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Steven T. Kalinowski; Avital Pelakh – Journal of Research in Science Teaching, 2024
This article presents a simple, cognitive theory of science and learning. The first section of the paper develops the theory's two main propositions: (i) A wide range of scientific activities rely heavily on one type of reasoning, hypothetical thinking, and (ii) This type of reasoning is also useful to students for learning science content. The…
Descriptors: Epistemology, Science Education, Scientific Research, Taxonomy
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Monteira, Sabela F.; Jiménez-Aleixandre, María Pilar – Journal of Research in Science Teaching, 2016
This article examines kindergarten children's (5-6 years old) engagement in scientific practices, with a focus on generating and using evidence to support claims, during a 5-month project about snails. The research questions are as follows: (1) what meanings do kindergarteners construct for what constitutes evidence? How are those meanings…
Descriptors: Evidence, Kindergarten, Observation, Young Children
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Schwendimann, Beat A.; Linn, Marcia C. – Journal of Research in Science Teaching, 2016
Concept map activities often lack a subsequent revision step that facilitates knowledge integration. This study compares two collaborative critique activities using a Knowledge Integration Map (KIM), a form of concept map. Four classes of high school biology students (n?=?81) using an online inquiry-based learning unit on evolution were assigned…
Descriptors: Concept Mapping, Evolution, Science Education, Cooperative Learning
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Martin, Andrew J.; Durksen, Tracy L.; Williamson, Derek; Kiss, Julia; Ginns, Paul – Journal of Research in Science Teaching, 2016
Informal learning settings such as museums have been identified as opportunities to enhance students' knowledge and motivation in science and to optimize the connection between science and everyday life. The present study assessed the role of a self-paced science education program (situated in a medical science museum) in enhancing students'…
Descriptors: Role, Museums, Science Education, Learning Motivation
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Schuck, Robert F. – Journal of Research in Science Teaching, 1971
Study examined the influence of the incorporation of set induction into teacher's instructional strategy upon pupil achievement, retention, and assessment of effective teaching. Eighteen pre-service teachers were used with half receiving instruction on set induction. Results indicated set induction is an important variable in teacher effectiveness…
Descriptors: Achievement, Biology, Evaluation, Learning Processes
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Cavallo, Ann M.L.; Laubach, Timothy A. – Journal of Research in Science Teaching, 2001
Investigates 10th grade biology students' decisions to enroll in elective science courses and explores certain attitudinal perceptions of students that may be related to such decisions. Examines possible differences in enrollment decisions/intentions and attitudinal perceptions among males and females in these course contexts. (Contains 59…
Descriptors: Biology, Enrollment, High Schools, Learning Processes
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Holliday, William G.; Benson, Garth – Journal of Research in Science Teaching, 1991
Examines the generalizability of selective-attention and academic-studying hypotheses to a modified science chart medium. Describes the questions designed to selectively focus students' attention on specific columns in a modified science chart, with the goal of improving student achievement on a test measuring learning of content contained in…
Descriptors: Biology, Charts, Learning Processes, Learning Strategies
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Holliday, William G. – Journal of Research in Science Teaching, 1975
Descriptors: Biology, Educational Research, Instruction, Learning Processes
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Lawson, Anton E.; Weser, John – Journal of Research in Science Teaching, 1990
Investigated is the extent to which students' nonscientific beliefs change by comparing before and after instruction as a function of students' reasoning skill. Nonscientific beliefs discussed include special creation, orthogenesis, the soul, nonreductionism, vitalism, teleology, and nonemergentism. (KR)
Descriptors: Abstract Reasoning, Beliefs, Biology, Cognitive Development
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Germann, Paul J. – Journal of Research in Science Teaching, 1989
Investigates the effect of a directed-inquiry approach to learning science process skills and scientific problem solving in the high school biology laboratory. Reports no main effect of the approach but an interaction effect of the approach and cognitive development. (Author/YP)
Descriptors: Advance Organizers, Analysis of Covariance, Aptitude Treatment Interaction, Biology
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Bishop, Beth A.; Anderson, Charles W. – Journal of Research in Science Teaching, 1990
Discussed are the results of a test administered to nonmajor biology students on the topic of natural selection. The description of student conceptions, effects of instruction, and the effects of a belief in evolution are included. (KR)
Descriptors: Beliefs, Biological Influences, Biology, Cognitive Structures
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Leonard, William H. – Journal of Research in Science Teaching, 1987
Reports on a study to determine the effects of the presentation of questions inserted into texts for students in introductory biology. Results indicated that students reading the text with questions at the beginning of the paragraph scored significantly higher on achievement tests than the students reading without questions. (TW)
Descriptors: Academic Achievement, Biology, College Science, Concept Formation