descriptors: Epistemology, Science Instruction, Teaching Methods, Personal Autonomy
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Emily Starrett; Michelle Jordan; Ying-Chih Chen; Carlos Meza-Torres; Jongchan Park – Journal of Research in Science Teaching, 2025
Grappling with uncertainty is an essential element of students' science learning and sense-making processes, yet literature is limited regarding how teachers can facilitate and use student scientific uncertainty as a pedagogical resource in their classrooms. Furthermore, progress on pedagogical practice depends on both the ability to notice one's…
Descriptors: Science Teachers, Teacher Attitudes, Cognitive Processes, Ambiguity (Context)
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Khishfe, Rola – Journal of Research in Science Teaching, 2023
The study investigated the influence of a connected learning approach for explicit nature of science (NOS) instruction and explicit argumentation instruction, in comparison with a non-connected approach, on students' NOS conceptions and argumentation skills. Participants comprised 42 students enrolled in two sections of grade 10 that were randomly…
Descriptors: Students, Grade 10, Teaching Methods, Science Instruction
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Beth A. Covitt; Elizabeth Xeng de los Santos; Qinyun Lin; Christie Morrison Thomas; Charles W. Anderson – Journal of Research in Science Teaching, 2024
This article reports on analyses of the instructional practices of six middle- and high-school science teachers in the United States who participated in a research-practice partnership that aims to support reform science education goals at scale. All six teachers were well qualified, experienced, and locally successful--respected by students,…
Descriptors: Science Instruction, Secondary School Students, Teacher Attitudes, Student Attitudes
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Marissa Levy; Amanda Peel; Lexie Zhao; Nicholas LaGrassa; Michael S. Horn; Uri Wilensky – Journal of Research in Science Teaching, 2025
Increasing access to computational ideas and practices is one important reason to integrate computational thinking (CT) in science classrooms. While integrating CT into science classrooms broadens exposure to computing, it may not be enough to ensure equitable participation in the science classroom. Equitable participation is crucial because…
Descriptors: Secondary School Teachers, Science Teachers, Teacher Attitudes, Teaching Methods
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Stammes, Hanna; Henze, Ineke; Barendsen, Erik; de Vries, Marc – Journal of Research in Science Teaching, 2023
Design-based learning is considered a powerful way to help students apply and develop understanding of science concepts, but research has shown that the success of this approach is not a given. Examining students' understanding of science concepts in various design-based learning contexts has thus continued to be an important field of research. To…
Descriptors: Design, Teaching Methods, Concept Formation, Scientific Concepts
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Luft, Julie A.; Navy, Shannon L.; Wong, Sissy S.; Hill, Kathleen M. – Journal of Research in Science Teaching, 2022
The early years of teaching are important for science teachers, but little is known about how science teachers develop professionally in their early years. This mixed methods study took a longitudinal view of the early years of teaching. Following 95 secondary science teachers over a 5-year period, this study examined the beliefs, pedagogical…
Descriptors: Beginning Teachers, Science Instruction, Teacher Attitudes, Teaching Methods
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Jeffrey Nordine; Marcus Kubsch; David Fortus; Joseph Krajcik; Knut Neumann – Journal of Research in Science Teaching, 2024
One reason for the widespread use of the energy concept across the sciences is that energy analysis can be used to interpret the behavior of systems even if one does not know the particular mechanisms that underlie the observed behavior. By providing an approach to interpreting unfamiliar phenomena, energy provides a lens on phenomena that can set…
Descriptors: Middle School Students, Energy, Scientific Concepts, Science Instruction
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Martin Schwichow; Anastasios Zoupidis – Journal of Research in Science Teaching, 2024
Floating and sinking (FS) is a key topic in science education, both at primary and secondary levels. The interpretation of FS phenomena, however, is challenging due to the difficulty of the scientific concepts and explanatory models involved (e.g., density, buoyancy), along with students' everyday experiences, which conflict with scientific…
Descriptors: Scientific Concepts, Science Education, Meta Analysis, Effect Size
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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
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Kang, Hosun; Talafian, Hamideh; Tschida, Paul – Journal of Research in Science Teaching, 2023
This study explores the role of unconventional forms of classroom assessments in expanding minoritized students' opportunities to learn (OTL) in high school physics classrooms. In this research + practice partnership project, high school physics teachers and researchers co-designed a unit about momentum to expand minoritized students' meaningful…
Descriptors: Secondary School Students, Grade 11, Grade 12, Evaluation Methods
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Tytler, Russell; Prain, Vaughan; Aranda, George; Ferguson, Joseph; Gorur, Radhika – Journal of Research in Science Teaching, 2020
Despite mixed results in research on student learning from drawing in science, there is growing interest in the potential for this visual mode, in tandem with other modes, to enact and enable student reasoning in this subject. Building on current research in this field, and using a micro-ethnographic approach informed by socio-semiotic…
Descriptors: Learning Processes, Thinking Skills, Freehand Drawing, Science Instruction
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Charro, Elena – Journal of Research in Science Teaching, 2021
A curricular Delphi study was carried out to help improve and develop scientific training for secondary school students in Spain. Using the Delphi method, the authors analyzed the degree of consensus among more than 100 stakeholders' answers to the question, "What aspects of science education are considered desirable for a (Spanish)…
Descriptors: Foreign Countries, Secondary School Students, Secondary School Science, Science Education
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