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Preservice Elementary Teachers' Perceptions of Their Science Laboratory Instructors in a Phenomena-Based Laboratory and How It Impacts Their Conceptual Development
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Alvir S. Sangha; Dermot F. Donnelly-Hermosillo; Frederick P. Nelson – Journal of Research in Science Teaching, 2024
Phenomena-based approaches have become popular for elementary school teachers to engage children's innate curiosity in the natural world. However, integrating such phenomena-based approaches in existing science courses within teacher education programs present potential challenges for both preservice elementary teachers (PSETs) and for laboratory…
Descriptors: Elementary School Teachers, Personality Traits, Elementary School Students, Science Education
Exploring Chinese High School Students' Performance and Perceptions of Scientific Argumentation by Understanding It as a Three-Component Progression of Competencies
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Zhang, Jinglu; Browne, William J. – Journal of Research in Science Teaching, 2023
Argumentation plays a significant role in science as a scientific practice in which knowledge is constructed, evaluated, and modified. Scientific argumentation (SA) is thus a promising activity for students to pursue in order to think and act like scientists and to enhance their understanding of science. Considering the impact that assessments…
Descriptors: Foreign Countries, High School Students, Science Instruction, Persuasive Discourse
A Comparison of Personality Attributes of Science Teachers and Medical Technologists.
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Kazi, M. U.; Piper, Martha K. – Journal of Research in Science Teaching, 1983
Identified personality traits (extroversion/introversion and neuroticism/stability) that distinguish medical technologists (N=83) and college-level biology, chemistry, and physics teachers (N=57) using the Eysnck Personality Inventory. Also compared personality profiles of these subjects using Holland's Vocational Preference Inventory. Results and…
Descriptors: Biology, Chemistry, College Science, Community Colleges
A Comparative Study of the Self-Efficacy Beliefs of Successful Men and Women in Mathematics, Science, and Technology Careers
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Zeldin, Amy L.; Britner, Shari L.; Pajares, Frank – Journal of Research in Science Teaching, 2008
The purpose of this study was to explore the personal stories of men who selected careers in science, technology, engineering, or mathematics (STEM) to better understand the ways in which their self-efficacy beliefs were created and subsequently influenced their academic and career choices. Analysis of 10 narratives revealed that mastery…
Descriptors: Females, Males, Gender Differences, Self Efficacy
Characteristics of Male and Female Students Who Experienced Success or Failure in Their First College Science Course.
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DeBoer, George E. – Journal of Research in Science Teaching, 1985
Examined personality (persistence, future orientation, and the tendency toward reckless/rash behavior) and cognitive factors related to success or failure in college science courses. One finding noted is that both men and women were more apt to attribute their success to effort/ability, and their failure to the difficulty of a task. (JN)
Descriptors: Academic Achievement, Attribution Theory, College Science, Females
What College Chemistry Instructors and High School Chemistry Teachers Perceive as Important for Incoming College Students.
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Razali, Sulaiman N.; Yager, Robert E. – Journal of Research in Science Teaching, 1994
Determines what attributes high school teachers and college professors of chemistry believe to be most important for incoming college students. Teachers and professors ranked examples of traditional chemistry knowledge and personal traits in order of importance. Chemistry professors ranked student personal attributes as most important, whereas…
Descriptors: Chemistry, College Freshmen, High Schools, Higher Education
Predictive Value of Attitude, Cognitive Ability, and Personality to Science Achievement in the Middle School.
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Baker, Dale R. – Journal of Research in Science Teaching, 1985
Examined the relationship of attitude toward science, spatial ability, mathematical ability, and scientific personality (measured by the Myers-Briggs Type Indicator) on the achievement of eighth-grade students (N=98). One finding noted is that males and females with science grades of C or D had the most characteristics not associated with science.…
Descriptors: Academic Achievement, Grade 8, Junior High Schools, Mathematics Achievement