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Ottenhof, Koen; Westbroek, Hanna; van Muijlwijk-Koezen, Jacqueline; Meeter, Martijn; Janssen, Fred – International Journal of Science Education, 2022
Promoting problem-solving in students is an important aim of secondary science education. There is a mismatch, however, between the complex, ill-structured nature of realistic scientific problems, versus the well-structured problems students are generally confronted with. The current study investigates a teaching-learning strategy that resolves…
Descriptors: Ecology, Thinking Skills, Problem Solving, Secondary School Science
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Baur, Armin – International Journal of Science Education, 2023
Student problems (preconceptions, errors, and learner-specific approaches) that arise when planning and conducting experiments are relevant for lesson planning and the further development of teaching practice overall. student problems are understood as a learning opportunity. So far, little attention has been paid to the relationships between…
Descriptors: Science Education, Science Experiments, Inquiry, Misconceptions
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Pals, Frits F. B.; Tolboom, Jos L. J.; Suhre, Cor J. M.; van Geert, Paul L. C. – International Journal of Science Education, 2018
How can science teachers support students in developing an appropriate declarative knowledge base for solving problems? This article focuses on the question whether the development of students' memory of scientific propositions is better served by writing propositions down on paper or by making drawings of propositions either by silent or…
Descriptors: Memorization, Learning Strategies, Science Education, Problem Solving
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Ho, Hsin-Ning Jessie; Liang, Jyh-Chong – International Journal of Science Education, 2015
This study explores the relationships among Taiwanese high school students' scientific epistemic beliefs (SEBs), conceptions of learning science (COLS), and motivation of learning science. The questionnaire responses from 470 high school students in Taiwan were gathered for analysis to explain these relationships. The structural equation modeling…
Descriptors: Foreign Countries, High School Students, Epistemology, Beliefs
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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
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Mercan, Fatih Caglayan – International Journal of Science Education, 2012
This study examines the epistemic beliefs about justification employed by physics undergraduate and graduate students and faculty in the context of solving a standard classical physics problem and a frontier physics problem. Data were collected by a think-aloud problem solving session followed by a semi-structured interview conducted with 50…
Descriptors: Physics, Problem Solving, Protocol Analysis, College Students
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Yoon, Heojeong; Woo, Ae Ja; Treagust, David; Chandrasegaran, A. L. – International Journal of Science Education, 2014
The efficacy of problem-based learning (PBL) in an analytical chemistry laboratory course was studied using a programme that was designed and implemented with 20 students in a treatment group over 10 weeks. Data from 26 students in a traditional analytical chemistry laboratory course were used for comparison. Differences in the creative thinking…
Descriptors: Preservice Teacher Education, Chemistry, Problem Based Learning, Laboratory Experiments
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Cheng, Peter C-H.; Shipstone, David M. – International Journal of Science Education, 2003
Presents results of preliminary trials that suggest that the program devised helped UK Year 12 (A-level) learners develop useful concepts of current and voltage, acquire a more integrated understanding of circuit behavior, and overcome their tendencies towards localized and sequential reasoning. Provides learners with a valuable aid for problem…
Descriptors: Concept Formation, Electric Circuits, Foreign Countries, Learning Strategies
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Rozier, S.; Viennot, L. – International Journal of Science Education, 1991
Described are how students (n=2,000) reduce the complexity of multivariable problems. Tendencies toward "functional reduction" in common reasoning are shown to range from a simple reduction in the number of variables considered, to a more elaborate procedure where all variables are taken into account, but in a simplified way involving…
Descriptors: Abstract Reasoning, Cognitive Development, Foreign Countries, Higher Education
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Cheng, Peter C-H.; Shipstone, David M. – International Journal of Science Education, 2003
Describes an approach to the teaching of electricity that uses box and AVOW diagrams, novel representations of the properties of the electric circuit that portray current, voltage, resistance, and power. The diagrams were developed as aids in learning, understanding, and problem solving and to promote conceptual change by challenging a number of…
Descriptors: Cognitive Development, Concept Formation, Electric Circuits, Electricity
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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
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Buckley, Barbara C. – International Journal of Science Education, 2000
Documents a case of model-building in biology through microanalysis of one student's interaction with "Science for Living: The Circulatory System (SFL)", an interactive multimedia resource prototype for research. Describes the student's learning goals, gains, and activities with particular attention to interactions with representations,…
Descriptors: Biology, Cardiovascular System, Epistemology, Evaluation
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Hung, Woei; Jonassen, David H. – International Journal of Science Education, 2006
College students often experience difficulties in solving physics problems. These difficulties largely result from a lack of conceptual understanding of the topic. The processes of conceptual learning reflect the nature of the causal reasoning process. Two major causal reasoning methods are the covariational and the mechanism-based approaches.…
Descriptors: Physics, College Students, College Science, Attribution Theory
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Gilbert, John K.; Reiner, Miriam – International Journal of Science Education, 2000
If science education is to be related as closely as possible to science, then Thought Experiments (TEs) must play an appropriate part. Presents a typology of TEs with examples drawn from the history of physics and addresses their various uses in bringing about students' conceptual development. Finds appropriate use of TEs is lacking in physics…
Descriptors: Cognitive Processes, High Schools, Higher Education, Learning Strategies
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Lubben, Fred; Ramsden, Judith Bennett – International Journal of Science Education, 1998
Reports on a study of the views of teachers and staff on the introduction of individual investigative work into the precollege, advanced-level chemistry courses in Great Britain. Contains 21 references. (DDR)
Descriptors: Chemistry, Course Content, Foreign Countries, Hands on Science
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