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Direct linkDanielle Murphy; Ravit Golan Duncan; Clark A. Chinn; Joshua Danish; Cindy E. Hmelo Silver; Jinzhi Zhou; Zach Ryan – Journal of Research in Science Teaching, 2025
Scientific modeling is a core practice of scientific inquiry. Students' engagement in modeling can be enhanced by attending to epistemic criteria, which in science are standards used to evaluate the validity and accuracy of scientific models. While prior research has focused on students' development and use of epistemic criteria in scientific…
Descriptors: Elementary School Students, Metacognition, Epistemology, Knowledge Level
Mikeas Silva de Lima; Lilian Pozzer; Salete Linhares Queiroz – Journal of Research in Science Teaching, 2025
In the context of scholarly and scientific discourse, students often have to deal with graphic-visual modes of communication, which requires their ability to comprehend and utilize inscriptions, that is, scientific visual representations, to convey information effectively--what we call graphical literacy. Despite its pivotal role for training…
Descriptors: Graphs, Knowledge Level, Chemistry, Science Instruction
McNeill, Katherine L.; Lowenhaupt, Rebecca; Cherbow, Kevin; Lowell, Benjamin R. – Journal of Research in Science Teaching, 2022
The implementation of science reform must be viewed as a systems-level problem and not just focus on resources for teachers and students. High-capacity instructional leadership is essential for supporting classroom science instruction. Recent reform efforts include a shift from learning about science facts to figuring out scientific phenomena in…
Descriptors: Faculty Development, Principals, Administrator Attitudes, Science Instruction
Gonsalves, Allison J.; Cavalcante, Alexandre Soares; Sprowls, Emily Diane; Iacono, Hailey – Journal of Research in Science Teaching, 2021
This article reports on research investigating the experiences and resources that make science thinkable for undergraduate science majors as they engage in postsecondary science contexts. We regard these experiences and resources as contributing to science majors' "science capital," and we suggest that science capital accumulates over…
Descriptors: Science Instruction, Majors (Students), Undergraduate Students, College Science
Sage Andersen; María González-Howard; Karina Méndez Pérez – Journal of Research in Science Teaching, 2024
This study explored a middle school science teacher's curricular sensemaking in interaction with their use of an educative storyline curriculum, aligned to the Next Generation Science Standards, that was intentionally designed for more opportunities for students' scientific sensemaking. Using a phenomenological case study methodology, we examined…
Descriptors: Science Teachers, Science Instruction, Curriculum Implementation, Science Curriculum
Marcus Kubsch – Journal of Research in Science Teaching, 2024
Energy is a central concept across the sciences and an important goal of science education is to support all students so that they develop a full understanding of the energy concept. However, given the abstract and complex nature of the energy concept, only a few students develop an understanding so that they can use energy ideas to make sense of…
Descriptors: Data Analysis, Grade 6, Grade 7, Grade 8
Fulmer, Gavin W.; Hwang, Jihyun; Ding, Chenchen; Hand, Brian; Suh, Jee K.; Hansen, William – Journal of Research in Science Teaching, 2021
We report on the development of a new instrument for measuring teachers' knowledge of language as an epistemic tool in science classes. Language is essential for science learning, as all learning requires the use of language to constitute one's own ideas and to engage with others' ideas. Teachers with knowledge of language as an epistemic tool can…
Descriptors: Teacher Surveys, Questionnaires, Test Construction, Pedagogical Content Knowledge
Voon, Xin P.; Wong, Lung H.; Looi, Chee K.; Chen, Wenli – Journal of Research in Science Teaching, 2020
The constructivist paradigm opens abundant opportunities for effective knowledge construction in which student build knowledge and continually evaluated and improved their knowledge. The teaching mode under constructivist pedagogy redefines the role of students and the teachers and their interrelationships by creating a nurturing environment. By…
Descriptors: Constructivism (Learning), Knowledge Level, Teaching Methods, Elementary School Students
Haskel-Ittah, Michal; Duncan, Ravit Golan; Vázquez-Ben, Lucia; Yarden, Anat – Journal of Research in Science Teaching, 2020
Mechanisms are central in scientific explanations. However, developing mechanistic explanations is difficult for students especially in domains in which mechanisms involve abstract components and functions, such as genetics. One of the core components of genetic mechanisms are proteins and their functions. Students struggle to reason about the…
Descriptors: Middle School Students, Grade 7, Secondary School Science, Genetics
Yang, Yang; Liu, Xiufeng; Gardella, Joseph A., Jr. – Journal of Research in Science Teaching, 2020
Situated in the context of an in-service professional development (PD) program focused on Interdisciplinary Science Inquiry, this quantitative study tests the validity of and further explores the theoretical model adapted from Desimone's (2009), "Educational Researcher," 38, 181-199 conceptual framework on effectiveness of PD. The…
Descriptors: Faculty Development, Program Effectiveness, Science Teachers, Scientific Concepts
Nixon, Ryan S.; Smith, Leigh K.; Sudweeks, Richard R. – Journal of Research in Science Teaching, 2019
Although widely touted as important, there is little evidence regarding the influence of teaching experience on elementary teachers' science subject matter knowledge (SMK). To better understand this phenomenon, we administered an assessment of science topics taught in the fifth and sixth grades to 169 preservice teachers, 231 fifth-grade teachers,…
Descriptors: Elementary School Teachers, Pedagogical Content Knowledge, Science Instruction, Grade 5
Boda, Phillip A.; Bathia, Shruti; Linn, Marcia C. – Journal of Research in Science Teaching, 2021
Integrating sophisticated graphical analysis skills as they learn science is essential for K-12 students and emphasized in current standards. In this study, we iteratively designed a Graphing Integration Inventory (GII) over a three-year period, while also supporting students to develop their capabilities to use graphs to learn science content in…
Descriptors: Middle School Students, Graphs, Teaching Methods, Science Instruction
Lederman, Judith; Lederman, Norman; Bartels, Selina; Jimenez, Juan; Akubo, Mark; Aly, Shereen; Bao, Chengcheng; Blanquet, Estelle; Blonder, Ron; Bologna Soares de Andrade, Mariana; Buntting, Catherine; Cakir, Mustafa; EL-Deghaidy, Heba; ElZorkani, Ahmed; Gaigher, Estelle; Guo, Shuchen; Hakanen, Arvi; Hamed Al-Lal, Soraya; Han-Tosunoglu, Cigdem; Hattingh, Annemarie; Hume, Anne; Irez, Serhat; Kay, Gillian; Kivilcan Dogan, Ozgur; Kremer, Kerstin; Kuo, Pi-Chu; Lavonen, Jari; Lin, Shu-Fen; Liu, Cheng; Liu, Enshan; Liu, Shiang-Yao; Lv, Bin; Mamlok-Naaman, Rachel; McDonald, Christine; Neumann, Irene; Pan, Yaozhen; Picholle, Eric; Rivero García, Ana; Rundgren, Carl-Johan; Santibáñez-Gómez, David; Saunders, Kathy; Schwartz, Renee; Voitle, Frauke; von Gyllenpalm, Jakob; Wei, Fangbing; Wishart, Jocelyn; Wu, Zhifeng; Xiao, Huang; Yalaki, Yalcin; Zhou, Qiaoxue – Journal of Research in Science Teaching, 2019
Although understandings of scientific inquiry (as opposed to conducting inquiry) are included in science education reform documents around the world, little is known about what students have learned about inquiry during their elementary school years. This is partially due to the lack of any assessment instrument to measure understandings about…
Descriptors: Inquiry, Middle School Students, Elementary Education, Foreign Countries
Gogolin, Sarah; Krüger, Dirk – Journal of Research in Science Teaching, 2018
The process of thinking in and about models as a scientific practice should be integrated into science teaching and learning. Empirical studies show that students see models primarily in their role as media to facilitate content learning while rarely appreciating models as instruments of scientists which allow the deduction and the testing of…
Descriptors: Models, Teaching Methods, Knowledge Level, Biology
Großschedl, Jörg; Welter, Virginia; Harms, Ute – Journal of Research in Science Teaching, 2019
Teachers' pedagogical content knowledge (PCK) is highly important for effective design and implementation of school teaching. Thus, the current status, development and efficacy of this knowledge, its relationships with teaching quality parameters, and its impact on students' learning processes and success, require rigorous examination. Thoroughly…
Descriptors: Science Instruction, Science Teachers, Biology, Preservice Teachers
