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International Journal of Science Education
IF
1.32
Papers
3226
Papers 3226
1 page of 323 pages (3,226 results)
Newest
Published on Jan 2, 2019in International Journal of Science Education 1.32
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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Published on May 24, 2019in International Journal of Science Education 1.32
Thomas R. Tretter11
Estimated H-index: 11
(University of Louisville),
Yuliya Ardasheva8
Estimated H-index: 8
(Washington State University Tri-Cities)
+ 1 AuthorsAnna Karin Roo2
Estimated H-index: 2
(Washington State University)
ABSTRACTThis study investigated ways to foster positive science attitudes among newcomer first-year middle school English learners (n = 79) under two conditions: (1) Extended Science + Extended Literacy (planetarium-based visualisations + vocabulary + comic and trade books) and (2) Extended Science + Literacy (planetarium-based visualisations + vocabulary). The results indicated a statistically and practically meaningful increase in science attitudes (Cohen’s d = 0.43) after an 8-week science un...
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Published on Jan 2, 2019in International Journal of Science Education 1.32
Chiara Gamberi9
Estimated H-index: 9
(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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Published on Feb 11, 2019in International Journal of Science Education 1.32
Filippos Evangelou (University of Ioannina), Konstantinos Kotsis9
Estimated H-index: 9
(University of Ioannina)
ABSTRACTThis paper compares students’ conceptual understanding of a standard physics law, i.e. frictional force, following the execution of real vs virtual experiments. The research sample was made up of 110 fifth grade students attending a primary school in the city of Ioannina, Northwestern Greece who were randomly assigned to either the control group (55 students) or the experimental group (55 students). The control group carried out experiments with real world objects, while the experimental...
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Published on Jun 13, 2019in International Journal of Science Education 1.32
Shu-Wen Lan1
Estimated H-index: 1
(National Pingtung University of Science and Technology),
Luciana C. de Oliveira9
Estimated H-index: 9
(University of Miami)
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Published on Mar 4, 2019in International Journal of Science Education 1.32
Pernilla Nilsson9
Estimated H-index: 9
(Halmstad University),
Göran Karlsson1
Estimated H-index: 1
(Halmstad University)
ABSTRACTDuring the last decades, digital technologies have become more common in providing opportunities for reflection and in-depth analysis of classroom practices and have afforded new ways of organising teacher education. In particular, videotaped lessons have proven to be a valuable tool for capturing teaching episodes, subsequent reflection and development of student teachers’ professional knowledge, here referred to as ‘pedagogical content knowledge’ (PCK). The aim of this project was to i...
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Published on May 24, 2019in International Journal of Science Education 1.32
Tor Ole B. Odden1
Estimated H-index: 1
(University of Wisconsin-Madison),
Rosemary S. Russ10
Estimated H-index: 10
(University of Wisconsin-Madison)
ABSTRACTCurrent science education reforms highlight the importance of students making sense of scientific ideas. While research has studied how to support sensemaking in classrooms, we still know very little about what drives students to pursue and persist in it on their own. In this article, we use a set of parallel case studies of undergraduate students discussing introductory physics to show how certain student-generated, vexing questions both initiate and sustain students' sensemaking proces...
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Published on Jan 22, 2019in International Journal of Science Education 1.32
Cathy P. Lachapelle8
Estimated H-index: 8
(Museum of Science),
Christine M. Cunningham13
Estimated H-index: 13
(Museum of Science),
Yoonkyung Oh3
Estimated H-index: 3
(Pennsylvania State University)
ABSTRACTTechnology is important to all aspects of our lives, so helping students develop an accurate understanding of technology should be an educational goal at the K-12 level. Assessments are important tools in reaching this goal. We developed an instrument to measure the technology conceptions of children ages 8–11, the ‘What is Technology’ (WT) instrument. We gathered evidence for the validity of using the WT instrument to measure children's conceptions of technology, including changes due t...
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Published on Mar 24, 2019in International Journal of Science Education 1.32
Lars Höft1
Estimated H-index: 1
(Leibniz Association),
Sascha Bernholt6
Estimated H-index: 6
(Leibniz Association)
ABSTRACTThis paper presents the findings of a three-year longitudinal study (Grades 9–11; N = 756 students in German secondary schools; mean starting age = 14.7 years) that explores the development of and the interplay between upper-secondary students’ individual interest and conceptual understanding in chemistry. Students’ individual interest was assessed in seven dimensions of school science activities (realistic, investigative, artistic, social, conventional, and networking) according to Dier...
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Published on Apr 13, 2019in International Journal of Science Education 1.32
Victoria Wong1
Estimated H-index: 1
(University of Oxford),
Justin Dillon28
Estimated H-index: 28
(University of Exeter)
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