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Zohar, Anat; And Others – Journal of Research in Science Teaching, 1994
Describes a study designed to determine whether the Biology Critical Thinking (BCT) project (which incorporates activities for developing specific critical thinking skills into the biology curriculum) enhances critical thinking skills and how it affects students' biological knowledge and classroom learning environment. Results indicate that BCT…
Descriptors: Biology, Classroom Environment, Critical Thinking, Junior High Schools
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Verjovsky, Janet; Waldegg, Guillermina – Journal of Research in Science Teaching, 2005
This article explores the beliefs and practices of a high school biology teacher through three interrelated theoretical frameworks: common knowledge, collaborative learning, and communities of practice. The data were obtained from an in-depth case study of Maria, a biology teacher from a Mexican public high school that was participating in a…
Descriptors: Mexicans, Science Projects, Biology, Secondary School Teachers
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Tal, Tali; Krajcik, Joseph S.; Blumenfeld, Phyllis C. – Journal of Research in Science Teaching, 2006
What teaching practices foster inquiry and promote students to learn challenging subject matter in urban schools? Inquiry-based instruction and successful inquiry learning and teaching in project-based science (PBS) were described in previous studies (Brown & Campione, [1990]; Crawford, [1999]; Krajcik, Blumenfeld, Marx, Bass, & Fredricks,…
Descriptors: Teaching Methods, Urban Teaching, Urban Schools, Science Projects
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O'Neill, D. Kevin; Polman, Joseph L. – Journal of Research in Science Teaching, 2004
In recent years, a number of curriculum reform projects have championed the notion of having students do science in ways that move beyond hands-on work with authentic materials and methods, or developing a conceptual grasp of current theories. These reformers have argued that students should come to an understanding of science through doing the…
Descriptors: Teaching Methods, Scientists, Investigations, Educational Change
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Buck, Gayle A.; Trauth-Nare, Amy; Kaftan, Juliann – Journal of Research in Science Teaching, 2010
The purpose of this pragmatic action research study was to explore our re-conceptualization efforts in preparing pre-service teachers to guide the inquiry process with formative assessment and subsequently use the understandings to improve our teacher preparation program. The process was guided by two questions: to what extent did course…
Descriptors: Preservice Teacher Education, Methods Courses, Teacher Education Curriculum, Action Research
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McDonald, Christine V. – Journal of Research in Science Teaching, 2010
There exists a general consensus in the science education literature around the goal of enhancing learners' views of nature of science (NOS). An extensive body of research in the field has highlighted the effectiveness of explicit NOS instructional approaches in improving learners' NOS views. Emerging research has suggested that engaging learners…
Descriptors: Persuasive Discourse, Scientific Principles, Teaching Methods, Preservice Teacher Education
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Lowery, Lawrence F.; Leonard, William H. – Journal of Research in Science Teaching, 1978
Compares frequencies and styles of questioning strategies used in Modern Biology and Biological Science Curriculum Study--BSCS Green, BSCS Yellow and BSCS Blue secondary school biology textbooks. Findings revealed significant differences between textbooks in terms of number and type of questions used. (CP)
Descriptors: Biology, Educational Research, Instructional Materials, Questioning Techniques
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Story, Lloyd; Brown, Iva D. – Journal of Research in Science Teaching, 1977
Utilizes a factorial design with the variables "use or non-use of Biological Sciences Curriculum Study (BSCS) inquiry slides" and "BSCS biology or non-BSCS biology." Eighteen classes of high school biology students were used in the study. Among other findings, groups using BSCS slides were found to be overall superior on…
Descriptors: Biology, Critical Thinking, Educational Research, Instruction
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Leonard, William H. – Journal of Research in Science Teaching, 1983
A Biological Sciences Curriculum Study (BSCS) inquiry approach for university general biology laboratory was tested against a well-established commercial program judged to be highly directive. The BSCS was found to be more effective in learning biology laboratory concepts than the commercial program as measured by a laboratory concepts test.…
Descriptors: Biology, College Science, Concept Formation, Conventional Instruction
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Bredderman, Ted – Journal of Research in Science Teaching, 1984
Results of 11 studies of classroom practices used with activity-based elementary science programs were combined quantitatively using a composite category system. One finding reported is that teachers trained in program use spent less time talking and more on activities than untrained teachers using the programs. (Author/JM)
Descriptors: Classroom Techniques, Elementary Education, Elementary School Science, Interaction
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Anderson, Charles; Butts, David – Journal of Research in Science Teaching, 1980
In this study, worksheets were adapted from an Elementary Science Study unit, "Batteries and Bulbs," to develop an individualized set of instructional materials on electricity. Research questions were asked regarding relationships of teaching technique (individualized v conventional) to achievement and attitudes, gender, and interactions…
Descriptors: Achievement, Educational Research, Electricity, Elementary Education
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Hall, Donald A.; McCurdy, Donald W. – Journal of Research in Science Teaching, 1990
Compared is an inquiry-oriented Biological Sciences Curriculum Study (BSCS) style laboratory approach with a more directive traditional approach on student outcomes in the cognitive and affective domains of learning. Differences in science achievement, reasoning ability, attitude, and stages of development are discussed. (KR)
Descriptors: Attitudes, Cognitive Development, Cognitive Processes, College Science
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Leonard, William H.; And Others – Journal of Research in Science Teaching, 1981
Compares the effectiveness of an Extended Discretion (ED) laboratory approach (exercising independent judgment) to a BSCS Green Version laboratory program. Results from 10 classes taught by five teachers, each teaching one experimental and one control group, favor the ED approach on a number of measures. (Author/JN)
Descriptors: Biology, Curriculum Evaluation, Grade 10, High School Students
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Anderson, Ronald D. – Journal of Research in Science Teaching, 1983
Consolidates information on selected matters reported in two or more separate meta-analyses reported in this issue (SE 533 494-500). Also examines the relationship between results of these meta-analyses and other work of this nature reported in other sources. Indicates high degree of consistency among results of these various meta-analyses.…
Descriptors: Elementary School Science, Elementary Secondary Education, Higher Education, Inquiry
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Long, Joe C.; And Others – Journal of Research in Science Teaching, 1981
Measured the effects of three variations in the use of diagnostic-prescriptive (DP) teaching on the cognitive and affective biology achievement of high school students (N=93). Variations included: (1) no DP assistance; (2) teacher-managed DP; and (3) student-managed DP. Results favor DP approaches. (Author/JN)
Descriptors: Academic Achievement, Aptitude Treatment Interaction, Biology, Diagnostic Teaching
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