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Impact of Model-Based Science Curriculum and Instruction on Elementary Students' Explanations for the Hydrosphere
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Baumfalk, Ben; Bhattacharya, Devarati; Vo, Tina; Forbes, Cory; Zangori, Laura; Schwarz, Christina – Journal of Research in Science Teaching, 2019
Developing scientific literacy about water systems is critical for K-12 students. However, even with opportunities to build knowledge about the hydrosphere in elementary classrooms, early learners may struggle to understand the water cycle (Forbes et al., [Forbes, C. T., 2015]; Gunckel et al., [Gunckel, K. L., 2012]; Zangori et al., [Forbes, C.…
Descriptors: Models, Science Curriculum, Science Instruction, Elementary School Science
The Implementation of a Geospatial Information Technology (GIT)-Supported Land Use Change Curriculum with Urban Middle School Learners to Promote Spatial Thinking
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Bodzin, Alec M. – Journal of Research in Science Teaching, 2011
This study investigated whether a geospatial information technology (GIT)-supported science curriculum helped students in an urban middle school understand land use change (LUC) concepts and enhanced their spatial thinking. Five 8th grade earth and space science classes in an urban middle school consisting of three different ability level tracks…
Descriptors: Urban Environment, Urban Education, Middle School Students, Grade 8
A Comparison of Earth Science Science Classes Taught by Using Original Data in a Research-Approach Technique Versus Classes Taught by Conventional Approaches not Using Such Data
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Agne, Russell M. – Journal of Research in Science Teaching, 1972
Students in classes using a self-instructional unit on meteorology and climatology which provided research data from which generalizations could be drawn increased their critical thinking skills more than groups using conventional earth science texts but did not differ significantly in performance on an achievement test. (AL)
Descriptors: Academic Achievement, Achievement, Conventional Instruction, Critical Thinking
Teaching High School Science Using Image Processing: A Case Study of Implementation of Computer Technology.
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Greenberg, Richard; Raphael, Jacqueline; Keller, Jill L.; Tobias, Sheila – Journal of Research in Science Teaching, 1998
Outlines an in-depth case study of teachers' use of image processing in biology, earth science, and physics classes in one high school science department. Explores issues surrounding technology implementation. Contains 21 references. (DDR)
Descriptors: Biology, Computer Uses in Education, Earth Science, Educational Innovation
The Educational Potential of Multimedia Authoring as a Part of the Earth Science Curriculum--A Case Study.
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Orion, Nir; Dubowski, Yaniv; Dodick, Jeff – Journal of Research in Science Teaching, 2000
Assesses the potential of multimedia authoring as a learning tool using the software ASTOUND. Investigates the knowledge acquisition caused by a multimedia program among 32 grade 12 students on a multi-disciplinary environmental unit about earthquakes. Provides basic background about earthquakes via laboratory experiments and field trips to…
Descriptors: Computer Software, Constructivism (Learning), Earth Science, Earthquakes
Children's Alternative Frameworks: Should They Be Directly Addressed in Science Education?
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Muthukrishna, Nithi; And Others – Journal of Research in Science Teaching, 1993
Reports a study (n=41) of the effectiveness of in-depth, conceptually integrated instruction delivered via a videodisc program in eliminating children's alternative frameworks in science. This curriculum, which did not directly address alternative frameworks during instruction, changed 92% of the alternative frameworks held by students to…
Descriptors: Classroom Research, Concept Formation, Earth Science, Educational Research
Structural Representations of Students' Knowledge Before and After Science Instruction.
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Champagne, Audrey B.; And Others – Journal of Research in Science Teaching, 1981
Examines congruence between science content structure of instructional materials and students' structural representations before and after science instruction. Eighth-grade science students (N=30) were given concept-structuring tasks before and after studying instructional materials to assess changes in student structural representations.…
Descriptors: Concept Formation, Earth Science, Geology, Grade 8