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Direct linkPols, C. F. J.; Dekkers, P. J. J. M.; de Vries, M. J. – International Journal of Science Education, 2022
Secondary school students often only use the rules for doing scientific inquiry when prompted, as if they fail to see the point of doing so. This qualitative design study explores conditions to address this problem in school science inquiry. Dutch students (N = 22, aged 14-15) repeatedly consider the quality of their work: in a conventional,…
Descriptors: Physics, Science Instruction, Active Learning, Standards
Stender, Anita; Brückmann, Maja; Neumann, Knut – International Journal of Science Education, 2017
This study investigates the relationship between two different types of pedagogical content knowledge (PCK): the topic-specific professional knowledge (TSPK) and practical routines, so-called teaching scripts. Based on the Transformation Model of Lesson Planning, we assume that teaching scripts originate from a transformation of TSPK during lesson…
Descriptors: Pedagogical Content Knowledge, Lesson Plans, Teacher Characteristics, Beliefs
Struyf, Annemie; De Loof, Haydée; Boeve-de Pauw, Jelle; Van Petegem, Peter – International Journal of Science Education, 2019
In this paper, we explore how students' engagement varies in different STEM (Science, Technology, Engineering, Mathematics) learning environments. More specifically, we focus on the significance of a learning environment applying an integrated STEM (iSTEM) approach and the significance of STEM learning environments' student-centredness. Moreover,…
Descriptors: Learner Engagement, STEM Education, Educational Environment, Educational Practices
