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Jacobs, Brendan; Clark, John Cripps – Teaching Science, 2018
As science teachers, we often show animations and videos in class but there is the potential for students to create their own animations to represent science concepts and thus make their conceptions visible for critique and refinement. This encourages students to be active in their own learning, creating animations rather than just viewing them.…
Descriptors: Science Instruction, Science Teachers, Scientific Concepts, Animation
Constantinou, Yanoula – Primary Science, 2016
Deansfield Primary School, Eltham, south-east London, is always striving to enable children to become successful learners who are confident and enthusiastic. Teachers have endeavoured to give more emphasis to science teaching and learning by bringing it up to date through research and creating a positive attitude to it among the teachers and…
Descriptors: Cartoons, Science Instruction, Foreign Countries, Science Teachers
McCormack, Lorraine – School Science Review, 2016
This article describes how the Cognitive Acceleration through Science Education (CASE) programme was implemented in the final year of primary school and the first year of secondary school in a number of schools in Ireland. The original CASE programme, pioneered in the 1980s, proved successful in its aim to develop the science-reasoning abilities…
Descriptors: Foreign Countries, Elementary School Science, Secondary School Science, Transitional Programs
Hast, Michael; Howe, Christine – Journal of Science Education and Technology, 2013
Previous research indicates children reason in different ways about horizontal motion and motion in fall. At the same time, their understanding of motion down inclines appears to result from an interaction between horizontal and vertical motion understanding. However, this interaction is still poorly understood. Understanding of speed change may…
Descriptors: Scientific Concepts, Science Education, Elementary School Science, Age Differences
Sandoval, William A.; Sodian, Beate; Koerber, Susanne; Wong, Jacqueline – Educational Psychologist, 2014
Science educators have long been concerned with how formal schooling contributes to learners' capacities to engage with science after school. This article frames productive engagement as fundamentally about the coordination of claims with evidence, but such coordination requires a number of reasoning capabilities to evaluate the strength of…
Descriptors: Science Teachers, Science Instruction, Science Process Skills, Competence
Palmer, David – Science Education, 2011
Low teacher self-efficacy is an important factor constraining the teaching of science at the elementary level. This study was designed to investigate the effectiveness of particular sources of efficacy information for enhancing the science teaching self-efficacy of practicing elementary teachers. Twelve teachers participated in an intervention…
Descriptors: Feedback (Response), Intervention, Self Efficacy, Science Instruction
Carver, Sharon M., Ed.; Shrager, Jeff, Ed. – APA Books, 2012
The impulse to investigate the natural world is deeply rooted in our earliest childhood experiences. This notion has long guided researchers to uncover the cognitive mechanisms underlying the development of scientific reasoning in children. Until recently, however, research in cognitive development and education followed largely independent…
Descriptors: Thinking Skills, Class Activities, Learning Activities, Science Education
Thurston, Allen; Topping, Keith J.; Tolmie, Andrew; Christie, Donald; Karagiannidou, Eleni; Murray, Pauline – International Journal of Science Education, 2010
This paper reports a two-year longitudinal study of the effects of cooperative learning on science attainment, attitudes towards science, and social connectedness during transition from primary to high school. A previous project on cooperative learning in primary schools observed gains in science understanding and in social aspects of school life.…
Descriptors: Cooperative Learning, Teaching Methods, Student Attitudes, Science Instruction
Thurston, Allen; Christie, Donald; Karagiannidou, Eleni; Murray, Pauline; Tolmie, Andrew; Topping, Keith – Middle Grades Research Journal, 2010
This article reports data from a 2-year longitudinal study on cooperative learning in school science. The study reported the effects of cooperative learning in science on science attainment, effective development and social connectedness, and interactions during transition from elementary to high school in rural and urban school settings. The…
Descriptors: Urban Schools, Elementary School Science, Cooperative Learning, Science Instruction
Lehrer, Richard; Schauble, Leona; Lucas, Deborah – Cognitive Development, 2008
A sixth-grade class investigated the ecologies of two local retention ponds over the course of one school year. In this context, instruction assisted development as students designed models of the pond in one-gallon jars and attempted to stabilize these jars in sustainable ecosystems that could be used to study questions about the ponds.…
Descriptors: Research Design, Investigations, Environmental Education, Scientific Principles
Strand-Cary, Mari; Klahr, David – Cognitive Development, 2008
We explore the immediate and longer term consequences of different types of instruction about a central topic in middle school science: the "Control of Variables Strategy" (CVS). CVS represents the procedural and conceptual basis for designing simple, unconfounded experiments, such that unambiguous causal inferences can be made. CVS…
Descriptors: Outcomes of Education, Longitudinal Studies, Elementary School Science, Science Achievement
Thurston, A.; Van de Keere, K.; Kosack, W.; Gatt, S.; Marchal, J.; Mestdagh, N.; Schmeinck, D.; Sidor, W.; Topping, K. J.; Donnert, K. – Electronic Journal of Research in Educational Psychology, 2007
This article examines cognitive models of peer learning in school and the implications that these models have for the teaching of science in primary schools. The article is a product of the European Commission, Socrates Comenius 2.1 funded project "The Implementation of Scientific Thinking in (Pre) Primary Schools Settings (STIPPS)" project…
Descriptors: Metacognition, Science Instruction, Peer Teaching, Cooperative Learning

Yore, Larry D. – Journal of Research in Science Teaching, 1984
Explored Morine and Morine's ("Discovery: A Challenge to Teachers") assumptions regarding age and cognitive development of students (N=174) successfully utilizing structured inductive and semi-deductive inquiry strategies. One finding noted is that age has made a significant difference on achievement for both strategies. Implications for…
Descriptors: Academic Achievement, Age, Cognitive Development, Elementary Education

Pine, Karen J.; Messer, David J. – Cognition and Instruction, 2000
Investigated effects of two instructional interventions on 5- to 9-year-olds who could perform a balance beam task but either could not explain the principle or had naive theories. Found that more students who had observed the experimenter model and were then encouraged to explain what they saw improved performance over the pretest than students…
Descriptors: Children, Cognitive Development, Elementary School Science, Performance Factors

Metcalfe, Robert J. Alban; And Others – Research in Science and Technological Education, 1984
Investigated effectiveness of teaching one element of a science syllabus using drama in place of conventional practical work. No statistically significant differences were detected in factual recall, but significantly more "meaningful" learning appeared to have taken place when drama was used. Psychological and educational implications…
Descriptors: Academic Achievement, Cognitive Development, Drama, Elementary Education