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Direct linkNg, Clarence – Journal of Research in Science Teaching, 2021
Science self-schemas are students' cognitive generalizations of their selves in learning science. Students who hold contrasting science self-schemas are hypothesized to learn consistently with their salient self-conception in science. A survey and an experiment provided complementary evidence supporting the self-congruent engagement hypothesis.…
Descriptors: Foreign Countries, Academic Persistence, Secondary School Students, Self Concept
Mehren, Rainer; Rempfler, Armin; Buchholz, Janine; Hartig, Johannes; Ulrich-Riedhammer, Eva M. – Journal of Research in Science Teaching, 2018
Constituting a metacognitive strategy, system competence or systems thinking can only assume its assigned key function as a basic concept for the school subject of geography in Germany after a theoretical and empirical foundation has been established. A measurement instrument is required which is suitable both for supporting students and for the…
Descriptors: Models, Metacognition, Competence, Geography
Johnson, Philip; Tymms, Peter – Journal of Research in Science Teaching, 2011
Previously, a small scale, interview-based, 3-year longitudinal study (ages 11-14) in one school had suggested a learning progression related to the concept of a substance. This article presents the results of a large-scale, cross-sectional study which used Rasch modeling to test the hypothesis of the learning progression. Data were collected from…
Descriptors: Computer Assisted Testing, Chemistry, Measures (Individuals), Foreign Countries
Planinic, Maja; Boone, William J.; Krsnik, Rudolf; Beilfuss, Meredith L. – Journal of Research in Science Teaching, 2006
Croatian 1st-year and 3rd-year high-school students (N = 170) completed a conceptual physics test. Students were evaluated with regard to two physics topics: Newtonian dynamics and simple DC circuits. Students answered test items and also indicated their confidence in each answer. Rasch analysis facilitated the calculation of three linear…
Descriptors: Foreign Countries, Test Items, Physics, High Schools
Peer reviewedEhindero, O.J. – Journal of Research in Science Teaching, 1982
Investigated influence of sex-related contextual nature of tasks (male-related, female-related, and content-free tasks) and perceived difficulty of these tasks on logical reasoning of Nigerian high school students (N=70). Results indicated that males scored higher than females on male-related tasks and females scored higher on female-related…
Descriptors: Difficulty Level, Foreign Countries, High School Students, High Schools
