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Kang, Hosun; Talafian, Hamideh; Tschida, Paul – Journal of Research in Science Teaching, 2023
This study explores the role of unconventional forms of classroom assessments in expanding minoritized students' opportunities to learn (OTL) in high school physics classrooms. In this research + practice partnership project, high school physics teachers and researchers co-designed a unit about momentum to expand minoritized students' meaningful…
Descriptors: Secondary School Students, Grade 11, Grade 12, Evaluation Methods
Scott E. Grapin; Marisleydi Ramos Borrego; Vijay Gallardo Navarro – Journal of Research in Science Teaching, 2025
Research on translanguaging in science and engineering education has grown rapidly. Studies carried out across diverse contexts converge in their commitment to fostering equity in science and engineering learning for linguistically marginalized learners. However, the rapid growth of this research area has exposed different approaches to…
Descriptors: Science Education, Engineering Education, Code Switching (Language), Language Usage
Delen, Ibrahim; Sen, Sedat – Journal of Research in Science Teaching, 2023
Design-based learning (DBL) offers opportunities to support students' content understanding. Previous DBL studies reported different effect sizes by using the data from one participant group. The goal of this study was to conduct a meta-analysis that would give a comprehensive picture of how DBL is connected to student achievement in different…
Descriptors: Kindergarten, Elementary Secondary Education, Meta Analysis, Design
Miller, Alison R.; Kastens, Kim A. – Journal of Research in Science Teaching, 2018
Developing understanding of models and proficiency with modeling practice is challenging for both teachers and students. This 2-year study first investigated existing instructional strategies employed by teachers while teaching Earth and Space Science with dynamic physical models. Summer professional development introduced a conceptual framework,…
Descriptors: Faculty Development, Models, Teaching Methods, Academic Achievement
Schwichow, Martin; Zimmerman, Corinne; Croker, Steve; Härtig, Hendrik – Journal of Research in Science Teaching, 2016
The ability to design and interpret controlled experiments is an important scientific process skill and a common objective of science standards. Numerous intervention studies have investigated how the control-of-variables-strategy (CVS) can be introduced to students. However, a meta-analysis of 72 intervention studies found that the opportunity to…
Descriptors: Science Experiments, Scientific Methodology, Teaching Methods, Science Process Skills
Roth, Kathleen J.; Garnier, Helen E.; Chen, Catherine; Lemmens, Meike; Schwille, Kathleen; Wickler, Nicole I. Z. – Journal of Research in Science Teaching, 2011
The Science Teachers Learning from Lesson Analysis (STeLLA) project is a videobased analysis-of-practice PD program aimed at improving teacher and student learning at the upper elementary level. The PD program developed and utilized two "lenses," a Science Content Storyline Lens and a Student Thinking Lens, to help teachers analyze science…
Descriptors: Science Teachers, Pedagogical Content Knowledge, Teaching Methods, Academic Achievement
Mutegi, Jomo W. – Journal of Research in Science Teaching, 2011
"Science for All" is a mantra that has guided science education reform and practice for the past 20 years or so. Unfortunately, after 20 years of "Science for All" guided policy, research, professional development, and curricula African Americans continue to participate in the scientific enterprise in numbers that are staggeringly low. What is…
Descriptors: African American Students, Scientific Enterprise, Educational Change, Science Education
Schroeder, Carolyn M.; Scott, Timothy P.; Tolson, Homer; Huang, Tse-Yang; Lee, Yi-Hsuan – Journal of Research in Science Teaching, 2007
This project consisted of a meta-analysis of U.S. research published from 1980 to 2004 on the effect of specific science teaching strategies on student achievement. The six phases of the project included study acquisition, study coding, determination of intercoder objectivity, establishing criteria for inclusion of studies, computation of effect…
Descriptors: Test Format, Test Content, Academic Achievement, Meta Analysis
Lavonen, Jari; Laaksonen, Seppo – Journal of Research in Science Teaching, 2009
Finnish students' opinions about the frequency of learning activities and communication in the Finnish science classroom, their interest in science and science studies and careers, their sense of self-efficacy, and their beliefs about their own competence as well as their performance in science are analyzed based on PISA 2006 Scientific Literacy…
Descriptors: Equal Education, Self Efficacy, Science Interests, Program Effectiveness

Harty, Harold; Al-Faleh, Nasser – Journal of Research in Science Teaching, 1983
Determined differences between lecture-demonstration and small-group laboratory approaches on students' (N=74) chemistry achievement and attitudes toward science. Findings indicate that students taught by the laboratory approach achieved better on immediate/delayed posttests than students taught by lecture-demonstration method. More desirable…
Descriptors: Academic Achievement, Chemistry, Conventional Instruction, Grade 11

Petrich, James A.; Montague, Earl J. – Journal of Research in Science Teaching, 1981
Investigated is the effect of organization and accuracy of detail in instructional aids on the achievement of college students (N=54) in a freshman chemistry lecture course. It is indicated that aids may impede learning by decreasing students' involvement in auditory and semantic encoding during lectures. (Author/DS)
Descriptors: Academic Achievement, Chemistry, College Science, Course Organization

Odubunmi, Olagunju; Balogun, T. A. – Journal of Research in Science Teaching, 1991
Compared the laboratory method versus lecture method for Nigerian grade eight students (n=210). High achievers in both groups had identical achievement, but the low achievers in the laboratory sections performed better than students receiving the lectures. Females receiving lectures performed better than the males receiving lectures. (PR)
Descriptors: Academic Achievement, Classroom Research, Educational Research, Foreign Countries

Isom, F. Steven; Rowsey, Robert E. – Journal of Research in Science Teaching, 1986
A Prelaboratory Preparation Period (PPL) was developed to introduce freshmen level students to weekly laboratories. Results (based on data obtained from 233 chemistry students) show that the PPL increased the academic achievement of students enrolled in the introductory chemistry course. (JN)
Descriptors: Academic Achievement, Chemistry, College Science, Higher Education
Clary, Renee M.; Wandersee, James H. – Journal of Research in Science Teaching, 2007
Mixed methods research conducted across three semesters in introductory college geology classes (n=187, 190, 138) attempted to ascertain whether integrated study of petrified wood could serve as a portal to improved student geobiological understanding of fossilization, geologic time, and evolution. The Petrified Wood Survey[TM] was administered as…
Descriptors: Experimental Groups, Control Groups, Introductory Courses, College Students

Mathis, Philip M.; Shrum, John W. – Journal of Research in Science Teaching, 1977
College biology students attending an audio-tutorial center with high kinetic structure performed significantly better on achievement tests than students in a corresponding low kinetic structure laboratory. Gives numerous other findings concerning measurable aspects of audio-tutorial settings. (MLH)
Descriptors: Academic Achievement, Biology, College Science, Higher Education