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Tippett, Christine D. – International Journal of Science Education, 2016
The move from learning science from representations to learning science with representations has many potential and undocumented complexities. This thematic analysis partially explores the trends of representational uses in science instruction, examining 80 research studies on diagram use in science. These studies, published during 2000-2014, were…
Descriptors: Visual Aids, Science Education, Research Methodology, Qualitative Research
Yang, Wen-Tsung; Lin, Yu-Ren; She, Hsiao-Ching; Huang, Kai-Yi – International Journal of Science Education, 2015
This study investigated the effects of students' prior science knowledge and online learning approaches (social and individual) on their learning with regard to three topics: science concepts, inquiry, and argumentation. Two science teachers and 118 students from 4 eighth-grade science classes were invited to participate in this research. Students…
Descriptors: Prior Learning, Electronic Learning, Scientific Literacy, Knowledge Level
Nugent, Gwen; Barker, Bradley; Welch, Greg; Grandgenett, Neal; Wu, ChaoRong; Nelson, Carl – International Journal of Science Education, 2015
The purpose of this research was to develop and test a model of factors contributing to science, technology, engineering, and mathematics (STEM) learning and career orientation, examining the complex paths and relationships among social, motivational, and instructional factors underlying these outcomes for middle school youth. Social cognitive…
Descriptors: STEM Education, Middle School Students, Science Careers, Career Planning

Tytler, Russell – International Journal of Science Education, 1998
Finds that children are naturally generative in their construction of explanations but that they use conceptions in quite complex and fluid ways. Argues that naive conceptions maintain a valuable function. Contains 43 references. (DDR)
Descriptors: Concept Formation, Constructivism (Learning), Elementary Education, Foreign Countries

Taber, Keith S. – International Journal of Science Education, 1998
Addresses the interface between two scientific disciplines, chemistry and physics, and suggests that learners do not readily integrate their knowledge across such domains. Recommends further research on how demarcations encourage learners. Contains 46 references. (DDR)
Descriptors: Chemistry, Concept Formation, Foreign Countries, High Schools

Trumper, Ricardo – International Journal of Science Education, 1991
Experiences with an instructional strategy which enabled students to build for themselves the appropriate scientific concept for energy are described. This was done by pupil/teacher dialogue in small groups, in which students were expected to create for themselves a "generalization mechanism" based on their own frameworks. (KR)
Descriptors: Cognitive Development, Concept Formation, Energy, Foreign Countries

Tao, Ping-Kee – International Journal of Science Education, 2001
Explores high school students' collaborative efforts in solving qualitative physics problems and investigates how and whether confronting students with varying views improves problem solving skills. (Contains 22 references.) (DDR)
Descriptors: Cognitive Processes, Cognitive Structures, High Schools, Knowledge Representation
Conner, Lindsey; Gunstone, Richard – International Journal of Science Education, 2004
This paper reports on a qualitative case study investigation of the knowledge and use of learning strategies by 16 students in a final year high school biology class to expand their conscious knowledge of learning. Students were provided with opportunities to engage in purposeful inquiry into the biological, social and ethical aspects of cancer. A…
Descriptors: Learning Strategies, Biology, Constructivism (Learning), Metacognition

Brandt, Ludo; Elen, Jan; Hellemans, Jacqueline; Heerman, Luc; Couwenberg, Ina; Volckaert, Liesbeth; Morisse, Heidi – International Journal of Science Education, 2001
Explores whether construction of integrated knowledge structures by students can be stimulated by concept mapping and better visualization of concepts and their interrelationships. Significant effects of concept mapping as an instructional method could not be detected. (Contains 18 references.) (DDR)
Descriptors: Chemistry, Cognitive Processes, Cognitive Structures, College Curriculum

Kelsey, Elin – International Journal of Science Education, 1991
Examines how the aquarium has attempted to move from a transfer view of knowledge to a constructivist approach in its most popular general public program--the killer whale presentation. The process of change that staff underwent is similar to conceptual change processes among learners of science. Describes constructivist strategies of conceptual…
Descriptors: Adoption (Ideas), Aquariums, Cognitive Restructuring, Cognitive Style

Hegarty-Hazel, Elizabeth – International Journal of Science Education, 1991
Studies of the relationship between students' propositional knowledge (as measured by concept mapping tasks) and their study strategies (as measured by self-report questionnaires) for electricity in first-year university courses are described. The effect of propositional knowledge and prior knowledge on both conceptual knowledge and study…
Descriptors: Concept Mapping, Context Effect, Electricity, Foreign Countries

Kinchin, Ian M. – International Journal of Science Education, 2001
Speculates about reasons for the lack of use of concept mapping as an instructional strategy. Concludes that the two main barriers to its extensive adoption are the epistemological beliefs of classroom teachers and the underlying philosophy of the curriculum. (Contains 45 references.) (DDR)
Descriptors: Biology, Cognitive Processes, Cognitive Structures, College Curriculum

Lock, Roger – International Journal of Science Education, 1998
Argues that the life sciences offer potential for practical work to be undertaken outside the classroom. Explores a rationale for such work and draws on reported studies from a number of countries. Contains 44 references. (DDR)
Descriptors: Biology, Foreign Countries, Hands on Science, Higher Education

Hodson, Derek – International Journal of Science Education, 1998
Reviews the traditional definition of practical work in science, offers a different definition of it, and points out that practical work is not always laboratory based. Discusses the logistics of coordinating fieldwork. Contains 17 references. (DDR)
Descriptors: Educational Experience, Foreign Countries, Hands on Science, Higher Education

Hegarty-Hazel, Elizabeth; Prosser, Michael – International Journal of Science Education, 1991
Reports on the relationship between students' propositional knowledge, measured by concept mapping tasks, and their study strategies, measured by self-report questionnaires, as it relates to the concept of photosynthesis as presented in a first-year biology course. Results indicate that involved, purposeful study strategies, prompted by relevant…
Descriptors: Biology, College Science, Concept Mapping, Context Effect