scinapse is loading now...
  • References (21)
  • Citations (0)
Cite
References21
Newest
Published on Mar 24, 2017in International Journal of Science Education 1.32
Süleyman Turşucu2
Estimated H-index: 2
(Delft University of Technology),
Jeroen Spandaw2
Estimated H-index: 2
(Delft University of Technology)
+ 1 AuthorsMarc J. de Vries15
Estimated H-index: 15
(Delft University of Technology)
ABSTRACTStudents in senior pre-university education encounter difficulties in the application of mathematics into physics. This paper presents the outcome of an explorative qualitative study of teachers’ beliefs about improving the transfer of algebraic skills from mathematics into physics. We interviewed 10 mathematics and 10 physics teachers using a semi-structured questionnaire that was based on an algebraic transfer problem. Almost all teachers acknowledged this transfer problem and consider...
2 Citations Source Cite
Published on Dec 1, 2016in The School science review
Richard Tynan1
Estimated H-index: 1
,
Robert Bryn Jones1
Estimated H-index: 1
+ 1 AuthorsKen Clays1
Estimated H-index: 1
Subject knowledge enhancement (SKE) courses are one option open in England to graduates with a science background whose first degree content is judged to be insufficient to train to become chemistry or physics teachers. Previous articles in School Science Review have discussed the structure of one type of extended SKE course offered at Liverpool John Moores University, and its impact on outcomes for students. This article focuses on the qualitative responses collected from the anonymous exit que...
1 Citations
Published on Oct 12, 2016in International Journal of Science Education 1.32
Victoria Wong1
Estimated H-index: 1
,
Justin Dillon28
Estimated H-index: 28
,
Heather King6
Estimated H-index: 6
ABSTRACTSTEM, an acronym for Science, Technology, Engineering and Mathematics, is widely used in science education. There is confusion, however, as to its provenance and meaning which is potentially problematic. This study examines the purpose of STEM practice in education in England and asks if there are differences in perceptions of STEM between science and mathematics educator stakeholders. The study’s contribution to the literature is its unusual focus on those who were responsible for makin...
2 Citations Source Cite
Published on Feb 11, 2016in International Journal of Science Education 1.32
Melissa Glackin5
Estimated H-index: 5
(King's College London)
ABSTRACTTeaching outdoors has been established as an important pedagogical strategy; however, science classes rarely take place outside. Previous research has identified characteristics of teachers who have integrated out-of-classroom opportunities into their teaching repertoire; yet little is understood as to why teachers make these different pedagogical decisions. This paper explores the relationship between secondary science teachers’ beliefs and their pedagogical practice during a two-year p...
14 Citations Source Cite
Published on Jan 2, 2016in International Journal of Science Education 1.32
Aguiar Muambalane Baquete1
Estimated H-index: 1
(University of Pretoria),
Diane Grayson5
Estimated H-index: 5
(University of Pretoria),
Inocente Mutimucuio3
Estimated H-index: 3
(Eduardo Mondlane University)
Swidish International Development Agency, SIDA, [Programme 7: Developing Research Capacity in Education.
6 Citations Source Cite
Published on Nov 1, 2015in School Science and Mathematics
Danhui Zhang5
Estimated H-index: 5
(Beijing Normal University),
Chandra Hawley Orrill9
Estimated H-index: 9
(University of Massachusetts Dartmouth),
Todd Campbell6
Estimated H-index: 6
(University of Connecticut)
The purpose of this study was to investigate whether mixture Rasch models followed by qualitative item-by-item analysis of selected Programme for International Student Assessment (PISA) mathematics and science items offered insight into knowledge students invoke in mathematics and science separately and combined. The researchers administered an assessment constructed from PISA released items to 516 15-year-old middle school students in China. The findings suggest that while PISA attributes showe...
1 Citations Source Cite
Published on Jul 1, 2015in Science Education 3.04
Edward F. Redish28
Estimated H-index: 28
(University of Maryland, College Park),
Eric Kuo3
Estimated H-index: 3
(Stanford University)
Mathematics is a critical part of much scientific research. Physics in particular weaves math extensively into its instruction beginning in high school. Despite much research on the learning of both physics and math, the problem of how to effectively include math in physics in a way that reaches most students remains unsolved. In this paper, we suggest that a fundamental issue has received insufficient exploration: the fact that in science, we don’t just use math, we make meaning with it in a di...
18 Citations Source Cite
Published on Dec 1, 2014in International Journal of STEM Education
Jon R. Star27
Estimated H-index: 27
(Harvard University),
Jason A. Chen10
Estimated H-index: 10
(College of William & Mary)
+ 3 AuthorsTheodore Chao2
Estimated H-index: 2
(Ohio State University)
Background: During the middle school years, students frequently show significant declines in motivation toward school in general and mathematics in particular. One way in which researchers have sought to spark students’ interests and build their sense of competence in mathematics and in STEM more generally is through the use of technology. Yet evidence regarding the motivational effectiveness of this approach is mixed. Here we evaluate the impact of three brief technology-based activities on stu...
27 Citations Source Cite
Published on Apr 8, 2014in Journal of Science Teacher Education
Jonathan Osborne48
Estimated H-index: 48
(Stanford University)
This paper provides a rationale for the changes advocated by the Framework for K-12 Science Education and the Next Generation Science Standards. It provides an argument for why the model embedded in the Next Generation Science Standards is seen as an improvement. The Case made here is that the underlying model that the new Framework presents of science better represents contemporary understanding of nature of science as a social and cultural practice. Second, it argues that the adopting a framew...
104 Citations Source Cite
Published on Jan 1, 2013
Russell Tytler27
Estimated H-index: 27
,
Vaughan Prain29
Estimated H-index: 29
+ 1 AuthorsBruce Waldrip15
Estimated H-index: 15
Current research into student learning in science has shifted attention from the traditional cognitivist perspectives of conceptual change to socio-cultural and semiotic perspectives that characterize learning in terms of induction into disciplinary literacy practices. This book builds on recent interest in the role of representations in learning to argue for a pedagogical practice based on students actively generating and exploring representations. The book describes a sustained inquiry in whic...
58 Citations Source Cite
Cited By0
Newest