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Lili Yan; Chungsoo Na; Jina Kang – Journal of Science Education and Technology, 2024
Collaborative problem-solving (CPS) includes multiple socio-cognitive processes that can be challenging to investigate. Constructing arguments is a key practice at the intersection of CPS and science learning. To understand how students construct arguments and develop science knowledge during CPS, we focus on team synchrony--the extent of…
Descriptors: Persuasive Discourse, Cooperative Learning, Problem Solving, Science Education
Liaw, Hongming; Yu, Yuh-Ru; Chou, Chin-Cheng; Chiu, Mei-Hung – Journal of Science Education and Technology, 2021
Kinematics is an important but challenging area in physics. In previously published works of the current research project, it was revealed that there is a significant relationship between facial microexpression states (FMES) changes and conceptual conflict-induced conceptual change. Consequently, the current study integrated FMES into a kinematics…
Descriptors: Correlation, Nonverbal Communication, Prior Learning, Knowledge Level
Hadad, Roxana; Thomas, Kate; Kachovska, Mila; Yin, Yue – Journal of Science Education and Technology, 2020
Making activities and environments have been shown to foster the development of computational thinking (CT) skills for students in science, technology, engineering, and math (STEM) subject areas. To properly cultivate CT skills and the related dispositions, educators must understand students' needs and build awareness of how CT informs a deeper…
Descriptors: Formative Evaluation, Computation, Thinking Skills, STEM Education
Tutwiler, M. Shane – Journal of Science Education and Technology, 2019
In this study, we investigate trends in the relationship between what students know and the types of data that capture their attention over time in a science-based multi-user virtual environment. Longitudinal analyses of the patterns of data collected by 143 middle school students (nested within 5 teachers) showed that student prior knowledge was…
Descriptors: Attention, Virtual Classrooms, Science Education, Middle School Students
Arslan-Ari, Ismahan; Crooks, Steven M.; Ari, Fatih – Journal of Science Education and Technology, 2020
This study explored the effects of prior knowledge and cueing on the learning (retention, transfer, and matching) and mental effort of learners who studied an instructional animation with accompanying narration about photosynthesis. A 4 × 2 between-subjects factorial design with four levels of cueing (no cueing, label cueing, picture cueing, and…
Descriptors: Cues, Animation, Prior Learning, Retention (Psychology)
Uz-Bilgin, Cigdem; Thompson, Meredith; Anteneh, Melat – Journal of Science Education and Technology, 2020
This study examines how different roles and background knowledge transform players' dyadic conversations into spatial dialogues in a virtual cellular biology game. Cellverse is a collaborative virtual reality (VR) game designed to teach cell biology. Players work in pairs, assuming the role of either a Navigator, with reference material and a…
Descriptors: Cytology, Biology, Educational Technology, Technology Uses in Education
Chang, Hsin-Yi; Liang, Jyh-Chong; Tsai, Chin-Chung – Journal of Science Education and Technology, 2020
We engaged 47 eighth-grade students in a newly developed learning environment that integrates mobile augmented reality (AR) technology to support students' learning of nuclear energy use and radiation pollution, a topic related to a socioscientific issue (SSI) that involves complex reasoning considering scientific evidence and multiple…
Descriptors: Middle School Students, Grade 8, Handheld Devices, Computer Simulation
Corradi, David; Clarebout, Geraldine; Elen, Jan – Journal of Science Education and Technology, 2015
Previous research on multiple external representations (MER) indicates that sequencing representations (compared with presenting them as a whole) can, in some cases, increase conceptual understanding if there is interference between internal and external representations. We tested this mechanism by sequencing different combinations of scientific…
Descriptors: Chemistry, Science Instruction, Prior Learning, Knowledge Level
Lin, Jing-Wen – Journal of Science Education and Technology, 2016
This study adopted a quasi-experimental design with follow-up interview to develop a computer-based two-tier assessment (CBA) regarding the science topic of electric circuits and to evaluate the diagnostic power of the assessment. Three assessment formats (i.e., paper-and-pencil, static computer-based, and dynamic computer-based tests) using…
Descriptors: Computer Assisted Testing, Diagnostic Tests, Quasiexperimental Design, Interviews
Price, C. Aaron; Gean, Katherine; Christensen, Claire G.; Beheshti, Elham; Pernot, Bryn; Segovia, Gloria; Person, Halcyon; Beasley, Steven; Ward, Patricia – Journal of Science Education and Technology, 2016
Casual games are everywhere. People play them throughout life to pass the time, to engage in social interactions, and to learn. However, their simplicity and use in distraction-heavy environments can attenuate their potential for learning. This experimental study explored the effects playing an online, casual game has on awareness of human…
Descriptors: Informal Education, Incidental Learning, Games, Biology
Peleg, Ran; Baram-Tsabari, Ayelet – Journal of Science Education and Technology, 2017
Theatre is often introduced into science museums to enhance visitor experience. While learning in museums exhibitions received considerable research attention, learning from museum theatre has not. The goal of this exploratory study was to investigate the potential educational role of a science museum theatre play. The study aimed to investigate…
Descriptors: Science Education, Robotics, Science Teaching Centers, Museums
Yerushalmi, Edit; Puterkovsky, Menashe; Bagno, Esther – Journal of Science Education and Technology, 2013
A troubleshooting activity was carried out by an e-tutor in two steps. First, students diagnosed a mistaken statement and then compared their diagnosis to a teacher's diagnosis provided by the e-tutor. The mistaken statement involved a widespread tendency to over-generalize Ohm's law. We studied the discourse between pairs of students…
Descriptors: Electronic Learning, Physics, Computer Assisted Instruction, Science Instruction
Thomas, Gregory P.; McRobbie, Campbell J. – Journal of Science Education and Technology, 2013
Concerns regarding students' learning and reasoning in chemistry classrooms are well documented. Students' reasoning in chemistry should be characterized by conscious consideration of chemical phenomenon from laboratory work at macroscopic, molecular/sub-micro and symbolic levels. Further, students should develop metacognition in relation to such…
Descriptors: Science Instruction, Science Teachers, Secondary School Science, Science Experiments
Visser, Talitha Christine; Coenders, Fer G. M.; Pieters, Jules M.; Terlouw, Cees – Journal of Science Education and Technology, 2013
Professional development becomes relevant and effective when teachers are actively involved, collaborate, and when it is linked to teachers' daily school practice (Hunzicker in "Prof Dev Educ" 37:177-179, 2011). Preparation of teachers for a curriculum implementation such as the new subject Nature, Life, and Technology can be done…
Descriptors: Faculty Development, Interdisciplinary Approach, Curriculum Implementation, Program Effectiveness
Corradi, David; Elen, Jan; Clarebout, Geraldine – Journal of Science Education and Technology, 2012
Theories on learning with Multiple External Representations (MER) claim that low prior knowledge learners in science have difficulties using MER, which are seen as necessary to achieve a conceptual understanding. In two experiments, we analyze the mechanisms underlying the learning of chemistry with MER. Our first experiment focuses on how MER can…
Descriptors: Chemistry, Science Instruction, Learning, Teaching Methods