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Direct linkSuh, Jee Kyung; Hwang, Jihyun; Park, Soonhye; Hand, Brian – Journal of Research in Science Teaching, 2022
Research in science education has emphasized the importance of knowledge generation approaches to learning. Creating generative learning environments requires teachers to address the epistemic underpinning of science practices and shift their orientations toward knowledge generation approaches. This study aimed to propose epistemic orientation as…
Descriptors: Science Education, Knowledge Level, Epistemology, Teaching Methods
Kulgemeyer, Christoph; Borowski, Andreas; Buschhüter, David; Enkrott, Patrick; Kempin, Maren; Reinhold, Peter; Riese, Josef; Schecker, Horst; Schröder, Jan; Vogelsang, Christoph – Journal of Research in Science Teaching, 2020
Professional knowledge is an important source of science teachers' actions in the classroom (e.g., personal professional content knowledge [pedagogical content knowledge, PCK] is the source of enacted PCK in the refined consensus model [RCM] for PCK). However, the evidence for this claim is ambiguous at best. This study applied a cross-lagged…
Descriptors: Knowledge Level, Science Teachers, Pedagogical Content Knowledge, Physics
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
Sezen-Barrie, Asli; Stapleton, Mary K.; Marbach-Ad, Gili – Journal of Research in Science Teaching, 2020
This study explores the process of teacher scaffolding student engagement in epistemic tools from the critical sensemaking perspective. Epistemic tools are contextual artifacts manipulated to investigate and evaluate ideas to construct knowledge within the constraints of a disciplines' representational means. The main sources of our data are ~50…
Descriptors: Science Teachers, Secondary School Teachers, Scaffolding (Teaching Technique), Learner Engagement
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
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
Leuchter, Miriam; Naber, Britta – Journal of Research in Science Teaching, 2019
Attention to core concepts in science and engineering in early education has grown recently, and understanding levers as force amplifiers can be recognized as one of these. Previous studies focused on two-sided levers and do not provide sufficient information about children's knowledge of levers as force amplifiers, nor about their learning and…
Descriptors: Science Education, Physics, Engineering Education, Knowledge Level
Chen, Juanjuan; Wang, Minhong; Grotzer, Tina A.; Dede, Chris – Journal of Research in Science Teaching, 2018
The use of external representations has a potential to facilitate inquiry learning, especially in hypothesis generation and scientific reasoning, which are typical difficulties encountered by students. This study proposes and investigates the effects of a three-dimensional thinking graph (3DTG) that allows learners to combine in a single image,…
Descriptors: Inquiry, Teaching Methods, Grade 11, Graphs
Wecker, Christof; Rachel, Alexander; Heran-Dörr, Eva; Waltner, Christine; Wiesner, Hartmut; Fischer, Frank – Journal of Research in Science Teaching, 2013
In the course of inquiry activities similar to those of real scientists, learners are supposed to develop knowledge both on the level of observable phenomena and on the level of explanatory theories. However, some theories involve theoretical entities (e.g., "Weiss domains") that cannot be observed directly and therefore may be hard to…
Descriptors: Scientific Concepts, Theories, Inquiry, Science Instruction
Liu, Ou Lydia; Lee, Hee-Sun; Linn, Marcia C. – Journal of Research in Science Teaching, 2010
Teachers play a central role in inquiry science classrooms. In this study, we investigate how seven teacher variables (i.e., gender, experience, perceived importance of inquiry and traditional teaching, workshop attendance, partner teacher, use of technology) affect student knowledge integration understanding of science topics drawing on previous…
Descriptors: Knowledge Level, Teaching Methods, Predictor Variables, Educational Strategies
Akerson, Valarie L.; Buzzelli, Cary A.; Donnelly, Lisa A. – Journal of Research in Science Teaching, 2010
This study explored whether early childhood preservice teachers' concerns about teaching nature of science (NOS) and their intellectual levels influenced whether and how they taught NOS at the preschool and primary (K-3) levels. We used videotaped classroom observations and lesson plans to determine the science instructional practices at the…
Descriptors: Preservice Teachers, Scientific Principles, Science Instruction, Teaching Methods
Plummer, Julia D. – Journal of Research in Science Teaching, 2009
The National Science Education Standards [National Research Council (1996) National science education standards. Washington, DC: National Academy Press] recommend that students understand the apparent patterns of motion of the sun, moon and stars by the end of early elementary school. However, little information exists on students' ability to…
Descriptors: Scientific Principles, Motion, Visual Environment, Grade 2
Schwarz, Christina V.; Reiser, Brian J.; Davis, Elizabeth A.; Kenyon, Lisa; Acher, Andres; Fortus, David; Shwartz, Yael; Hug, Barbara; Krajcik, Joe – Journal of Research in Science Teaching, 2009
Modeling is a core practice in science and a central part of scientific literacy. We present theoretical and empirical motivation for a learning progression for scientific modeling that aims to make the practice accessible and meaningful for learners. We define scientific modeling as including the elements of the practice (constructing, using,…
Descriptors: Scientific Literacy, Grade 6, Models, Science Instruction
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