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Showing 1 to 15 of 69 results Save | Export
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Heidi B. Carlone; Megan Lancaster – Journal of Research in Science Teaching, 2025
Elementary engineering, as an emergent or "contentious" practice, is fertile ground for cultural analysis. Contentious practice (Holland, D., & Lave, J. (2001). "History in person: Enduring struggles, contentious practice, intimate identities." School of American Research Press) highlights how historically enduring…
Descriptors: Elementary School Curriculum, Elementary School Students, Elementary School Teachers, Elementary Education
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Hoban, Garry; Loughran, John; Nielsen, Wendy – Journal of Research in Science Teaching, 2011
Research has identified the value of learners using technology to construct their own representations of science concepts. In this study, we investigate how learners, such as preservice elementary teachers, design and make a narrated animation to represent their science knowledge. The type of animation exemplified is called a "Slowmation"…
Descriptors: Preservice Teacher Education, Preservice Teachers, Elementary Education, Elementary School Science
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Assaraf, Orit Ben-Zvi; Orion, Nir – Journal of Research in Science Teaching, 2010
This study deals with the development of system thinking skills at the elementary school level. It addresses the question of whether elementary school students can deal with complex systems. The sample included 40 4th grade students from one school in a small town in Israel. The students studied an inquiry-based earth systems curriculum that…
Descriptors: Elementary School Students, Water, Inquiry, Earth Science
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Fosnot, Catherine Twomey – Journal of Research in Science Teaching, 1993
In this defense of Piagetian constructivism, sociocultural constructivism is critiqued as nihilistic, culturally relative, and dangerous when placed in the context of real science classrooms. (PR)
Descriptors: Constructivism (Learning), Elementary Education, Learning Theories, Piagetian Theory
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Bay, Mary; And Others – Journal of Research in Science Teaching, 1992
Reports a study comparing direct instruction with discovery teaching on learning disabled (n=10), behaviorally disordered (n=6), and nonhandicapped (n=91) students' science achievement. No significant differences were found in the immediate posttest scores for mode of instruction. Discovery learning students outperformed others on a retention test…
Descriptors: Discovery Learning, Educational Research, Elementary Education, Learning Disabilities
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Glasson, George E.; Lalik, Rosary V. – Journal of Research in Science Teaching, 1993
This study investigated whether Science Curriculum Improvement Study or more recent interpretations of the learning cycle could be used by teachers to engage students in social constructivist learning. Two researchers and six science teachers implemented instruction based on the reciprocal use of language and action. Changing beliefs and practices…
Descriptors: Constructivism (Learning), Educational Change, Educational Research, Elementary Education
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Spector, Barbara S.; Gibson, Charles W. – Journal of Research in Science Teaching, 1991
Describes a qualitative study that explores students' perceptions of their own learning. Document review, participant observation, and open-ended interviews were used to gather and triangulate data. Factors that were perceived as helpful were woven into a theoretical model. The uses of the model are discussed. (Author/KR)
Descriptors: Affective Behavior, Cognitive Development, Elementary Education, Experiential Learning
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Jones, M. Gail; Carter, Glenda – Journal of Research in Science Teaching, 1994
Thirty fifth-grade students participated in a study designed to describe the social interactions of ability-grouped dyads as they construct knowledge of balance concepts to elucidate the relationship between interactions and conceptual growth. Results revealed that high achieving students effectively used prior experiences and maintained focus on…
Descriptors: Ability Grouping, Academic Achievement, Concept Formation, Cooperative Learning
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Burrows, Charles; Okey, James R. – Journal of Research in Science Teaching, 1979
Examines the individual and cumulative effects on achievement of providing students with objectives, sample test items, and a mastery strategy that included diagnostic testing and remedial instruction. Also investigates the effects of mastery learning on achievement of students with different aptitudes for learning. (Author/GA)
Descriptors: Achievement, Aptitude, Cognitive Ability, Educational Research
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Fuller, Ellen W.; And Others – Journal of Research in Science Teaching, 1979
Examines the influence of gender, reading level of student, and source of data on science concept formation and retention. Results indicate that reading level of students does influence science concept formation and retention, but gender and source of data (method of instruction) do not. (MA)
Descriptors: Academic Achievement, Concept Formation, Educational Research, Elementary Education
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Jones, M. Gail; Brader-Araje, Laura; Carboni, Lisa Wilson; Carter, Glenda; Rua, Melissa J.; Banilower, Eric; Hatch, Holly – Journal of Research in Science Teaching, 2000
Observes 16 students from five elementary science classes to examine how students use tools when constructing new knowledge during science instruction, how control of tools is actualized from pedagogical perspectives, how language and tool accessibility intersect, how gender intersects with tool use, and how competition for resources impacts…
Descriptors: Concept Formation, Constructivism (Learning), Elementary Education, Ethnicity
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Druyan, Sara – Journal of Research in Science Teaching, 1997
Presents three studies that demonstrate the efficiency of the kinesthetic conflict in promoting the understanding of three scientific concepts among children aged 5-12. Results support Piaget's theory which determines the origins of scientific thinking. Contains 26 references. (DDR)
Descriptors: Cognitive Psychology, Cognitive Structures, Constructivism (Learning), Elementary Education
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Berger, Carl F.; Pintrich, Paul R. – Journal of Research in Science Teaching, 1986
Uses two studies to examine developmental and task effects in estimation problems. Results are discussed in terms of student and task characteristics and the implications of such variables on information processing model of learning. Implications for science teaching, learning problem diagnostics, and science curricula are also discussed. (TW)
Descriptors: Elementary Education, Elementary School Science, Estimation (Mathematics), Feedback
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Padilla, Michael J.; Smith, Edward L. – Journal of Research in Science Teaching, 1979
Investigates the effects of teaching 120 first grade children specific strategies for nonvisual seriation on their performance on post-tests and retention tests. Results show that simple seriation can be learned and retained. (HM)
Descriptors: Educational Research, Educational Strategies, Elementary Education, Elementary School Science
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Doran, Rodney L.; Ngoi, Mbuya K. – Journal of Research in Science Teaching, 1979
Explores the idea that retention of particular concepts must occur before a student can transfer his learning to new situations. Investigates retention and transfer of fifth and sixth graders, in which achievement level was assessed on some advanced concepts as a function of performance on related basic concepts. (CS)
Descriptors: Educational Research, Elementary Education, Elementary School Science, Intermediate Grades
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