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Direct linkJackson, Whitney; Simpson, Lauren A.; Whitworth, Brooke A. – Physics Teacher, 2022
Learning in the classroom is highly influenced by the experiences a teacher plans for students. Concerned that students were not achieving adequate conceptual knowledge during traditional undergraduate physics courses, the authors used the Making Sense of SCIENCE curriculum to tailor a course for 21 pre-service elementary teachers at the…
Descriptors: Thinking Skills, Discussion (Teaching Technique), Student Evaluation, Scientific Concepts
Download full textConie Mae Sudaria; Joje Mar P. Sanchez – Science Education International, 2024
The study examined how well Structure of the Observed Learning Outcome (SOLO)-based formative evaluations might improve students' comprehension in the context of science education, with an emphasis on seismic events like earthquakes. Using a mixed-method research design, the study assesses students' entry understanding, how they advance through…
Descriptors: Science Education, Science Instruction, Teaching Methods, Seismology
Dempster, Edith R. – British Journal of Sociology of Education, 2021
This article explores the recontextualization of science in the Malawi Standard 6 syllabus for science and technology. It illustrates how relations of power and social control are enacted, using Bernstein's concepts of classification and vertical and horizontal discourse. The syllabus incorporates five 'disciplines': science, technology, health,…
Descriptors: Foreign Countries, Science Education, Course Descriptions, Indigenous Knowledge
Furtak, Erin Marie; Tayne, Kelsey – Contributions from Science Education Research, 2019
Learning progressions, or representations of how student ideas develop in particular science domains, have been argued to be important supports for teachers' formative assessment design and enactment. While many learning progressions have been developed in recent years, they have various design features and span wide ranges of grade levels. This…
Descriptors: Affordances, Barriers, Formative Evaluation, Learning Processes
Chan, Cecilia K. Y. – Innovations in Education and Teaching International, 2016
Many educational researchers have established problem-based learning (PBL) as a total approach to education--both a product and a process--from a pedagogical instructional strategy to skills development to assessment. This study provides qualitative evidences from educational practitioners in various professional disciplines, namely, Medicine,…
Descriptors: Problem Based Learning, Teaching Methods, Guidelines, Instructional Effectiveness
Whitehouse, Mary – School Science Review, 2014
Backward design provides a framework for curriculum planning that can be used at unit, course or school level. The approach places assessment at the heart of the planning process. In this article the ideas of backward design are outlined and their application to a current curriculum development project, York Science, is described.
Descriptors: Teaching Methods, Instructional Innovation, Instructional Design, Curriculum Enrichment
Camfield, Eileen Kogl; McFall, Eileen Eckert; Land, Kirkwood M. – Liberal Education, 2016
Introductory biology courses are supposed to serve as gateways for many majors, but too often they serve instead as gatekeepers. Reliance on lectures, large classes, and multiple-choice tests results in high drop and failure rates. Critiques of undergraduate science education are clear about the problems with conventional introductory science…
Descriptors: Science Education, Educational Innovation, Class Size, Introductory Courses
Best, Jane; Dunlap, Allison – McREL International, 2014
This policy brief provides an overview of the Next Generation Science Standards (NGSS), discusses policy considerations for adopting or adapting the new standards, and presents examples from states considering or implementing the NGSS. Changing academic standards is a complex process that requires significant investments of time, money, and human…
Descriptors: Science Education, Academic Standards, State Standards, Program Implementation
Shuster, Michele I.; Preszler, Ralph – International Journal for the Scholarship of Teaching and Learning, 2014
Over the past eight years we have undertaken iterative cycles of course reform in two introductory biology courses: Biology 111 and Biology 211. Our revisions of these formerly "traditional" lecture courses have included in-class case studies with and without peer facilitators and peer-facilitated small-group workshops. Based on analyses…
Descriptors: Introductory Courses, Biology, Science Education, Teaching Methods
Krapp, Andreas; Prenzel, Manfred – International Journal of Science Education, 2011
This article presents an overview of interest research and describes the theoretical and methodological background for the assessment of interest in science in large-scale assessments like the "Programme for International Student Assessment" (PISA). The paper starts with a short retrospective on the history of interest, bringing out theoretical…
Descriptors: Interest Research, Science Interests, Science Education, Curriculum Development
Marbach-Ad, Gili; McAdams, Katherine C.; Benson, Spencer; Briken, Volker; Cathcart, Laura; Chase, Michael; El-Sayed, Najib M.; Frauwirth, Kenneth; Fredericksen, Brenda; Joseph, Sam W.; Lee, Vincent; McIver, Kevin S.; Mosser, David; Quimby, B. Booth; Shields, Patricia; Song, Wenxia; Stein, Daniel C.; Stewart, Richard; Thompson, Katerina V.; Smith, Ann C. – CBE - Life Sciences Education, 2010
This essay describes how the use of a concept inventory has enhanced professional development and curriculum reform efforts of a faculty teaching community. The Host Pathogen Interactions (HPI) teaching team is composed of research and teaching faculty with expertise in HPI who share the goal of improving the learning experience of students in…
Descriptors: Curriculum Development, Microbiology, Educational Change, Learning Experience
National Center for Education Statistics, 2011
Guided by a new framework, the NAEP science assessment was updated in 2009 to keep the content current with key developments in science, curriculum standards, assessments, and research. The 2009 framework organizes science content into three broad content areas. Physical science includes concepts related to properties and changes of matter, forms…
Descriptors: Academic Achievement, Comparative Analysis, Curriculum Development, Ethnic Groups
Holme, Thomas; Bretz, Stacey Lowery; Cooper, Melanie; Lewis, Jennifer; Paek, Pamela; Pienta, Norbert; Stacy, Angelica; Stevens, Ron; Towns, Marcy – Chemistry Education Research and Practice, 2010
The role of assessment in the chemistry classroom is ultimately tied to the nature of the assessments available for use. Because they provide data that can inform decisions about curricular changes, or new pedagogies, the incorporation of new assessment strategies can play an important role in how educational and curriculum reform is carried out.…
Descriptors: Curriculum Development, Student Problems, Instructional Innovation, Chemistry
Seifert, Kyle; Hurney, Carol A.; Wigtil, Clifton J.; Sundre, Donna L. – Assessment Update, 2009
The Academic Skills Inventory (Kruger and Zechmeister, 2001) was developed at Loyola University of Chicago and originally designed for use with psychology majors. It was later extended for use in a variety of academic programs. The Academic Skills Inventory (ASI) assesses student self-reports of behaviors in 10 skill areas: (1) written and oral…
Descriptors: Majors (Students), Biology, Science Education, College Science
Nargund-Joshi, Vanashri; Park Rogers, Meredith A.; Akerson, Valarie L. – Journal of Research in Science Teaching, 2011
In 2005 India introduced a new National Curriculum Framework aimed at providing a more constructivist approach to learning for all subjects. Previous research on the impact of curriculum reform in other countries (e.g., United States) concluded that for reform to be successful teachers' orientations toward teaching and learning must be considered…
Descriptors: National Curriculum, Constructivism (Learning), Curriculum Development, Interviews
