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Lowell, Benjamin R.; Cherbow, Kevin; McNeill, Katherine L. – Journal of Research in Science Teaching, 2022
A key goal of recent reforms in science education has been to support students' collective sensemaking, in which they work together to understand a natural phenomenon. This work is often done during class discussions, but facilitating those discussions is challenging. In this study, we used a framework of three discussion types to investigate how…
Descriptors: Discussion (Teaching Technique), Science Instruction, Middle School Teachers, Comprehension
Xinjian Cen; Maci Kight; Rachel Lee; Petra Kranzfelder; Stanley M. Lo; Jeffrey Maloy; Melinda T. Owens – CBE - Life Sciences Education, 2025
Instructors often provide feedback to their class in multiple ways. One way is through their follow-up behaviors, which are the specific strategies instructors implement after active learning activities. These behaviors could play an important role in student learning as students receive feedback from the instructor. However, there is little…
Descriptors: Teacher Behavior, Active Learning, Feedback (Response), Lesson Observation Criteria
Leyla Yildirim; Esra Uçak; Murat Genç – International Journal of Science and Mathematics Education, 2024
The purpose of the current study is to investigate the roles preferred by science teachers in the teaching of socioscientific issues (SSIs) in relation to the communicative approach and discourse patterns in the context of SSI and non-SSI. In this qualitative study, the holistic multiple case study design was used. The study group consisted of…
Descriptors: Teacher Role, Science Instruction, Science Teachers, Discourse Analysis
Slade C. McAfee; Jon-Marc G. Rodriguez – Journal of Chemical Education, 2024
Academic integrity is often a concern instructors have when teaching, with past research indicating the classroom environment is one of the largest factors in determining students' likelihood to cheat. In this commentary, we intend to start a dialogue with instructors regarding the importance of creating a classroom environment that values…
Descriptors: Science Instruction, Chemistry, Undergraduate Study, Course Descriptions
Appah Bonney, Ebenezer – Journal of Education, 2023
The study involved 543 teacher trainees and 33 tutors. The reliability of the questionnaire was determined using Cronbach's alpha ([alpha]). For the teacher trainee questionnaire, [alpha] = 0.738. For the tutor questionnaire, [alpha] = 0.886. The results from the study showed that a little more than half (51.7%) of the respondents said that their…
Descriptors: Foreign Countries, Teacher Education Programs, Preservice Teachers, Tutors
Eduardo Fleury Mortimer; Renata Reis Pereira – Research in Science & Technological Education, 2024
Background: Science teaching and learning, as discursive practices, occur through the utilization of various semiotic modes. Gestures play a pivotal role as an embodied mode that acts in conjunction with speech in oral communication settings, such as classrooms. Previous research on gestures in chemistry and science education has illuminated how…
Descriptors: Organic Chemistry, Science Instruction, Teaching Methods, Semiotics
Criswell, Brett A.; Rushton, Gregory T.; Shah, Lisa – Research in Science Education, 2021
The importance of how classroom discourse can be used to support science learning has gained national attention with respect to both science teaching and research across K12 and higher education. In this review article, we examine a commonly referenced set of nine frameworks for use in "science" classrooms. Specifically, we examine the…
Descriptors: Classroom Communication, Discourse Analysis, Science Instruction, Elementary Secondary Education
Hlologelo Climant Khoza; Nomhle Magadlela – African Journal of Research in Mathematics, Science and Technology Education, 2025
While there is a vast literature arguing that teacher talk in whole class discussions is a determinant of quality science teaching, teachers' understanding of enacting teacher talk is under-researched. Using teacher cognition as a theoretical lens, the purpose of this study was to explore how experienced and novice science teachers in South Africa…
Descriptors: Discussion (Teaching Technique), Teacher Role, Science Teachers, Novices
Alison K. Mercier; Tierney B. Hinman – Journal of Research in Science Teaching, 2025
Children draw on diverse sensemaking repertoires that are inclusive of their cultural and community knowledge to make sense of science in the world around them. However, preservice teachers often do not notice the science embedded in children's explanations of phenomena. Discourses that frame children, particularly those from minoritized…
Descriptors: Preservice Teachers, Teacher Education Programs, Science Instruction, Teacher Student Relationship
Gotwals, Amelia Wenk; Wright, Tanya S.; Domke, Lisa; Anderson, Blythe – Elementary School Journal, 2022
In this systematic literature review, we synthesize 48 research studies about science talk in elementary classrooms to inform the development of supports for teachers. Our findings suggest that characteristics of high-quality elementary science talk include that it (1) supports equitable student participation and engagement, (2) supports deepening…
Descriptors: Science Instruction, Elementary School Science, Discussion (Teaching Technique), Student Participation
Cardinot, Douglas; Moura, Cristiano; Guerra, Andreia – Science & Education, 2023
Studies in the field of science education have discussed using historical approaches. Although previous studies have shown the potential advantages to addressing national sciences in the classroom in countries underrepresented in the history of science, there are still few initiatives in this direction. Thus, this paper aims to explore a…
Descriptors: Action Research, High School Students, Science Instruction, Case Studies
Yilmaz Soysal – Science & Education, 2025
This study developed a phenomenographic argument regarding science teacher educators' (STEs) question-asking conceptions. Question-asking in teaching how to teach science concepts to prospective science teachers is a fundamental strategy. However, STEs' conceptual understanding of the question-asking phenomenon is uncharted territory. The present…
Descriptors: Science Teachers, Science Instruction, Questioning Techniques, Teacher Attitudes
Heesoo Ha; Ying-Chih Chen; Jongchan Park – Science Education, 2024
Sensemaking has been advocated as a core practice of science education to support students in constructing their own understanding through a prolonged trajectory. However, the field lacks a discussion of teaching strategies that can better support students as they develop in the trajectory of sensemaking, which includes four phases: initial…
Descriptors: Science Instruction, Teaching Methods, Scientific Concepts, Video Technology
Barreto, Lucas Passos; Rodrigues, Adriana Araújo Dutra; de Oliveira, Giordanna Camilla Bié; de Almeida, Laila Thayanne Gomes; Felix, Matheus Augusto Campelo; Silva, Penha de Souza; Quadros, Ana Luiza; Macedo, Andrea Mara; Mortimer, Eduardo Fleury – Research in Science Education, 2021
This research draws on Legitimation Code Theory (LCT) to understand the epistemic dimension of the higher education classroom discourse of a professor who is well evaluated by his students. In expository science classroom discourse, concepts are loaded with different meanings, a process that is called "condensation of meanings" in LCT,…
Descriptors: College Science, College Faculty, Science Instruction, Scientific Concepts
Wray, Kraig A.; McDonald, Scott; Lee, Hee-Sun; Pallant, Amy – Science Teacher, 2022
Teacher talk moves are useful for supporting students' learning, but they are not enough to create a science learning community in the classroom. Talk moves focus on functional engagement with individual students' ideas and sensemaking. Norms must be established by having a nuanced understanding of how those individual talk moves create patterns…
Descriptors: Teaching Methods, Science Instruction, Scientists, Teacher Student Relationship