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Download full textShaw, Barbara J.; Ruedas, Luis A. – Journal of Geoscience Education, 2012
Two-thirds of U.S. citizens do not understand the scientific process. There is a clear misunderstanding about what science is--and is not--both in our society and in the classroom. Furthermore, students below basic proficiency are locked into an achievement gap. In response, the No Child Left Behind Act was passed in 2001. Since then, there has…
Descriptors: Achievement Gap, National Competency Tests, Grade 3, Grade 4
Direct linkFies, Carmen – Journal of Computing in Teacher Education, 2008
This article introduces an online jigsaw model for preservice teachers' science content learning. Following a description of the model and its developmental genesis, analysis of an external proficiency measure serves to evaluate the model's validity. Data stem from a sample of 333 students who completed physical science courses in either a…
Descriptors: Preservice Teachers, Physical Sciences, School Holding Power, Inquiry
Tek, Ong Eng; Ruthven, Kenneth – Journal of Science and Mathematics Education in Southeast Asia, 2005
This article reports the relative effect of smart and mainstream schooling on students' acquisition of science process skills which was measured using TIPS-II(M)--the Malay version of Burns, Okey, and Wise's (1985) Test of Integrated Process Skills II. Using students' primary-school science achievement results in the Standardized National…
Descriptors: Science Process Skills, Foreign Countries, Science Instruction, Science Achievement
