These proceedings contain papers of the 3rd International Baltic Symposium on Science and Technology Education (BalticSTE2019) held in Šiauliai, Lithuania, June 17-19, 2019. This symposium was organized by the Scientific Methodical Center "Scientia Educologica" in cooperation with the Institute of Education, Šiauliai University. The…

Empirical research on parental involvement in children's education often makes the assumption that levels of involvement remain fixed over time. This paper highlights evidence from a longitudinal study that half of parents of young people in Year 9 reported becoming more or less involved in their child's school life over a two-year period and…

Most educators want to provide appropriate instruction for the diverse learning needs of their students, however moving from theory to practice can stymie both novice and experienced teachers. The author shows middle- and secondary-level teachers how to plan a differentiated lesson from start to finish, detailing the steps to take before, during,…

Explores two differing perspectives of the nature of students' biological knowledge structures, conceptual frameworks, and phenomenological primitives (p-prims). Indicates that although a more prevalent description of student conceptions could not be discounted, p-prim of need as rationale for change was found to offer useful description of…

Examines an argument about density among a middle school class of 10 students focussing on the argument as an example of a chaotic and complex system, the emerging development of understandings, and the underlying cognitive structures affecting students' understandings. (MM)

This paper presents an alternate perspective for utilizing the action/process/object framework when discussing student conceptions of function. This perspective extends previously used frameworks by incorporating student conceptions that deal with functional properties and situational contexts, but differs in the analysis of the nature of the…

Possible selves are cognitive manifestations of goals, aspirations, values, and fears. The "Possible Selves Mapping Interview" was developed and used with young adolescents (N=42). All participants generated at least two possible selves. Occupational hoped-for and safety-feared selves were the most prevalent themes. Implications for counseling are…

Knowledge graphs can be used by students as a tool to visualize the structure of concepts and relations between mathematical concepts. Focuses on the graphs produced by students, their appreciation of the structuring activity, and the relationship between their graphs and test results. (Contains 18 references.) (Author/ASK)

Attempting to characterize the research literature on schooling, this paper discusses six possible inquiry perspectives termed analytic, portrait, intentional, structural, societal, and narrative. These perspectives are then analyzed and related to forms of knowledge about educating children. While preferring the narrative approach, the article…

Presents a conceptual framework of second-chance systems analyzable in terms of several basic parameters (targeted population, declared goals, processes, options for students, evaluation criteria, and implications for the regular system). Uses this framework to analyze an Israeli external high school, the subject of a large-scale study. Includes 3…

Presents three types of simple events knowledge models: (1) a simple list of events; (2) a list of cause-effect sequences; and (3) a list of events that describe a problem and its solution. (SR)

Investigates how different problem presentations promote the construction of different cognitive models in school students (N=268) aged 14 to 16. Concludes that the lack of correspondence between a cognitive model of the situation and an algebraic representation of relationships in a problem is a powerful obstacle to the use of algebraic methods.…

Analyzes environmental knowledge of high school students using a national probability sample. Results indicate that students can recognize basic facts regarding environmental issues but are unable to apply this knowledge to comprehend consequences or solutions related to the problems. Contains 20 references. (DDR)

This study explored whether 142 teachers from different academic disciplines possessed different theories of knowledge and different attitudes toward education, and whether those attitudes affected classroom practice. Findings indicated that, on three of four scales used in the study, teachers differed as a function of academic discipline.…

Studies the role of intuitive rules in science and mathematics education. Describes the effect of two intuitive rules on students in grades 7-12 as they perform tasks related to mathematical and physical objects. Contains 28 references. (DDR)