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Muñoz-Campos, Verónica; Franco-Mariscal, Antonio-Joaquín; Blanco-López, Ángel – International Journal of Science Education, 2020
This study concerns a framework for designing Teaching-Learning Sequences that aims to integrate the implementation of scientific practices in the context of daily problems. Said framework consists of three stages (formulation of the design principles, instructional design and design of the learning activities). It is based on four design…
Descriptors: Instructional Design, Teaching Methods, Guidelines, Sequential Learning
Areljung, Sofie; Due, Karin; Ottander, Christina; Skoog, Marianne; Sundberg, Bodil – International Journal of Science Education, 2021
Researchers have provided many arguments for why drawing may contribute to science learning. However, little is known about how teachers in early childhood education (ECE) make use of drawing for science learning purposes. This article examines how teachers' views and framing of drawing activities influence the science learning opportunities…
Descriptors: Teaching Methods, Freehand Drawing, Early Childhood Education, Science Education
Koyunlu Ünlü, Zeynep; Dökme, Ilbilge – International Journal of Science Education, 2022
The first purpose of this systematic review is to describe how empirical studies on the applications of the 5E instructional model are distributed according to certain variables. The second purpose is to determine how the 5E model has shown a trend in empirical studies in the transition from inquiry-based teaching to STEM education over the years…
Descriptors: Literature Reviews, Teaching Methods, Science Education, STEM Education
Danckwardt-Lillieström, Kerstin; Andrée, Maria; Enghag, Margareta – International Journal of Science Education, 2020
Getting students to understand the particulate nature of matter is a major challenge for chemistry education. In upper secondary school students commonly struggle to distinguish between intra- and intermolecular bonding and analyse chemical bonding in terms of electronegativity. In this study, we explore how creative drama may be used in chemistry…
Descriptors: Drama, Teaching Methods, Scientific Concepts, Secondary School Science
Christidou, Dimitra; Voulgari, Iro; Tisza, Gabriella; Norouzi, Behnaz; Kinnula, Marianne; Iivari, Netta; Papavlasopoulou, Sofia; Gollerizo, Adrián; Lozano González, Jose María; Konstantinidi Sofrona, Dafni – International Journal of Science Education, 2022
Despite the increasing demand for non-formal science learning activities, few studies report on practitioners' perspectives and experiences with designing and implementing such activities worldwide. This paper focuses on their challenges by drawing upon twenty-two interviews with practitioners involved in diverse science learning activities in…
Descriptors: Science Education, Informal Education, Learning Activities, Barriers
Sevian, Hannah; Hugi-Cleary, Deirdre; Ngai, Courtney; Wanjiku, Florence; Baldoria, Jesse Mhel – International Journal of Science Education, 2018
Context-based learning (CBL) is advocated as beneficial to learners, but more needs to be understood about how different contexts used in courses influence student outcomes. Gilbert defined several models of context that appear to be used in chemistry. In one model that achieves many criteria of student meaning-making, the context is provided by…
Descriptors: Context Effect, Chemistry, Science Instruction, College Science
Vieira, Rodrigo Drumond; da Rocha Bernardo, José Roberto; Evagorou, Maria; de Melo, Viviane Florentino – International Journal of Science Education, 2015
In this article, we focus on the contributions that a simulated jury-based activity might have for pre-service teachers, especially for their active participation and learning in teacher education. We observed a teacher educator using a series of simulated juries as teaching resources to help pre-service teachers develop their pedagogical…
Descriptors: Preservice Teacher Education, Science Teachers, Persuasive Discourse, Simulation
Stender, Anita; Schwichow, Martin; Zimmerman, Corinne; Härtig, Hendrik – International Journal of Science Education, 2018
Many science curricula and standards emphasise that students should learn both scientific knowledge and the skills associated with the construction of this knowledge. One way to achieve this goal is to use inquiry-learning activities that embed the use of science process skills. We investigated the influence of scientific reasoning skills (i.e.…
Descriptors: Inquiry, Science Instruction, Cognitive Ability, Teaching Methods
Vennix, Johanna; den Brok, Perry; Taconis, Ruurd – International Journal of Science Education, 2018
The present study investigated outreach activities, developed by STEM-based companies or universities in co-creation with secondary education with the aim to inform students about and motivate them for a career in STEM by connecting the work-context with school-science. Although many of such activities are being offered, little is known about…
Descriptors: STEM Education, Secondary School Science, Student Attitudes, Student Motivation
Zhai, Xiaoming; Li, Min; Guo, Yuying – International Journal of Science Education, 2018
To explore the affordances of learning progressions (LP) in support of teachers' formal and informal formative assessment (FFA and IFA) practices, we conducted a case study with a fine-grain-sized energy LP. The study first theorises an LP-based formative assessment model, which proposes the use of LPs in clarifying learning objectives, eliciting…
Descriptors: Formative Evaluation, Teaching Methods, Science Teachers, Science Instruction
Fujinuma, Ryosuke; Wendling, Laura A. – International Journal of Science Education, 2015
There is a tendency for lecture-based instruction in large introductory science courses to strongly focus on the delivery of discipline-specific technical terminology and fundamental concepts, sometimes to the detriment of opportunities for application of learned knowledge in evidence-based critical-thinking activities. We sought to improve…
Descriptors: Large Group Instruction, Science Instruction, Student Attitudes, Online Surveys
Grusche, Sascha – International Journal of Science Education, 2017
Prismatic refraction is a classic topic in science education. To investigate how undergraduate students think about prismatic dispersion, and to see how they change their thinking when observing dispersed images, five teaching experiments were done and analysed according to the Model of Educational Reconstruction. For projection through a prism,…
Descriptors: Science Instruction, Physics, Learning Activities, Undergraduate Students
Hodson, Derek – International Journal of Science Education, 2014
This opinion piece paper urges teachers and teacher educators to draw careful distinctions among four basic learning goals: learning science, learning about science, doing science and learning to address socio-scientific issues. In elaboration, the author urges that careful attention is paid to the selection of teaching/learning methods that…
Descriptors: Science Instruction, Learning Strategies, Teaching Methods, Inquiry
Fauville, Géraldine – International Journal of Science Education, 2017
In this article, 61 high-school students learned about ocean acidification through a virtual laboratory followed by a virtual lecture and an asynchronous discussion with a marine scientist on an online platform: VoiceThread. This study focuses on the students' development of ocean literacy when prompted to ask questions to the scientist. The…
Descriptors: Oceanography, Marine Education, Asynchronous Communication, Online Courses
Hsieh, Wen-Min; Tsai, Chin-Chung – International Journal of Science Education, 2017
This cross-sectional study explored students' conceptions of science learning via drawing analysis. A total of 906 Taiwanese students in 4th, 6th, 8th, 10th, and 12th grade were asked to use drawing to illustrate how they conceptualise science learning. Students' drawings were analysed using a coding checklist to determine the presence or absence…
Descriptors: Science Instruction, Teaching Methods, Case Studies, Positive Attitudes