This study involved 458 ninth-grade students from two different Arab middle schools in Israel. Half of the students learned science using project-based learning strategies and the other half learned using traditional methods (non-project-based). The classes were heterogeneous regarding their achievements in the sciences. The adapted questionnaire…

The Talking Science project initially involved three secondary schools and eight of their feeder primary schools in the London Borough of Richmond Upon Thames. The project created, trialled and evaluated a set of key stage 2/3 transition materials for children moving from primary to secondary school, using argument as a teaching and learning…

This study was designed to explore the effects of problem-based learning (PBL) strategies on the attitudes of female senior high school students toward integrated knowledge learning in science, technology, engineering, and mathematics (STEM). Content analysis and focus group methods were adopted as the research processes. Data and information…

The relationship between students' use of PeerWise, an online tool that facilitates peer learning through student-generated content in the form of multiple-choice questions (MCQs), and achievement, as measured by their performance in the end-of-module examinations, was investigated in 5 large early-years science modules (in physics, chemistry and…

The Learning in Science Project (Primary)--LISP(P)--investigated the questions and explanations primary children have about rocks. Data were collected during teaching sessions from New Zealand students (ages 8-11) and Australian students (ages 10-11). The teaching sessions required the teacher to create a situation in which children generated some…

The topic of metals is frequently taught in primary schools. However, when metals are suggested as one of a series of topics for study, students often initially show little enthusiasm for the topic. To determine the ideas that children have about metals the Learning in Science Project (Primary)--LISP(P)--interviewed thirty-eight 9- to 10-year-old…

An alternative approach for teaching primary school science has been proposed by the Learning in Science Project (Primary--LISP(P). This study investigated the use of the approach during three series of lessons on the topic "metals." Each series followed the same general pattern: (1) an introductory session to stimulate children to ask…

The Learning in Science Project (Primary)--LISP(P)--investigated the questions and explanations primary children have about spiders. The data comprise 112 questions and 104 explanations (included in appendices) offered by children after being shown a picture of a spider. Additional data were collected during individual interviews with 18 students.…

The Learning in Science Project (Primary)--LISP(P)--investigated the ideas and interests about spiders held by 8- to 10-year-old children. Data included 303 questions--and answers to some of the questions--about spiders obtained from children in four classes and from responses obtained during individual interviews with 10 children from each age…

The Learning in Science Project (Primary--LISP(P)--designed to investigate the teaching and learning of science in New Zealand primary schools, arises from the work of the original Learning in Science Project (LISP). This paper is an attempt to clarify the direction of LISP(P) as it moves toward the central phase of the research. The ideas…

The stand taken in the Learning in Science Project (Primary)--LISP(P)--is that primary school science should be centrally concerned with children's present interaction with their world rather than their future science education. Further, it has been decided that one of the LISP(P) foci should be on questions that children ask and how these…

One area explored in the Learning in Science Project (Primary--LISP(P)--was children's questions about and explanations of phenomena. Data were obtained from work with classes of children, interviews with children, informal discussions with teachers, and observations of two teachers using an alternative teaching model (outlined in an appendix)…

The Learning in Science Project (Primary)--LISP(P)--was designed to investigate the teaching and learning of science in the primary school. This paper summarizes the work undertaken and the findings obtained during the first 9 months of the project. During the first 6 months, an exploratory phase, similar to the original Learning in Science…

This paper, designed to be used in conjunction with a video-tape developed by the Learning in Science Project (Primary)--LISP(P)--shows excerpts from some of the interview schedules used to examine children's ideas about floating and sinking. These interviews involved the use of "interview-about-instances" (IAI) cards (included in an…

This study investigated the meanings and ideas held and questions asked by children (ages 7-14) about floating and sinking (in water). Data were collected from interviews using "interview-about-instances" (IAI) cards (included in an appendix) and 10 objects which either floated or sank. Additional data were collected from classroom…