NotesFAQContact Us
Collection
Advanced
Search Tips
Showing all 4 results Save | Export
Peer reviewed Peer reviewed
Direct linkDirect link
Lin, Yulan I.; Son, Ji Y.; Rudd, James A., II – International Journal of Science Education, 2016
Experts are more proficient in manipulating and translating between multiple representations (MRs) of a given concept than novices. Studies have shown that instruction using MR can increase student understanding of MR, and one model for MR instruction in chemistry is the chemistry triplet proposed by Johnstone. Concreteness fading theory suggests…
Descriptors: Chemistry, Science Instruction, Scientific Concepts, Teaching Methods
Peer reviewed Peer reviewed
Direct linkDirect link
Peterman, Karen; Cranston, Kayla A.; Pryor, Marie; Kermish-Allen, Ruth – International Journal of Science Education, 2015
This case study was conducted within the context of a place-based education project that was implemented with primary school students in the USA. The authors and participating teachers created a performance assessment of standards-aligned tasks to examine 6-10-year-old students' graph interpretation skills as part of an exploratory research…
Descriptors: Case Studies, Place Based Education, Elementary School Students, Elementary School Teachers
Peer reviewed Peer reviewed
Direct linkDirect link
Patrick, Patricia; Mathews, Cathy; Tunnicliffe, Sue Dale – International Journal of Science Education, 2013
This study investigated whether listening to spontaneous conversations of elementary students and their teachers/chaperones, while they were visiting a zoo, affected preservice elementary teachers' conceptions about planning a field trip to the zoo. One hundred five preservice elementary teachers designed field trips prior to and after…
Descriptors: Elementary School Students, Elementary School Teachers, Field Trips, Interpersonal Communication
Peer reviewed Peer reviewed
Direct linkDirect link
Cross, Dionne; Taasoobshirazi, Gita; Hendricks, Sean; Hickey, Daniel T. – International Journal of Science Education, 2008
In this paper we explore the relationship between learning gains, measured through pre-assessment and post-assessment, and engagement in scientific argumentation. In order to do so, this paper examines group discourse and individual learning during the implementation of NASA Classroom of the Future's BioBLAST![R] (BB) software program in a high…
Descriptors: Persuasive Discourse, Coding, Biology, Science Instruction