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Showing 1 to 15 of 25 results Save | Export
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Kim, Mijung; Jin, Qingna – International Journal of Science Education, 2022
Visualisation has been a critical means of scientific reasoning, knowledge development, and communication. In science classrooms, visualisation plays significant roles for teaching and learning. To better understand the landscape of the existing research on visualisation for supporting student science learning in K to 12 classroom contexts, we…
Descriptors: Science Instruction, Elementary Secondary Education, Visualization, Comparative Analysis
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Nyarko, Samuel Cornelius; Rudge, David Wyss – International Journal of Science Education, 2022
Current science education efforts emphasise the need to train students to understand the nature of scientific work. In geosciences, training students to understand how science works does not only promote their interest and community engagement in the field, but also has the potential to promote awareness and ethics. However, instructional…
Descriptors: History, Science Instruction, Teaching Methods, Plate Tectonics
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Ferguson, Joseph Paul; Tytler, Russell; White, Peta – International Journal of Science Education, 2022
Reporting on a Grade 4 teaching and learning sequence, we highlight foundational constructs of measurement and data modelling which are fundamental to competence development in both science and mathematics. The sequence involved students generating and representing measures of their teacher's arm-span, with a focus on the invention and refinement…
Descriptors: Aesthetics, Data Analysis, Educational Philosophy, Teaching Methods
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Kulgemeyer, Christoph; Hörnlein, Madeleine; Sterzing, Fabian – International Journal of Science Education, 2022
Studies have shown the potential of explainer videos. An alternative is a written explanation, as found in science textbooks. Prior research suggests that instructional explanations sometimes lead to the belief that a topic has been fully understood, even though that is, not the case. This 'illusion of understanding' may be affected by the medium…
Descriptors: Physics, Science Instruction, Teaching Methods, Student Motivation
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Todd, Amber; Romine, William L. – International Journal of Science Education, 2017
Research in learning progressions (LPs) has been essential towards building understanding of how students' ideas change over time. There has been little work, however, into how ideas between separate but related constructs within a multi-faceted LP relate. The purpose of this paper is to elaborate on the idea of "progression webs" to…
Descriptors: Science Instruction, Biology, Genetics, Undergraduate Students
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Lucas, Lyrica; Helikar, Tomáš; Dauer, Joseph – International Journal of Science Education, 2022
Comprehensive understanding of complex biological systems necessitates the use of computational models because they facilitate visualisation and interrogation of system dynamics and data-driven analysis. Computational model-based (CMB) activities have demonstrated effectiveness in improving students' understanding and their ability to use and…
Descriptors: Cytology, Science Instruction, Teaching Methods, Biology
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Kluge, Anders – International Journal of Science Education, 2019
This article investigates how interactive representations can be used to enhance conceptual learning. It is a naturalistic study of 14 students in four groups aged 16--17 years working with an interactive simulator. The article is based on qualitative data to enable analyses of the students' processes of conceptual learning as interactive…
Descriptors: Science Instruction, Secondary School Students, Computer Simulation, Learning Processes
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Åhman, Niclas; Jeppsson, Fredrik – International Journal of Science Education, 2020
In science education research, there is a growing body of studies focusing on the role of multiple representations in pupils' learning. This study is based on a social semiotic perspective and in the analysis, there is a special focus on how the content is conveyed and how relations are created through interaction between teachers/pupils and the…
Descriptors: Science Instruction, Teaching Methods, Video Technology, Audio Equipment
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Núñez, Rafael – International Journal of Science Education, 2015
The last couple of decades have seen an enormous development in the study of embodied cognition through the investigation of conceptual mappings, such as conceptual metaphor and conceptual blending. Initially, this progress was achieved at a theoretical level, and more recently through empirical research in basic science--from psycholinguistics,…
Descriptors: Cognitive Mapping, Concept Formation, Scientific Concepts, Schemata (Cognition)
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Cheong, Irene Poh-Ai; Johari, Marliza; Said, Hardimah; Treagust, David F. – International Journal of Science Education, 2015
The need for renewable and non-fossil fuels is now recognised by nations throughout the world. Consequently, an understanding of alternative energy is needed both in schools and in everyday life-long learning situations. This study developed a two-tier instrument to diagnose students' understanding and alternative conceptions about alternative…
Descriptors: Secondary School Students, Energy, Teaching Methods, Science Instruction
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Ngai, Courtney; Sevian, Hannah; Talanquer, Vicente – International Journal of Science Education, 2014
Given the diversity of materials in our surroundings, one should expect scientifically literate citizens to have a basic understanding of the core ideas and practices used to analyze chemical substances. In this article, we use the term 'chemical identity' to encapsulate the assumptions, knowledge, and practices upon which chemical…
Descriptors: Science Instruction, Chemistry, Scientific Concepts, Concept Formation
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Givry, Damien; Tiberghien, Andree – International Journal of Science Education, 2012
In literature, several processes have been suggested to describe conceptual changes being undertaken. However, a few parts of studies analyse in great detail which students' learning processes are involved in physics classes during teaching, and how they are used. Following a socio-constructivist approach using tools coming from discourse…
Descriptors: Video Technology, Constructivism (Learning), Student Evaluation, Written Language
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Tytler, Russell; Prain, Vaughan – International Journal of Science Education, 2010
Recent accounts by cognitive scientists of factors affecting cognition imply the need to reconsider current dominant conceptual theories about science learning. These new accounts emphasize the role of context, embodied practices, and narrative-based representation rather than learners' cognitive constructs. In this paper we analyse data from a…
Descriptors: Concept Formation, Cognitive Psychology, Science Education, Learning Processes
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Gilbert, John K.; Bulte, Astrid M. W.; Pilot, Albert – International Journal of Science Education, 2011
"Context-based courses" are increasingly used in an address to the major challenges that science education currently faces: lack of clear purpose, content overload, incoherent learning by students, lack of relevance to students, and lack of transfer of learning to new contexts. In this paper, four criteria for the design of context-based courses…
Descriptors: Transfer of Training, Concept Formation, Science Education, Instructional Design
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Taber, Keith S. – International Journal of Science Education, 2008
Two reasons are suggested for studying the degree of conceptual integration in student thinking. The linking of new material to existing knowledge is an important aspect of meaningful learning. It is also argued that conceptual coherence is a characteristic of scientific knowledge and a criterion used in evaluating new theories. Appreciating this…
Descriptors: Scientific Principles, Thinking Skills, Concept Formation, Case Studies
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