Disciplinary and Interdisciplinary Science Education Research

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A case study of student development across project-based learning units in middle school chemistry
Disciplinary and Interdisciplinary Science Education Research - Tập 4 - Trang 1-20 - 2022
Yanan Zhao, Lei Wang
Numerous theoretical and empirical studies have claimed that project-based learning (PBL) exerts a positive impact on student development. This study explores the development and changes of students across project-based learning units by qualitative research methods. We followed a student group (1 boy and 3 girls) from one class in grade 9 over 3 time points within 1 school year. Classroom observa... hiện toàn bộ
Modeling competence in science education
Disciplinary and Interdisciplinary Science Education Research - Tập 1 - Trang 1-11 - 2019
Mei-Hung Chiu, Jing-Wen Lin
Research on the understanding of the nature of models and modeling processes in science education have received a lot of attention in science education. In this article, we make five claims about the research on modeling competence in science education. The five claims are (1) the development of modeling competence in practice is essential to scientific literacy for twenty-first century citizens, ... hiện toàn bộ
Exploring the influence of collaborative data-based decision making among teachers in professional learning communities on teaching practice
Disciplinary and Interdisciplinary Science Education Research - Tập 5 - Trang 1-13 - 2023
Blair O’Connor, Mihwa Park
Educational policies such as the No Child Left Behind Act in 2001 and Every Student Succeeds Act in 2015 have emphasized the need for hard evidence such as standardized test data to make educational decisions. Therefore, teachers have been expected to use student assessment data to make informed curricular decisions and adjustments in teaching practice. This has led school districts to turn to dat... hiện toàn bộ
Missed expectations: teacher and coach tensions at the boundary of STEM integration in an elementary classroom
Disciplinary and Interdisciplinary Science Education Research - - 2020
Justin McFadden, Gillian Roehrig
The current study explored how a STEM coach supported an elementary teacher during the implementation of an integrated curriculum that culminated with an engineering design challenge. The findings of the case study reported, detail how the reflective nature of the coaching moves employed failed to fully meet the needs of the teacher given the distinct challenges that arose upon implementation of t... hiện toàn bộ
Professional development programs to improve science teachers’ skills in the facilitation of argumentation in science classroom—a systematic review
Disciplinary and Interdisciplinary Science Education Research - Tập 5 - Trang 1-22 - 2023
Raphael Wess, Burkhard Priemer, Ilka Parchmann
Argumentation is crucial to fostering scientific reasoning and problem-solving in science education. However, researchers and teachers still report problems facilitating argumentation in the classroom. This may be influenced by the design of the corresponding professional development programs (PDPs) and the focus of the underlying research. To describe the state of the research regarding science t... hiện toàn bộ
Beyond the basics: a detailed conceptual framework of integrated STEM
Disciplinary and Interdisciplinary Science Education Research - Tập 3 Số 1 - Trang 1-18 - 2021
Roehrig, Gillian H., Dare, Emily A., Ellis, Joshua A., Ring-Whalen, Elizabeth
Given the large variation in conceptualizations and enactment of K− 12 integrated STEM, this paper puts forth a detailed conceptual framework for K− 12 integrated STEM education that can be used by researchers, educators, and curriculum developers as a common vision. Our framework builds upon the extant integrated STEM literature to describe seven central characteristics of integrated STEM: (a) ce... hiện toàn bộ
Biology education research: building integrative frameworks for teaching and learning about living systems
Disciplinary and Interdisciplinary Science Education Research - Tập 1 - Trang 1-18 - 2019
Ross H. Nehm
This critical review examines the challenges and opportunities facing the field of Biology Education Research (BER). Ongoing disciplinary fragmentation is identified as a force working in opposition to the development of unifying conceptual frameworks for living systems and for understanding student thinking about living systems. A review of Concept Inventory (CI) research is used to illustrate ho... hiện toàn bộ
The shifting educational landscape: science teachers’ practice during the COVID-19 pandemic through an activity theory lens
Disciplinary and Interdisciplinary Science Education Research - Tập 4 - Trang 1-13 - 2022
Heather McPherson, Rebecca Pearce
In March 2020, the COVID-19 pandemic closed all educational institutions. Teachers were called upon to respond quickly to the needs of K-12 students. They had to learn how to navigate online learning systems while simultaneously delivering engaging inquiry-based activities in high-stakes school science courses. To understand how teachers navigated these dual tensions, we have drawn on Cultural-His... hiện toàn bộ
Student interaction discourse moves: characterizing and visualizing student discourse patterns
Disciplinary and Interdisciplinary Science Education Research - Tập 5 Số 1
Hannah T. Nennig, Nicole E States, Marika T. Montgomery, Renée S. Cole
AbstractStudent-centered instruction allows students to take ownership over their learning in the classroom. However, these settings do not always promote productive engagement. Using discourse analysis, student engagement can be analyzed based on how they are interacting with each other while completing in-class group activities. Previous analyses of student engagement in science settings have us... hiện toàn bộ
Alignment analysis of teaching–learning-assessment within the classroom: how teachers implement project-based learning under the curriculum standards
Disciplinary and Interdisciplinary Science Education Research - Tập 5 - Trang 1-23 - 2023
Liu Zhao, Bo Zhao, Chunmi Li
This multi-case study examined the strengths and weaknesses of aligning teaching–learning-assessment of classroom project-based learning to curriculum standards and offered suggestions for teacher training and instructional improvement. The study constructed an alignment analysis framework for analyzing the cognitive dimension of classroom project-based learning and analyzed the situation of two j... hiện toàn bộ
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