Publication Date
In 2025 | 0 |
Since 2024 | 0 |
Since 2021 (last 5 years) | 0 |
Since 2016 (last 10 years) | 1 |
Since 2006 (last 20 years) | 4 |
Descriptor
Source
Journal of Research in… | 37 |
Author
Roth, Wolff-Michael | 2 |
Staver, John R. | 2 |
Anamuah-Mensah, Jophus | 1 |
Bar, Varda | 1 |
Barba, Robertta | 1 |
Browning, Mark E. | 1 |
Camacho, Moises | 1 |
Cavallo, Ann M. L. | 1 |
Clement, John | 1 |
Dietz, Maureen A. | 1 |
Eniaiyeju, Paul A. | 1 |
More ▼ |
Publication Type
Journal Articles | 36 |
Reports - Research | 35 |
Reports - Descriptive | 1 |
Reports - Evaluative | 1 |
Tests/Questionnaires | 1 |
Education Level
Higher Education | 2 |
High Schools | 1 |
Junior High Schools | 1 |
Secondary Education | 1 |
Audience
Researchers | 7 |
Practitioners | 5 |
Teachers | 4 |
Students | 1 |
Location
Israel | 2 |
Australia | 1 |
Canada | 1 |
United Kingdom (England) | 1 |
Laws, Policies, & Programs
Assessments and Surveys
What Works Clearinghouse Rating
Peel, Amanda; Sadler, Troy D.; Friedrichsen, Patricia – Journal of Research in Science Teaching, 2019
Computational thinking (CT) is a way of making sense of the natural world and problem solving with computer science concepts and skills. Although CT and science integrations have been called for in the literature, empirical investigations of such integrations are lacking. Prior work in natural selection education indicates students struggle to…
Descriptors: Misconceptions, Evolution, Science Instruction, Scientific Concepts
Mualem, Roni; Eylon, Bat Sheva – Journal of Research in Science Teaching, 2010
Students at the junior high school (JHS) level often cannot use their knowledge of physics for explaining and predicting phenomena. We claim that this difficulty stems from the fact that explanations are multi-step reasoning tasks, and students often lack the qualitative problem-solving strategies needed to guide them. This article describes a new…
Descriptors: Mechanics (Physics), Grade 9, Junior High Schools, Secondary School Science
Nehm, Ross H.; Ha, Minsu – Journal of Research in Science Teaching, 2011
Despite concerted efforts by science educators to understand patterns of evolutionary reasoning in science students and teachers, the vast majority of evolution education studies have failed to carefully consider or control for item feature effects in knowledge measurement. Our study explores whether robust contextualization patterns emerge within…
Descriptors: Majors (Students), Evolution, Animals, Measures (Individuals)
Taasoobshirazi, Gita; Glynn, Shawn M. – Journal of Research in Science Teaching, 2009
A model of expertise in chemistry problem solving was tested on undergraduate science majors enrolled in a chemistry course. The model was based on Anderson's "Adaptive Control of Thought-Rational" (ACT-R) theory. The model shows how conceptualization, self-efficacy, and strategy interact and contribute to the successful solution of quantitative,…
Descriptors: Majors (Students), Self Efficacy, Chemistry, Problem Solving

Staver, John R.; Lumpe, Andrew – Journal of Research in Science Teaching, 1995
Examines the following research questions and others: (1) How do students define the mole concept? and (2) Is there a connection between student's definition of the mole concept and their explanations of the numerical identity between the atomic or molecular mass and molar mass of a substance? Results are discussed in terms of research in chemical…
Descriptors: Chemical Nomenclature, Chemistry, Higher Education, Problem Solving

Cavallo, Ann M. L. – Journal of Research in Science Teaching, 1996
Explores relationships among school students' (n=189) meaningful learning orientation, reasoning ability and acquisition of meaningful understandings of genetics topics, and ability to solve genetics problems. Results indicate that meaningful learning orientation best predicted students' understanding of genetics interrelationships while reasoning…
Descriptors: Academic Achievement, Genetics, Problem Solving, Scientific Concepts

Dietz, Maureen A.; George, Kenneth D. – Journal of Research in Science Teaching, 1970
The Problem-Solving Skills Test" developed by the authors can be used to evaluate student abilities, regardless of what science programs the student has studied. Also, it can be used to evaluate whether the objectives of new elementary school science curricula have been attained. Major limitation is the lack of external criteria for determining…
Descriptors: Elementary School Science, Evaluation, Measurement Instruments, Problem Solving

Huffman, Douglas – Journal of Research in Science Teaching, 1997
Investigates the effect of explicit problem-solving instruction on high school students' (N=145) conceptual understanding of physics. Findings indicate that the explicit strategy improved the quality and completeness of students' physics representations more than the textbook strategy. No difference was found between the strategies on match of…
Descriptors: Educational Strategies, High Schools, Physics, Problem Solving

Huddle, P. A.; Pillay, A. E. – Journal of Research in Science Teaching, 1996
Analyzes students' attempts to answer examination questions involving stoichiometry and chemical equilibrium and reports that the majority of the students do not fully understand either concept. Concludes that the main difficulty with these topics is that they are highly abstract and first taught to students before they have reached the stage of…
Descriptors: Chemical Equilibrium, Chemistry, Cognitive Development, Cooperative Learning

de Berg, Kevin Charles – Journal of Research in Science Teaching, 1995
Investigation of (n=101) 17- to 18-year-old students' responses to a task relating to Boyle's Law for gases found that 34% to 38% of students did not understand the concepts of volume and mass, respectively, of a gas under the given circumstances. (Author/MKR)
Descriptors: Foreign Countries, Misconceptions, Physics, Problem Solving

Anamuah-Mensah, Jophus; And Others – Journal of Research in Science Teaching, 1987
Reported the development and validation of an integrated model of performance on chemical concept-volumetric analysis. Model was tested on 265 chemistry students in eight schools.Results indicated that for subjects using algorithms without understanding, performance on volumetric analysis problems was not influenced by proportional reasoning…
Descriptors: Academic Achievement, Chemistry, Cognitive Processes, Grade 12

Camacho, Moises; Good, Ron – Journal of Research in Science Teaching, 1989
Describes the problem-solving behaviors of experts and novices engaged in solving seven chemical equilibrium problems. Lists 27 behavioral tendencies of successful and unsuccessful problem solvers. Discusses several implications for a problem solving theory, think-aloud techniques, adequacy of the chemistry domain, and chemistry instruction.…
Descriptors: Chemistry, College Science, Problem Sets, Problem Solving

Hackling, Mark W.; Lawrence, Jeanette A. – Journal of Research in Science Teaching, 1988
Compares experts', advanced students', and novice students' use of genetics knowledge to generate and test hypotheses while solving genetic pedigree problems. Reports that experts identified more critical cues, tested more hypotheses, were more rigorous in the falsification of alternative hypotheses, and were more flexible to their solving…
Descriptors: College Science, Genetics, Higher Education, Hypothesis Testing

Roth, Wolff-Michael; Roychoudhury, Anita – Journal of Research in Science Teaching, 1993
This male-specific study examined the development of integrated process skill in the context of open-inquiry laboratory sessions. Findings from this qualitative study indicate that male students develop higher-order process skills through nontraditional laboratory experiences that provided the students with freedom to perform experiments of…
Descriptors: Educational Research, Inquiry, Males, Problem Solving

Toh, Kok-Aun; Woolnough, Brian E. – Journal of Research in Science Teaching, 1993
Examines the relative importance of middle school students' explicit knowledge and tacit knowledge in carrying out open-ended laboratory investigations. Results indicate the students (n=207) provided with explicit knowledge through instruction performed significantly better in overall achievement in such investigations than those using only tacit…
Descriptors: Classroom Research, Concept Formation, Junior High Schools, Middle Schools