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Fick, Sarah J.; Arias, Anna Maria – Journal of Research in Science Teaching, 2022
New reforms in science education call for three-dimensional learning by integrating disciplinary core ideas, science and engineering practices, and "crosscutting concepts" (CCCs). These reforms defined the new term, crosscutting concept (CCC), as a lens that has explanatory power across disciplines. To describe how researchers are…
Descriptors: Science Education, Scientific Concepts, Educational Change, Teaching Methods
Sedawi, Wisam; Eshchar-Netz, Livat; Yakovov, Hasida; Vedder-Weiss, Dana – Journal of Research in Science Teaching, 2023
Science teachers' professional learning about student motivation can play a key role in developing their ability to nurture student motivation and cope with motivational challenges. To advance the understanding of how on-the-job discussions facilitate teacher learning about student motivation, this study investigated how elementary-school science…
Descriptors: Science Teachers, Science Instruction, Teacher Attitudes, Teacher Motivation
Shea, Molly V.; Jurow, A. Susan; Schiffer, Jovita; Escudé, Meg; Torres, Aurora – Journal of Research in Science Teaching, 2023
This article offers a qualitative analysis of infrastructural in/justice in a community-partnered design intervention focused on developing high-tech low-cost Science, Technology, Engineering, Art, and Math (STEAM) projects. We examined the kinds of infrastructural injustices that were present in three afterschool programs and how it shaped STEAM…
Descriptors: STEM Education, Art Education, After School Programs, Community Programs
Romine, William L.; Walter, Emily M.; Bosse, Ephiram; Todd, Amber N. – Journal of Research in Science Teaching, 2017
We validate the Measure of Acceptance of the Theory of Evolution (MATE) on undergraduate students using the Rasch model and utilize the MATE to explore qualitatively how students express their acceptance of evolution. At least 24 studies have used the MATE, most with the assumption that it is unidimensional. However, we found that the MATE is best…
Descriptors: Evolution, Student Attitudes, Undergraduate Students, Beliefs
Gibbons, Rebecca E.; Raker, Jeffrey R. – Journal of Research in Science Teaching, 2019
This study is designed to test a reciprocal causation, cross-lagged model of self-concept, self-efficacy, and achievement in a postsecondary STEM course. Both self-efficacy and self-concept are known to be related to achievement; however, there is a need to untangle the relationship between the two constructs as well as their association to…
Descriptors: Organic Chemistry, Self Concept, Self Efficacy, Science Achievement
Polman, Joseph L.; Gebre, Engida H. – Journal of Research in Science Teaching, 2015
Teaching young adults about interpreting and creating the sort of multimodal infographics increasingly prevalent in science communication creates considerable challenges for teachers and practitioners, as there is no guide to determine the quality or effectiveness of this new genre of inscriptional forms, and to scaffold students' performances in…
Descriptors: Science Instruction, Teaching Methods, Scaffolding (Teaching Technique), Learning Processes
Besley, John C.; Dudo, Anthony; Storksdieck, Martin – Journal of Research in Science Teaching, 2015
This study assesses how scientists think about science communication training based on the argument that such training represents an important tool in improving the quality of interactions between scientists and the public. It specifically focuses on training related to five goals, including views about training to make science messages…
Descriptors: Scientists, Behavior Theories, Goal Orientation, Regression (Statistics)
Zangori, Laura; Peel, Amanda; Kinslow, Andrew; Friedrichsen, Patricia; Sadler, Troy D. – Journal of Research in Science Teaching, 2017
Carbon cycling is a key natural system that requires robust science literacy to understand how and why climate change is occurring. Studies show that students tend to compartmentalize carbon movement within plants and animals and are challenged to make sense of how carbon cycles on a global scale. Studies also show that students hold faulty models…
Descriptors: Climate, Change, Scientific Literacy, Environmental Influences
Wecker, Christof; Rachel, Alexander; Heran-Dörr, Eva; Waltner, Christine; Wiesner, Hartmut; Fischer, Frank – Journal of Research in Science Teaching, 2013
In the course of inquiry activities similar to those of real scientists, learners are supposed to develop knowledge both on the level of observable phenomena and on the level of explanatory theories. However, some theories involve theoretical entities (e.g., "Weiss domains") that cannot be observed directly and therefore may be hard to…
Descriptors: Scientific Concepts, Theories, Inquiry, Science Instruction
Plass, Jan L.; Milne, Catherine; Homer, Bruce D.; Schwartz, Ruth N.; Hayward, Elizabeth O.; Jordan, Trace; Verkuilen, Jay; Ng, Florrie; Wang, Yan; Barrientos, Juan – Journal of Research in Science Teaching, 2012
Are well-designed computer simulations an effective tool to support student understanding of complex concepts in chemistry when integrated into high school science classrooms? We investigated scaling up the use of a sequence of simulations of kinetic molecular theory and associated topics of diffusion, gas laws, and phase change, which we designed…
Descriptors: Chemistry, Science Instruction, Teaching Methods, Computer Simulation
Ebenezer, Jazlin; Chacko, Sheela; Kaya, Osman Nafiz; Koya, Satya Kiran; Ebenezer, Devairakkam Luke – Journal of Research in Science Teaching, 2010
The purpose of this study was to investigate the effects of the Common Knowledge Construction Model (CKCM) lesson sequence, an intervention based both in conceptual change theory and in Phenomenography, a subset of conceptual change theory. A mixed approach was used to investigate whether this model had a significant effect on 7th grade students'…
Descriptors: Experimental Groups, Control Groups, Science Achievement, Achievement Tests
Bell, Randy L.; Maeng, Jennifer L.; Binns, Ian C. – Journal of Research in Science Teaching, 2013
This investigation explores the effectiveness of a teacher preparation program aligned with situated learning theory on preservice science teachers' use of technology during their student teaching experiences. Participants included 26 preservice science teachers enrolled in a 2-year Master of Teaching program. A specific program goal was to…
Descriptors: Technology Integration, Teacher Education Programs, Learning Theories, Preservice Teachers
van Eijck, Michiel; Roth, Wolff-Michael – Journal of Research in Science Teaching, 2011
Science educators are confronted with the challenge to accommodate in their classes an increasing cultural and linguistic diversity that results from globalization. Challenged by the call to work towards valuing and keeping this diversity in the face of the canonical nature of school science discourse, we propose a new way of thinking about and…
Descriptors: Science Education, Cultural Context, Context Effect, Cultural Pluralism
Lee, Hee-Sun; Linn, Marcia C.; Varma, Keisha; Liu, Ou Lydia – Journal of Research in Science Teaching, 2010
We investigated how student understanding of complex science topics was impacted when 27 teachers switched from typical to inquiry instruction in a delayed cohort comparison design study. For the same set of science topics, the teachers used typical methods of instruction in the first year and online, visualization rich inquiry units in the second…
Descriptors: Teacher Surveys, Interaction, Statistical Analysis, Demonstration Centers
Barton, Angela Calabrese; Tan, Edna – Journal of Research in Science Teaching, 2009
The findings reported on in this manuscript emerged from a design experiment conducted at a low-income urban middle school intended to support the teacher in incorporating pedagogical practices supportive of students' everyday knowledge and practices during a 6th grade unit on food and nutrition from the LiFE curriculum. In studying the impact of…
Descriptors: Grounded Theory, Prior Learning, Grade 6, Learning Experience