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Chowning, Jeanne T. – Journal of Research in Science Teaching, 2022
Argumentation is a central epistemic process contributing to the generation, evaluation, and application of scientific knowledge. A key challenge for science educators and researchers is to understand how the important social and discursive ("social dialogic") dimensions of argumentation can be implemented in learning environments. This…
Descriptors: Science Teachers, Persuasive Discourse, Professional Development, Science Laboratories
Alvir S. Sangha; Dermot F. Donnelly-Hermosillo; Frederick P. Nelson – Journal of Research in Science Teaching, 2024
Phenomena-based approaches have become popular for elementary school teachers to engage children's innate curiosity in the natural world. However, integrating such phenomena-based approaches in existing science courses within teacher education programs present potential challenges for both preservice elementary teachers (PSETs) and for laboratory…
Descriptors: Elementary School Teachers, Personality Traits, Elementary School Students, Science Education
Huang, Ying – Journal of Research in Science Teaching, 2022
Based on quantitative survey data collected from an inquiry-based general chemistry laboratory course, the current study used marginal models to evaluate changes in students' teamwork and problem-solving skills, attitudes to teamwork, and willingness to explore new issues before and after the course. The results suggest that introductory-level…
Descriptors: Inquiry, Active Learning, Science Education, Science Laboratories
Puntambekar, Sadhana; Gnesdilow, Dana; Dornfeld Tissenbaum, Catherine; Narayanan, N. Hari; Rebello, N. Sanjay – Journal of Research in Science Teaching, 2021
Research exploring students' learning from physical and virtual labs has suggested that on the whole, students learn science content just as well, if not better from virtual labs as they do from physical labs. However, the affordances of physical labs might support the learning of specific skills and competencies that are just as crucial for…
Descriptors: Science Laboratories, Computer Simulation, Educational Technology, Technology Uses in Education
Harris, Emily M.; Ballard, Heidi L. – Journal of Research in Science Teaching, 2021
To address the limited time and support for elementary science, science instruction is sometimes distributed among classroom teachers, science specialists, and informal science educators, creating a complex school science culture. We investigate how student agency may be enabled and constrained when school science learning happens simultaneously…
Descriptors: Environmental Education, Elementary School Science, Elementary School Students, Grade 3
Curry, Kevin W., Jr.; Spencer, Dan; Pesout, Ondra; Pigford, Kimberly – Journal of Research in Science Teaching, 2020
Science writing, such as lab reports, allows students to form a meaningful understanding of scientific concepts. However, students often view scientific writing as unimportant and utilize surface level approaches when completing writing assignments. The current study implemented three experimental interventions (directly-communicated,…
Descriptors: Biology, Science Instruction, Science Laboratories, Writing (Composition)
Schmidt, Jennifer A.; Rosenberg, Joshua M.; Beymer, Patrick N. – Journal of Research in Science Teaching, 2018
Science education reform efforts in the Unites States call for a dramatic shift in the way students are expected to engage with scientific concepts, core ideas, and practices in the classroom. This new vision of science learning demands a more complex conceptual understanding of student engagement and research models that capture both the…
Descriptors: Science Education, Learner Engagement, Learning Activities, Multivariate Analysis
DeKorver, Brittland K.; Towns, Marcy H. – Journal of Research in Science Teaching, 2016
Efforts to reform undergraduate chemistry laboratory coursework typically focus on the curricula of introductory-level courses, while upper-level courses are bypassed. This study used video-stimulated recall to interview 17 junior- and senior- level chemistry majors after they carried out an experiment as part of a laboratory course. It is assumed…
Descriptors: Undergraduate Students, Chemistry, Science Instruction, Science Laboratories
Wheeler, Lindsay B.; Maeng, Jennifer L.; Chiu, Jennie L.; Bell, Randy L. – Journal of Research in Science Teaching, 2017
This study explores the relationship between teaching assistants (TAs) and student learning in undergraduate science laboratory classes. TAs typically instruct laboratory courses, yet little, if any, research examines professional development (PD) for TAs or relationships between instructors and students in laboratory settings. The use of…
Descriptors: Teaching Assistants, Science Instruction, Science Laboratories, Undergraduate Students
Itzek-Greulich, Heike; Vollmer, Christian – Journal of Research in Science Teaching, 2017
Students' interest in science declines in secondary school. Therefore, motivating students to become competent and engaged in science topics that are relevant for their everyday lives is an important goal, so they can be better citizens and decision makers with socioscientific issues (e.g., climate change and waste disposal). The present study…
Descriptors: Science Laboratories, Item Response Theory, Hierarchical Linear Modeling, Student Interests