NotesFAQContact Us
Collection
Advanced
Search Tips
Showing all 11 results Save | Export
Peer reviewed Peer reviewed
Direct linkDirect link
Odden, Tor Ole B.; Silvia, Devin W.; Malthe-Sørenssen, Anders – Journal of Research in Science Teaching, 2023
This article reports on a study investigating how computational essays can be used to help students in higher education STEM take up disciplinary epistemic agency--cognitive control and responsibility over one's own learning within the scientific disciplines. Computational essays are a genre of scientific writing that combine live, executable…
Descriptors: Computation, Essays, Undergraduate Students, STEM Education
Peer reviewed Peer reviewed
Direct linkDirect link
Brown, Julie C. – Journal of Research in Science Teaching, 2017
Employing metasynthesis as a method, this study examined 52 empirical articles on culturally relevant and responsive science education in K-12 settings to determine the nature and scope of complementarity between culturally responsive and inquiry-based science practices (i.e., science and engineering practices identified in the National Research…
Descriptors: Meta Analysis, Synthesis, Culturally Relevant Education, Active Learning
Peer reviewed Peer reviewed
Direct linkDirect link
Samarapungavan, Ala; Bryan, Lynn; Wills, Jamison – Journal of Research in Science Teaching, 2017
In this paper, we present a study of second graders' learning about the nature of matter in the context of content-rich, model-based inquiry instruction. The goal of instruction was to help students learn to use simple particle models to explain states of matter and phase changes. We examined changes in students' ideas about matter, the coherence…
Descriptors: Grade 2, Elementary School Students, Scientific Concepts, Inquiry
Peer reviewed Peer reviewed
Direct linkDirect link
Balliet, Russell N.; Riggs, Eric M.; Maltese, Adam V. – Journal of Research in Science Teaching, 2015
Understanding how geologists conduct fieldwork through analysis of problem solving has significant potential impact on field instruction methods within geology and other science fields. Recent work has highlighted many aspects of fieldwork, but the problem solving behaviors displayed by geologists during fieldwork and the associated cognitive…
Descriptors: Problem Solving, Models, Geology, Cognitive Processes
Peer reviewed Peer reviewed
Direct linkDirect link
Hickey, Daniel T.; Taasoobshirazi, Gita; Cross, Dionne – Journal of Research in Science Teaching, 2012
An assessment-oriented design-based research model was applied to existing inquiry-oriented multimedia programs in astronomy, biology, and ecology. Building on emerging situative theories of assessment, the model extends prevailing views of formative assessment "for" learning by embedding "discursive" formative assessment more directly into the…
Descriptors: Science Education, Astronomy, Biology, Ecology
Peer reviewed Peer reviewed
Direct linkDirect link
McNeill, Katherine L.; Krajcik, Joseph – Journal of Research in Science Teaching, 2008
Teacher practices are essential for supporting students in scientific inquiry practices, such as the construction of scientific explanations. In this study, we examine what instructional practices teachers engage in when they introduce scientific explanation and whether these practices influence students' ability to construct scientific…
Descriptors: Chemistry, Educational Change, Grade 7, Teaching Methods
Peer reviewed Peer reviewed
Direct linkDirect link
Lewis, Scott E.; Lewis, Jennifer E. – Journal of Research in Science Teaching, 2008
This study employed hierarchical linear models (HLM) to investigate Peer-Led Guided Inquiry (PLGI), a teaching practice combining cooperative learning and inquiry and tailored for a large class. Ultimately, the study provided an example of the effective introduction of a reform pedagogical approach in a large class setting. In the narrative, the…
Descriptors: Educational Research, Cooperative Learning, Chemistry, Instructional Effectiveness
Peer reviewed Peer reviewed
Direct linkDirect link
Ruiz-Primo, Maria Araceli; Furtak, Erin Marie – Journal of Research in Science Teaching, 2007
This study explores teachers' informal formative assessment practices in three middle school science classrooms. We present a model for examining these practices based on three components of formative assessment (eliciting, recognizing, and using information) and the three domains linked to scientific inquiry (epistemic frameworks, conceptual…
Descriptors: Informal Assessment, Formative Evaluation, Student Evaluation, Models
Peer reviewed Peer reviewed
Coll, Richard K.; Treagust, David F. – Journal of Research in Science Teaching, 2003
Explores secondary school, undergraduate, and graduate level learners' mental models of bonding with ionic substances through an interview protocol involving the use of physical substances and a focus card containing depictions of ionic bonding and structure. Suggests that teachers and university faculty need to provide stronger links between the…
Descriptors: Chemical Bonding, Chemistry, Cognitive Development, Higher Education
Peer reviewed Peer reviewed
Grosslight, Lorraine; And Others – Journal of Research in Science Teaching, 1991
Students' conceptions of models and how models function in science were assessed by administering a clinical interview about models to a group of mixed-ability seventh and honors eleventh grade students. Students' preconceptions about models, themes that appeared regularly during interviews, differences of themes between the two groups, and the…
Descriptors: Cognitive Development, Epistemology, Inquiry, Interviews
Peer reviewed Peer reviewed
Demastes, Sherry S.; And Others – Journal of Research in Science Teaching, 1995
Details two studies: (1) Study A describes a close replication of a Bishop and Anderson study (1990) using the same conceptual-change teaching module to teach a unit on evolution to nonmajor biology students; and (2) Study B used high school students, and the instruction was based on the inquiry approach to science. (28 references) (Author)
Descriptors: Biology, College Students, Evolution, High School Students