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Roles of Emotions Induced by Immediate Feedback in a Physics Problem-Solving Activity
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Lee, Sungeun; Choi, Young-il; Kim, Sung-Won – International Journal of Science Education, 2021
The purpose of this study is to find a way to improve students' performance to solve physics problems by inducing changes in emotion via immediate feedback. To this end, in 2016, we conducted an experiment, doing an interview and survey consecutively. The participants were five second-year male students attending a private high school in Seoul,…
Descriptors: Emotional Response, Feedback (Response), Error Correction, Physics
Student Performance on Argumentation Task in the Swedish National Assessment in Science
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Jönsson, Anders – International Journal of Science Education, 2016
The aim of this study is to investigate the influence of content knowledge on students' socio-scientific argumentation in the Swedish National Assessment in biology, chemistry and physics for 12-year-olds. In Sweden, the assessment of socio-scientific argumentation has been a major part of the National Assessment during three consecutive years and…
Descriptors: Difficulty Level, Persuasive Discourse, Correlation, Science Instruction
Investigating the Impact of Automated Feedback on Students' Scientific Argumentation
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Zhu, Mengxiao; Lee, Hee-Sun; Wang, Ting; Liu, Ou Lydia; Belur, Vinetha; Pallant, Amy – International Journal of Science Education, 2017
This study investigates the role of automated scoring and feedback in supporting students' construction of written scientific arguments while learning about factors that affect climate change in the classroom. The automated scoring and feedback technology was integrated into an online module. Students' written scientific argumentation occurred…
Descriptors: Science Instruction, Climate, Change, Persuasive Discourse
Associations among Attitudes, Perceived Difficulty of Learning Science, Gender, Parents' Occupation and Students' Scientific Competencies
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Chi, ShaoHui; Wang, Zuhao; Liu, Xiufeng; Zhu, Lei – International Journal of Science Education, 2017
This study investigated the associations among students' attitudes towards science, students' perceived difficulty of learning science, gender, parents' occupations and their scientific competencies. A sample of 1591 (720 males and 871 females) ninth-grade students from 29 junior high schools in Shanghai completed a scientific competency test and…
Descriptors: Difficulty Level, Science Education, Correlation, Student Attitudes
Developing and Evaluating a Paper-and-Pencil Test to Assess Components of Physics Teachers' Pedagogical Content Knowledge
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Kirschner, Sophie; Borowski, Andreas; Fischer, Hans E.; Gess-Newsome, Julie; von Aufschnaiter, Claudia – International Journal of Science Education, 2016
Teachers' professional knowledge is assumed to be a key variable for effective teaching. As teacher education has the goal to enhance professional knowledge of current and future teachers, this knowledge should be described and assessed. Nevertheless, only a limited number of studies quantitatively measures physics teachers' professional…
Descriptors: Evaluation Methods, Tests, Test Format, Science Instruction
Exploring the Impact of Prior Knowledge and Appropriate Feedback on Students' Perceived Cognitive Load and Learning Outcomes: Animation-Based Earthquakes Instruction
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Yeh, Ting-Kuang; Tseng, Kuan-Yun; Cho, Chung-Wen; Barufaldi, James P.; Lin, Mei-Shin; Chang, Chun-Yen – International Journal of Science Education, 2012
The aim of this study was to develop an animation-based curriculum and to evaluate the effectiveness of animation-based instruction; the report involved the assessment of prior knowledge and the appropriate feedback approach, for the purpose of reducing perceived cognitive load and improving learning. The curriculum was comprised of five subunits…
Descriptors: Prior Learning, Animation, Feedback (Response), Structured Interviews
Intrinsic Motivation of Pre-Service Primary School Teachers for Learning Chemistry in Relation to Their Academic Achievement
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Jurisevic, Mojca; Glazar, Sasa A.; Pucko, Cveta Razdevsek; Devetak, Iztok – International Journal of Science Education, 2008
Our experience suggests that pre-service primary school teachers have problems with learning science, especially chemistry, and that this negative attitude towards science influences their future teaching. On that premise, the purpose of the study was to determine the level of the pre-service primary school teachers' intrinsic motivation for…
Descriptors: Educational Strategies, Learning Problems, Test Results, Negative Attitudes