Pub Date : 2024-05-27DOI: 10.1080/09500693.2024.2354542
Vesta Vančugovienė, Erno Lehtinen, Ilona Södervik
The results of many past studies indicate that inquiry-based learning has a considerable impact on the conceptual understanding of students. There are, however, a limited number of studies that hav...
{"title":"The impact of inquiry-based learning in a botanical garden on conceptual change in biology","authors":"Vesta Vančugovienė, Erno Lehtinen, Ilona Södervik","doi":"10.1080/09500693.2024.2354542","DOIUrl":"https://doi.org/10.1080/09500693.2024.2354542","url":null,"abstract":"The results of many past studies indicate that inquiry-based learning has a considerable impact on the conceptual understanding of students. There are, however, a limited number of studies that hav...","PeriodicalId":48341,"journal":{"name":"International Journal of Science Education","volume":"29 1","pages":""},"PeriodicalIF":2.3,"publicationDate":"2024-05-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141511716","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-05-13DOI: 10.1080/09500693.2024.2350705
Oier Pedrera, Oihana Barrutia, José Ramón Díez
This work conveys the results of an iterative investigation conducted within the Design-Based Research framework. The primary objective was to develop and assess a Teaching-Learning Sequence (TLS) ...
{"title":"Effectiveness of a model-based inquiry instructional sequence in overcoming students’ teaching-learning difficulties on plant nutrition","authors":"Oier Pedrera, Oihana Barrutia, José Ramón Díez","doi":"10.1080/09500693.2024.2350705","DOIUrl":"https://doi.org/10.1080/09500693.2024.2350705","url":null,"abstract":"This work conveys the results of an iterative investigation conducted within the Design-Based Research framework. The primary objective was to develop and assess a Teaching-Learning Sequence (TLS) ...","PeriodicalId":48341,"journal":{"name":"International Journal of Science Education","volume":"119 1","pages":""},"PeriodicalIF":2.3,"publicationDate":"2024-05-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140938180","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-05-07DOI: 10.1080/09500693.2024.2348823
Gamze Karaer, Jihyun Hwang, Niphon Chanlen, Brian Hand
The purpose of this study was to examine the long-term effect of the Science Writing Heuristic (SWH) approach, an argument-based inquiry approach, on the science achievement growth of students with...
本研究旨在探讨科学写作启发式（SWH）方法（一种以论证为基础的探究方法）对科学成绩增长的长期影响。
{"title":"Longitudinal study examining immersing students with IEPs in argument-based inquiry to improve the learning of science","authors":"Gamze Karaer, Jihyun Hwang, Niphon Chanlen, Brian Hand","doi":"10.1080/09500693.2024.2348823","DOIUrl":"https://doi.org/10.1080/09500693.2024.2348823","url":null,"abstract":"The purpose of this study was to examine the long-term effect of the Science Writing Heuristic (SWH) approach, an argument-based inquiry approach, on the science achievement growth of students with...","PeriodicalId":48341,"journal":{"name":"International Journal of Science Education","volume":"118 1","pages":""},"PeriodicalIF":2.3,"publicationDate":"2024-05-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140938052","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-05-05DOI: 10.1080/09500693.2024.2348187
Kristina Lund, Andreas Redfors, Agneta Jonsson
In this study, the theoretical framework of Play-Responsive Early Childhood Education and Care (PRECEC) and science in preschool is introduced in a Continuous Professional Development (CPD) project...
{"title":"Preschool teachers’ discussions of attempted play-responsive science teaching","authors":"Kristina Lund, Andreas Redfors, Agneta Jonsson","doi":"10.1080/09500693.2024.2348187","DOIUrl":"https://doi.org/10.1080/09500693.2024.2348187","url":null,"abstract":"In this study, the theoretical framework of Play-Responsive Early Childhood Education and Care (PRECEC) and science in preschool is introduced in a Continuous Professional Development (CPD) project...","PeriodicalId":48341,"journal":{"name":"International Journal of Science Education","volume":"155 1","pages":""},"PeriodicalIF":2.3,"publicationDate":"2024-05-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140942316","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-05-05DOI: 10.1080/09500693.2024.2342575
Bethan C. Stagg, Lindsay Hetherington, Justin Dillon
The inattention to plants, known as ‘plant blindness’ or ‘plant awareness disparity’, is an established concern amongst biologists and educational practitioners alike. Many studies have called for ...
{"title":"Towards a model of plant awareness in education: a literature review and framework proposal","authors":"Bethan C. Stagg, Lindsay Hetherington, Justin Dillon","doi":"10.1080/09500693.2024.2342575","DOIUrl":"https://doi.org/10.1080/09500693.2024.2342575","url":null,"abstract":"The inattention to plants, known as ‘plant blindness’ or ‘plant awareness disparity’, is an established concern amongst biologists and educational practitioners alike. Many studies have called for ...","PeriodicalId":48341,"journal":{"name":"International Journal of Science Education","volume":"24 1","pages":""},"PeriodicalIF":2.3,"publicationDate":"2024-05-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140938179","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-04-21DOI: 10.1080/09500693.2024.2334295
Fabio Nagele, Angela Hof, Verena Auer, Marc Gimenez-Maranges
Climate change and CO2-emissions are key-issues of the 21st century. As a complex interdisciplinary phenomenon, educational systems appear to be forced to expand their curricula beyond disciplines ...
{"title":"Investigating trees as an interdisciplinary phenomenon in climate regulation: an intervention study on iSTEM education and scientific literacy in secondary schools","authors":"Fabio Nagele, Angela Hof, Verena Auer, Marc Gimenez-Maranges","doi":"10.1080/09500693.2024.2334295","DOIUrl":"https://doi.org/10.1080/09500693.2024.2334295","url":null,"abstract":"Climate change and CO2-emissions are key-issues of the 21st century. As a complex interdisciplinary phenomenon, educational systems appear to be forced to expand their curricula beyond disciplines ...","PeriodicalId":48341,"journal":{"name":"International Journal of Science Education","volume":"117 1","pages":""},"PeriodicalIF":2.3,"publicationDate":"2024-04-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140623876","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
This article explores science teachers’ implementation of science and engineering practices (SEPs) under different instructional settings. We compared the number of SEPs science teachers reported u...
{"title":"Science teachers’ implementation of science and engineering practices in different instructional settings","authors":"Cheng-Wen He, Hong Tran, Julie Luft, Yamil Ruiz, Shaugnessy McCann, Yuxi Huang, Brooke Whitworth","doi":"10.1080/09500693.2024.2341189","DOIUrl":"https://doi.org/10.1080/09500693.2024.2341189","url":null,"abstract":"This article explores science teachers’ implementation of science and engineering practices (SEPs) under different instructional settings. We compared the number of SEPs science teachers reported u...","PeriodicalId":48341,"journal":{"name":"International Journal of Science Education","volume":"2012 1","pages":""},"PeriodicalIF":2.3,"publicationDate":"2024-04-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140609108","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-04-14DOI: 10.1080/09500693.2024.2333714
Ying-Chih Chen
In a traditional lecturing environment, students possess limited agency in accepting or rejecting information provided by teachers. A higher level of student agency involves opportunities and activ...
{"title":"Cultivating a higher level of student agency in collective discussion: teacher strategies to navigate student scientific uncertainty to develop a trajectory of sensemaking","authors":"Ying-Chih Chen","doi":"10.1080/09500693.2024.2333714","DOIUrl":"https://doi.org/10.1080/09500693.2024.2333714","url":null,"abstract":"In a traditional lecturing environment, students possess limited agency in accepting or rejecting information provided by teachers. A higher level of student agency involves opportunities and activ...","PeriodicalId":48341,"journal":{"name":"International Journal of Science Education","volume":"12 1","pages":""},"PeriodicalIF":2.3,"publicationDate":"2024-04-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140596826","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-04-09DOI: 10.1080/09500693.2024.2331980
Jonathan Osborne, Douglas Allchin
A primary justification of teaching science to all young people is to develop students to become “critical consumers” of science. This worthy goal, however, is hampered by a flawed premise that sch...
{"title":"Science literacy in the twenty-first century: informed trust and the competent outsider","authors":"Jonathan Osborne, Douglas Allchin","doi":"10.1080/09500693.2024.2331980","DOIUrl":"https://doi.org/10.1080/09500693.2024.2331980","url":null,"abstract":"A primary justification of teaching science to all young people is to develop students to become “critical consumers” of science. This worthy goal, however, is hampered by a flawed premise that sch...","PeriodicalId":48341,"journal":{"name":"International Journal of Science Education","volume":"19 1","pages":""},"PeriodicalIF":2.3,"publicationDate":"2024-04-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140596818","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-04-08DOI: 10.1080/09500693.2024.2335671
Yuan-Ke Sun, Man-Ho Chan
The initiation of formal science education provides an opportunity to investigate how age-related language and reading skills respond to the challenge of science literacy (SL) performance. SL in ea...
{"title":"Pathways to early science literacy: investigating the different role of language and reading skills in science literacy among early primary school children","authors":"Yuan-Ke Sun, Man-Ho Chan","doi":"10.1080/09500693.2024.2335671","DOIUrl":"https://doi.org/10.1080/09500693.2024.2335671","url":null,"abstract":"The initiation of formal science education provides an opportunity to investigate how age-related language and reading skills respond to the challenge of science literacy (SL) performance. SL in ea...","PeriodicalId":48341,"journal":{"name":"International Journal of Science Education","volume":"19 1","pages":""},"PeriodicalIF":2.3,"publicationDate":"2024-04-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140596592","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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