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Özge Can Aran; Erin Marie Furtak; Jason Y. Buell – International Journal of Science Education, 2024
International science education reforms seek to support teachers in using everyday assessment to draw out and work with student ideas; however, developing these instructional practices requires time and support. This paper investigates how a professional development program supported high school chemistry teachers to learn about formative…
Descriptors: Chemistry, Science Teachers, Science Instruction, Classroom Techniques
Pablo Antonio Archila; Carlos Forero; Anne-Marie Truscott de Mejía; Silvia Restrepo – International Journal of Science Education, 2024
The internationalisation of higher education as well as the emergence of evidence for the claim that bi/multilingualism in science should be the norm, not just an option, are conditions that explain the rise in university bilingual science courses. Thus far, however, little is known about how to foster bilingual scientific argumentation in this…
Descriptors: Bilingualism, Electronic Publishing, Information Dissemination, Science Process Skills
Grangeat, Michel; Harrison, Christine; Dolin, Jens – International Journal of Science Education, 2021
This article introduces this special issue by addressing the types of assessment practices that are possible within STEM inquiry classrooms, where the focus is on noticing, developing, and improving inquiry competencies. Three domains are explored: informal formative assessment occurring in classroom interactions; structured formative assessment…
Descriptors: Evaluation Methods, STEM Education, Inquiry, Active Learning
Archila, Pablo Antonio; Barbosa, Valentina; Gravier, Gissel; Levy, Laura; Ortiz, Brigithe Tatiana; Wilches, Luciana; de Mejía, Anne-Marie Truscott; Restrepo, Silvia – International Journal of Science Education, 2022
Recent studies show that the exploration of ways to involve students in effective bi/multilingual science education is gaining attention at all educational levels. Introducing students to the construction of bilingual scientific argument maps--visual representations of scientific argument structure using two languages--contributes to the quality…
Descriptors: Peer Evaluation, Feedback (Response), Bilingual Education, Science Education
Grob, Regula; Holmeier, Monika; Labudde, Peter – International Journal of Science Education, 2021
In this study, 34 trials of formal formative assessment activities in the context of inquiry-based science education (IBSE) from Swiss primary and upper secondary school teachers will be analysed. The aim will be to explore the formal formative assessment activities implemented in IBSE at different school levels. The trials (14 from primary…
Descriptors: Formative Evaluation, Foreign Countries, Active Learning, Inquiry
Zlabkova, Iva; Petr, Jan; Stuchlikova, Iva; Rokos, Lukas; Hospesova, Alena – International Journal of Science Education, 2021
Teachers' understanding of formative assessment is quite essential for its implementation in everyday classroom practices [Heritage, M. (2007). Formative assessment: What do teachers need to know and do? "Phi Delta Kappan," 89(2), 140-145]. This study investigates the development of teachers' perspective on formative peer assessment when…
Descriptors: Teacher Attitudes, Formative Evaluation, Peer Evaluation, Science Teachers
Ochsen, Sabrina; Bernholt, Andrea; Grund, Simon; Bernholt, Sascha – International Journal of Science Education, 2023
Students' interest is considered an important learning outcome, but it is also a relevant predictor for student learning, and future vocational choices. According to numerous studies, however, students' interest in STEM fields usually declines during the course of secondary education. From the perspective of science education, it is therefore…
Descriptors: Formative Evaluation, Grade 9, Chemistry, Science Instruction
Rached, Elie; Grangeat, Michel – International Journal of Science Education, 2021
Discursive formative assessment (FA) practices during instruction have grown in importance in the education literature as a way of improving teaching and learning. This study involves three years of design-based research as part of an educational project. We examine lower secondary school teachers' qualitative Informal Formative assessment (IFA)…
Descriptors: Secondary School Teachers, Formative Evaluation, Classroom Communication, Discussion (Teaching Technique)
Westbroek, Hanna B.; van Rens, Lisette; van den Berg, Ed; Janssen, Fred – International Journal of Science Education, 2020
Assessment for learning (AfL) and differentiated instruction (DI) both imply a focus on learning processes and affect student learning positively. However, both AfL and DI prove to be difficult to implement for teachers. Two chemistry and two physics teachers were studied when designing and implementing the formative assessment of conceptual…
Descriptors: Formative Evaluation, Individualized Instruction, Student Evaluation, Science Teachers
Nieminen, Pasi; Hähkiöniemi, Markus; Viiri, Jouni – International Journal of Science Education, 2021
This case study examined teachers' on-the-fly formative assessment conversations, that is, how teachers collect information from students' thinking and use that information to support their learning during teacher-student interactions. Previous studies have typically analysed whole-class discussions on the level of speaking turns, and have…
Descriptors: Physics, Science Instruction, Formative Evaluation, Grade 7
Cowie, Bronwen; Harrison, Christine – International Journal of Science Education, 2021
This paper provides both a summary and plenary paper for a Special Issue of papers that build on the findings of a research project that investigated formative and summative assessment methods to support and to improve inquiry-based science teaching and learning. The paper aims to unravel some of the complexity that underpins classroom assessment…
Descriptors: Inquiry, Active Learning, Science Instruction, Formative Evaluation
Carpenter, Stacey L.; Kim, Jiwon; Nilsen, Katherine; Irish, Tobias; Bianchini, Julie A.; Berkowitz, Alan R. – International Journal of Science Education, 2020
We investigated 10 secondary science teachers' facilitation of classroom discussions to examine how they went beyond eliciting student ideas to working with student ideas to support sensemaking. We qualitatively analysed video records of instruction and focussed our analysis on discussions stemming from formative assessments embedded in learning…
Descriptors: Science Teachers, Middle School Teachers, High School Teachers, Classroom Communication
Ramnarain, Umesh; Dlamini, Thandiwe; Bansal, Garima; Dhurumraj, Thasmai – International Journal of Science Education, 2022
This study explored five Life Sciences teachers' practices of formative assessment when enacting an inquiry-based pedagogy. The ESRU cycle (teacher "Elicits" a response; the Student responds; the teacher "Recognises" the student's response; and then "Uses" the information collected to support student learning) was…
Descriptors: Formative Evaluation, Active Learning, Teacher Student Relationship, Teaching Methods
Kritzinger, Angelique; Lemmens, Juan-Claude; Potgieter, Marietjie – International Journal of Science Education, 2021
Growing class sizes and the rapid advancement of information technology have prompted institutions to implement blended learning in their academic offering. There are few reports in the literature on a holistic assessment of the effectiveness of the instructional design of blended learning courses for large classes. We defined effectiveness from a…
Descriptors: Biology, Science Instruction, Blended Learning, Educational Technology
Archila, Pablo Antonio; Molina, Jorge; Truscott de Mejía, Anne-Marie – International Journal of Science Education, 2018
Formative assessment, bilingualism, and argumentation when combined can enrich bilingual scientific literacy. However, argumentation receives little attention in the practice of bilingual science education. This article describes the effect of a formative assessment-based pedagogical strategy in promoting university students' argumentation. It…
Descriptors: Formative Evaluation, Persuasive Discourse, Bilingual Education, Science Instruction