Publication Date
In 2025 | 1 |
Since 2024 | 1 |
Since 2021 (last 5 years) | 2 |
Since 2016 (last 10 years) | 2 |
Since 2006 (last 20 years) | 6 |
Descriptor
Source
International Journal of… | 6 |
Author
Akkus, Recai | 1 |
Baird, Jo-Anne | 1 |
Brian Hand | 1 |
Daubenmire, Patrick L. | 1 |
Erduran, Sibel | 1 |
Gavin W. Fulmer | 1 |
Gunel, Murat | 1 |
Hand, Brian | 1 |
Ioannidou, Olga | 1 |
Jale Ercan-Dursun | 1 |
Jee K. Suh | 1 |
More ▼ |
Publication Type
Journal Articles | 6 |
Reports - Research | 5 |
Reports - Evaluative | 1 |
Tests/Questionnaires | 1 |
Education Level
Secondary Education | 3 |
Elementary Education | 1 |
Higher Education | 1 |
Audience
Teachers | 1 |
Location
United Kingdom (England) | 1 |
Laws, Policies, & Programs
Assessments and Surveys
Group Assessment of Logical… | 1 |
What Works Clearinghouse Rating
Qi Si; Jee K. Suh; Jale Ercan-Dursun; Brian Hand; Gavin W. Fulmer – International Journal of Science Education, 2025
Language is a fundamental tool for learning science. This study highlights the importance of teacher knowledge in utilising language as a tool for knowledge generation in the classrooms. This case study examines elementary teachers' development of declarative, procedural, and epistemic knowledge related to using language, particularly focusing on…
Descriptors: Elementary School Teachers, Epistemology, Knowledge Level, Elementary School Science
Erduran, Sibel; Ioannidou, Olga; Baird, Jo-Anne – International Journal of Science Education, 2021
The incorporation of epistemic aspects of science in science education continues to be a challenge for researchers and practitioners. The paper presents an empirical study investigating how epistemic framing of scientific methods can be incorporated in science teaching, learning and summative assessment, and what impact such framing has on student…
Descriptors: Science Instruction, Teaching Methods, Secondary School Science, Secondary School Students
van Opstal, Mary T.; Daubenmire, Patrick L. – International Journal of Science Education, 2015
Metacognition can be described as an internal conversation that seeks to answer the questions, "how much do I really know about what I am learning" and, "how am I monitoring what I am learning?" Metacognitive regulation skills are critical to meaningful learning because they facilitate the abilities to recognize the times when…
Descriptors: Metacognition, Science Instruction, Qualitative Research, Heuristics
McClary, Lakeisha; Talanquer, Vicente – International Journal of Science Education, 2011
The characterization of students' reasoning strategies is of central importance in the development of instructional strategies that foster meaningful learning. In particular, the identification of shortcut reasoning procedures (heuristics) used by students to reduce cognitive load can help us devise strategies to facilitate the development of more…
Descriptors: Educational Strategies, Heuristics, Organic Chemistry, Science Instruction
Akkus, Recai; Gunel, Murat; Hand, Brian – International Journal of Science Education, 2007
Many state and federal governments have mandated in such documents as the National Science Education Standards that inquiry strategies should be the focus of the teaching of science within school classrooms. The difficult part for success is changing teacher practices from perceived traditional ways of teaching to more inquiry-based approaches.…
Descriptors: Test Results, Science Achievement, Heuristics, Scores
Veermans, Koen; van Joolingen, Wouter; de Jong, Ton – International Journal of Science Education, 2006
This article describes a study into the role of heuristic support in facilitating discovery learning through simulation-based learning. The study compares the use of two such learning environments in the physics domain of collisions. In one learning environment (implicit heuristics) heuristics are only used to provide the learner with guidance…
Descriptors: Pretests Posttests, Physics, Heuristics, Educational Environment