Publication Date
In 2025 | 0 |
Since 2024 | 0 |
Since 2021 (last 5 years) | 1 |
Since 2016 (last 10 years) | 5 |
Since 2006 (last 20 years) | 10 |
Descriptor
Source
Journal of Research in… | 14 |
Author
Hmelo-Silver, Cindy E. | 2 |
Adler, Idit | 1 |
Crawley, Frank E. | 1 |
Dori, Yehudit J. | 1 |
Doster, Elizabeth | 1 |
Glazewski, Krista D. | 1 |
Gray, Steven | 1 |
Hadjichambis, Andreas | 1 |
Hakkarainen, Kai | 1 |
Hanley, Pam | 1 |
Herscovitz, Orit | 1 |
More ▼ |
Publication Type
Journal Articles | 14 |
Reports - Research | 13 |
Information Analyses | 1 |
Reports - Descriptive | 1 |
Education Level
Secondary Education | 4 |
Elementary Education | 3 |
High Schools | 3 |
Junior High Schools | 2 |
Middle Schools | 2 |
Early Childhood Education | 1 |
Grade 11 | 1 |
Grade 3 | 1 |
Grade 5 | 1 |
Grade 6 | 1 |
Grade 7 | 1 |
More ▼ |
Audience
Researchers | 1 |
Teachers | 1 |
Laws, Policies, & Programs
Assessments and Surveys
What Works Clearinghouse Rating
Kapon, Shulamit; Schvartzer, Maayan; Peer, Tal – Journal of Research in Science Teaching, 2021
This article discusses a case study of a pair of students mentored by a physics teacher as they engaged in a long-term (15 months) engineering maker-based inquiry (EMBI), a mandatory part of these students' formal learning of physics at the advanced high school level. We conceptualize the students' engagement as participating in a particular…
Descriptors: Engineering Education, Physics, Inquiry, Science Instruction
Saleh, Asmalina; Yuxin, Chen; Hmelo-Silver, Cindy E.; Glazewski, Krista D.; Mott, Bradford W.; Lester, James C. – Journal of Research in Science Teaching, 2020
Collaborative inquiry learning affords educators a context within which to support understanding of scientific practices, disciplinary core ideas, and crosscutting concepts. One approach to supporting collaborative science inquiry is through problem-based learning (PBL). However, there are two key challenges in scaffolding collaborative inquiry…
Descriptors: Scaffolding (Teaching Technique), Cooperative Learning, Active Learning, Inquiry
Adler, Idit; Zion, Michal; Mevarech, Zemira R. – Journal of Research in Science Teaching, 2016
The prevalence of habitat and life-threatening environmental problems has motivated environmental researchers to develop education programs to strengthen students' environmental literacy. We argue that the connection between environmental literacy and metacognition is theoretically promising. Therefore, we developed the "Meta-CIC" model,…
Descriptors: Cooperative Learning, Peer Relationship, Environmental Education, Literacy
Examining Evidence Construction as the Transformation of the Material World into Community Knowledge
Manz, Eve – Journal of Research in Science Teaching, 2016
Recent consensus documents in science education (e.g., the Next Generation Science Standards) emphasize helping students develop facility with constructing and critiquing both claims and the evidence that supports them. While students typically view evidence as necessary for supporting scientific claims, they tend to "objectify"…
Descriptors: Science Education, Evidence, Inquiry, Grade 3
Schwendimann, Beat A.; Linn, Marcia C. – Journal of Research in Science Teaching, 2016
Concept map activities often lack a subsequent revision step that facilitates knowledge integration. This study compares two collaborative critique activities using a Knowledge Integration Map (KIM), a form of concept map. Four classes of high school biology students (n?=?81) using an online inquiry-based learning unit on evolution were assigned…
Descriptors: Concept Mapping, Evolution, Science Education, Cooperative Learning
Patchen, Terri; Smithenry, Dennis W. – Journal of Research in Science Teaching, 2014
Recent calls asking science teachers to increase student authority by diversifying instruction appear stalled by a lack of empirical evidence supporting the actual implementation of any such shifts. To better support the practical integration of more student-directed inquiry into the science classroom, we consider one teacher's day-to-day…
Descriptors: Science Instruction, Praxis, Science Teachers, Inquiry
Hmelo-Silver, Cindy E.; Liu, Lei; Gray, Steven; Jordan, Rebecca – Journal of Research in Science Teaching, 2015
Orchestrating inquiry-based science learning in the classroom is a complex undertaking. It requires fitting the culture of the classroom with the teacher's teaching and inquiry practices. To understand the interactions between these variables in relation to student learning, we conducted an investigation in two different classroom settings to…
Descriptors: Inquiry, Science Instruction, Hypermedia, Cooperative Learning
Slavin, Robert E.; Lake, Cynthia; Hanley, Pam; Thurston, Allen – Journal of Research in Science Teaching, 2014
This article presents a systematic review of research on the achievement outcomes of all types of approaches to teaching science in elementary schools. Study inclusion criteria included use of randomized or matched control groups, a study duration of at least 4 weeks, and use of achievement measures independent of the experimental treatment. A…
Descriptors: Elementary School Science, Science Programs, Program Evaluation, Inquiry
Nicolaidou, Iolie; Kyza, Eleni A.; Terzian, Frederiki; Hadjichambis, Andreas; Kafouris, Dimitris – Journal of Research in Science Teaching, 2011
Assessing the credibility of evidence in complex, socio-scientific problems is of paramount importance. However, there is little discussion in the science education literature on this topic and on how students can be supported in developing such skills. In this article, we describe an instructional design framework, which we call the Credibility…
Descriptors: Evidence, Video Technology, Instructional Design, Biotechnology
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

Marbach-Ad, Gili; Sokolove, Phillip G. – Journal of Research in Science Teaching, 2000
Explores the types of written questions students ask after reading one or more chapters from a textbook and investigates students' ability to improve their questions during the course of a single semester. Examines two comparable populations, undergraduate students who were taught in the traditional lecture format and students who were taught in…
Descriptors: Active Learning, Biology, Constructivism (Learning), Conventional Instruction

Yerrick, Randy K.; Doster, Elizabeth; Nugent, Jeffrey S.; Parke, Helen M.; Crawley, Frank E. – Journal of Research in Science Teaching, 2003
Presents an existence proof of how preservice science teachers used analogies embedded in their course materials, Physics by Inquiry. Reports three distinct roles of analogies: a) cognitive process skills; b) scientific conceptual understanding; and c) social contexts for problem solving. Agrees on the importance of collaborative problem solving…
Descriptors: Cognitive Development, Cooperative Learning, Higher Education, Inquiry

Dori, Yehudit J.; Herscovitz, Orit – Journal of Research in Science Teaching, 1999
Presents research on the scientific question-posing capabilities of 10th-grade students (n=127) who were studying air quality in a cooperative way using the jigsaw method. Finds that the difference between students at high and low academic levels to the extent of increase in both number and complexity of posed questions was significant. Contains…
Descriptors: Alternative Assessment, Cooperative Learning, Educational Assessment, Environmental Education
Hakkarainen, Kai – Journal of Research in Science Teaching, 2003
The problem addressed in the study was whether 10- and 11-year-old children, collaborating within a computer-supported classroom, could engage in progressive inquiry that exhibits an essential principal feature of mature scientific inquiry: namely, engagement in increasingly deep levels of explanation. Technical infrastructure for the study was…
Descriptors: Grade 5, Teacher Guidance, Scientific Concepts, Intentional Learning