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Papers 3176
1 page of 318 pages (3,176 results)
Chiara Gamberi1
Estimated H-index: 1
(Concordia University),
Katharine Hall1
Estimated H-index: 1
(Concordia University)
The design and implementation of a scientific writing assignment in a >100 student upper-level undergraduate microbiology class resulted in a peer-reviewed publication in an open-access journal. The primary course objectives and requirements were met by assigning groups of four to five students one of 25 distinct section topics of similar size and complexity that complemented the course materials. Students were taught to identify, read and cite primary scientific literature, to avoid plagiarism,...
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Brandy Todd (University of Oregon), Keith Zvoch12
Estimated H-index: 12
(University of Oregon)
ABSTRACTThis study investigates the impact of an informal science outreach programme built around theories of identity formation and self-efficacy on middle school girls’ science affinities. A lottery-based, randomised control trial was used to identify programme effects on four science affinity outcomes: science interests, efficacy with science, science attitudes, and science identity. A multivariate analysis of variance demonstrated that programme participants scored higher than their control ...
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Amanda Peel1
Estimated H-index: 1
(University of Missouri),
Laura Zangori8
Estimated H-index: 8
(University of Missouri)
+ 2 AuthorsTroy D. Sadler1
Estimated H-index: 1
(University of North Carolina at Greensboro)
ABSTRACTAntibiotic resistance (ABR) is a significant contemporary socio-scientific issue. To engage in informed reasoning about ABR, students need to understand natural selection. A secondary science unit was designed and implemented, combining an issues-based approach and model-based reasoning, to teach students about natural selection and ABR. This sequential explanatory mixed methods study explored students’ explanations of natural selection. Students created model-based explanations (MBEs) a...
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Jingoo Kang2
Estimated H-index: 2
(University of Eastern Finland),
Jonathan Hense1
Estimated H-index: 1
(University of Bonn)
+ 1 AuthorsTuula Keinonen6
Estimated H-index: 6
(University of Eastern Finland)
ABSTRACTGender disparities in STEM fields have been under extensive study, the focus of which has been on future career aspirations. However, the primary phases in gender differences are still ambiguous when examined from this perspective, possibly due to the fact that most of the studies have targeted samples of upper secondary school or college students. As such, in this study we examined the transient period to lower secondary school; our aim was to discover to what extent relationships betwe...
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Beth R. Loveys (University of Adelaide), Karina M. Riggs (University of Adelaide)
ABSTRACTThe flipped classroom pedagogy was implemented in two core undergraduate science courses; Animal and Plant Biochemistry II (APB) and Microbiology and Invertebrate Biology II (MIB) to encourage students to prepare for laboratory classes. Students often attend class without little understanding or appreciation of what they are going to learn in the laboratory, the types of techniques they are going to use or the safety precautions required. This is not only hazardous for students but also ...
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Ebru Kaya6
Estimated H-index: 6
(Boğaziçi University),
Sibel Erduran23
Estimated H-index: 23
(University of Limerick)
+ 1 AuthorsSelin Akgün1
Estimated H-index: 1
(Boğaziçi University)
ABSTRACTA recent framework on nature of science (NOS) is the Family Resemblance Approach (FRA). FRA presents NOS as a cognitive-epistemic and social-institutional system with a set of categories: aims and values, scientific methods, scientific practices, scientific knowledge and social-institutional aspects of science. Although FRA has been problematised philosophically and its implications for science education have been considered by science educators, its empirical adaptations in science educ...
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Deniz Saribas3
Estimated H-index: 3
(Istanbul Aydın University),
Zeynep Gonca Akdemir (Istanbul Aydın University)
ABSTRACTToday’s world requires citizens to make informed decisions by critically evaluating evidence and alternative explanations. The purpose of this study was to explore pre-service elementary teachers’ capability of building a model–evidence link, their evaluation levels on the topic of wetlands, and their evaluations of the trustworthiness of the sources of evidence. In order to achieve this goal, we used the Turkish-adapted version of Model-Evidence Link (MEL) diagrams, an instructional too...
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Nina Meyerhöffer (University of Mainz), Daniel Dreesmann3
Estimated H-index: 3
(University of Mainz)
ABSTRACTThe dominant role of English as the global language of science entails a requirement for science teachers to equip their non-native English-speaking students with receptive and productive language skills for communication in scientific contexts. Although science courses with English elements are part of some schools’ bilingual programmes, they are usually not available to a wider student audience, but are restricted to high achieving or highly motivated students. The present study was to...
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Judith Bennett14
Estimated H-index: 14
(University of York),
Pam Hanley6
Estimated H-index: 6
(University of York)
+ 2 AuthorsMaria Turkenburg-van Diepen (University of York)
ABSTRACTA randomised controlled trial (RCT) and a series of case studies were used to determine the impact of two variants of an intervention (a professional development programme) aimed at improving primary school science teachers’ subject and pedagogic content knowledge, and enhancing their subject leadership ability. Ninety-six schools were randomly assigned to full or partial treatment groups or a ‘business-as-usual’ control group. Quantitative data were collected from teachers and pupils th...
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Heather Toomey Zimmerman10
Estimated H-index: 10
(Pennsylvania State University),
Jennifer L. Weible1
Estimated H-index: 1
(Central Michigan University)
ABSTRACTThis collective case study investigates the role of digital photography to support high school students’ engagement in science inquiry practices during a three-week environmental sciences unit. The study’s theoretical framework brings together research from digital photography, participation in environmental science practices, and epistemic agency. Data analysed include field notes and video transcripts from two groups of learners (n = 19) that focus on how high school students used digi...
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