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Qianqian Gao; Mingwen Tong; Jia Sun; Chao Zhang; Yuxin Huang; Si Zhang – Journal of Science Education and Technology, 2025
The blended synchronous classroom fosters equitable and balanced educational development; however, challenges persist, including low motivation and suboptimal effects on the deep learning of remote students. This study employs a student-centered learning approach and incorporates the process-oriented guided inquiry learning (POGIL) strategy into…
Descriptors: Inquiry, Blended Learning, Synchronous Communication, Science Education
Eley, Alison – Primary Science, 2022
There is broad agreement in the literature (e.g. Furtak et al., 2012; Harlen and Qualter, 2018) that the purpose of primary science is for children to develop: (1) scientific skills; (2) knowledge and understanding of some scientific concepts; (3) positive attitudes to science; an understanding of the nature of science; and (4) an appreciation of…
Descriptors: Teaching Methods, Science Instruction, Elementary School Science, Teacher Role
Böschl, Florian; Forbes, Cory; Lange-Schubert, Kim – Science Education, 2023
Science education reform efforts have emphasized the incorporation of more authentic and meaningful scientific practices into formal learning environments. With this focus on practices, such as scientific modeling, a powerful tool for sense-making and reasoning, comes a need to observe and understand if and how it is actually occurring,…
Descriptors: Foreign Countries, Comparative Education, Science Education, Models
Ying-Chih Chen; Jongchan Park; Jamie G. Rapkiewcz – American Biology Teacher, 2024
Productive struggle is a process in which students expend effort to grapple with perplexing problems and make sense of something that is not immediately apparent and beyond their current level of understanding and capacity. The experience encourages students to reflect on and restructure their existing knowledge toward a new understanding of…
Descriptors: Error Correction, Biology, Science Education, Teaching Methods
Melinda Kirk; Russell Tytler; Peta J. White; Joseph Paul Ferguson; Jo Raphael – Research in Science Education, 2025
With the critical nature of socio-ecological challenges, the need to empower young people to generatively grapple with these science-related issues is crucial for developing their agentic citizenship. This paper reports on a primary science project that adopted a Socratic Seminar pedagogical strategy to enable student voice and collaborative…
Descriptors: Elementary School Science, Science Education, Science Instruction, Teaching Methods
Wilcox, Jesse; Reiter, Reade; Rose, Abby; Alberts, Alex; Murano, Katie – Science and Children, 2022
Although the "Next Generation Science Standards" (NGSS) have three dimensions, the crosscutting concepts are often the forgotten dimension. One reason teachers may not emphasize the crosscutting concepts might be because they are broad, domain-general constructs that can be difficult to conceptualize in a meaningful way. Yet, when taught…
Descriptors: Science Instruction, Scientific Principles, Teaching Methods, Inquiry
Elizabeth Joy Fredericks; Janet Condy; Heather Nadia Phillips; Carien Maree; Agnes Chigona – South African Journal of Education, 2025
In this article we report on the initial professional discourse on teaching natural science (NS) in the Foundation Phase among a sample of novice teachers in the Western Cape province of South Africa. The sample comprised 7 novice teachers (NTs) with 3 or fewer years of teaching experience. We investigated the NTs preparedness to teach NS,…
Descriptors: Beginning Teachers, Natural Sciences, Foreign Countries, Active Learning
Peta J. White; Russell Tytler; Shefali Sharma-Wallis – Teaching Science, 2023
Inquiry skills are universally recognised as being integral to a contemporary science education where students need to understand the nature of scientific practices as well as concepts. Although inquiry learning is a common practice among primary educators, the development and assessment of inquiry skills is far less practised. There is a need for…
Descriptors: Evaluation, Active Learning, Inquiry, Science Education
He Zhou Breunig – ProQuest LLC, 2024
This dissertation examines students' social-emotional experience with knowledge building pedagogy from the lenses of grit and growth mindset. The goal of this dissertation is to understand how interest, perseverance of effort and growth mindset oriented feedback engage students social emotionally in knowledge building to sustain and deepen their…
Descriptors: Social Emotional Learning, Learner Engagement, Knowledge Level, Skill Development
Sampson, Victor; Hutner, Todd L.; Grooms, Jonathon; Kaszuba, Jennifer; Burt, Carrie – NSTA Press, 2021
Are you interested in helping your elementary students learn the practices of science, including constructing explanations and engaging in argument from evidence? "Argument-Driven Inquiry in Fifth-Grade Science" will provide you with both the information and instructional materials you need to get started right away. The book is a…
Descriptors: Inquiry, Active Learning, Science Instruction, Persuasive Discourse
Doabler, Christian T.; Therrien, William J.; Longhi, Maria A.; Roberts, Greg; Hess, Katherine E.; Maddox, Steven A.; Uy, Jasmine; Lovette, Gail E.; Fall, Anna-Maria; Kimmel, Georgia L.; Benson, Sarah; VanUitert, Victoria J.; Emily Wilson, Sarah; Powell, Sarah R.; Sampson, Victor; Toprac, Paul – Remedial and Special Education, 2021
This study, which was reviewed through the Registered Report process, examined the initial efficacy of the Scientific Explorers program (Sci2) on second-grade students' science achievement. Sci2 is grounded in the growing body of empirical research on science instruction, embedding principles of explicit instruction within a guided inquiry-based…
Descriptors: Program Effectiveness, Grade 2, Elementary School Science, Science Instruction
Swanson, Carolyn Julie – Teachers and Curriculum, 2021
The way science education is positioned and practised in New Zealand primary schools varies widely. In this qualitative case study, participants in senior management from five Auckland primary schools were asked how they perceived science, how it was taught and reasons for the pedagogical approaches chosen. It was clear all schools were different…
Descriptors: Science Education, Elementary School Science, Administrator Attitudes, Teaching Methods
K. Kavitha; V. P. Joshith – Journal of Pedagogical Research, 2024
Artificial intelligence (AI) technologies continue to revolutionize various sectors, including their incorporation into education, particularly in K-12 science education, which has become evidently significant. This paper presents a bibliometric analysis and systematic review that examines the incorporation of AI technologies in K-12 science…
Descriptors: Artificial Intelligence, Science Education, Elementary School Science, Secondary School Science
McCullagh, John; Doherty, Andrea – Education 3-13, 2021
Teaching primary science through inquiry offers a number of benefits including developing pupils' science skills, progressing thinking skills and personal capabilities, and making science relevant to children's everyday experience. Ensuring that pre-service teachers (PSTs) are fully confident and competent in teaching inquiry-based science (IBS)…
Descriptors: Team Teaching, Preservice Teachers, Teaching Methods, Self Esteem
McMahon, Kendra – Primary Science, 2018
The Teacher Assessment in Primary Science (TAPS) Focused Assessment approach embeds assessment within normal classroom science activities. Essentially, a Focused Assessment is a lesson plan for a science inquiry, with an identified focus for assessment and guidance on how to interpret the children's responses in relation to expectations for that…
Descriptors: Science Activities, Evaluation Methods, Elementary School Science, Inquiry