Santau, A.O., Secada, W., Maerten-Rivera, J., Cone, N. & Lee, O. (2010). US Urban elementary teachers’ knowledge and practices in teaching science to English language learners: Results from the first year of a professional development intervention. International Journal of Science Education, 32(15), 2007–2032.
Teachers of English language learners face the dual challenge of helping students to learn the academic content of science and to acquire English language proficiency. Elementary teachers, meanwhile, face the additional challenge of responding to new teaching requirements outlined within reform initiatives with an often limited understanding of science and its practices. The study reported in this paper sought to examine these issues (and also a comparison of teacher’s knowledge and practice between grade levels) as part of the analysis of a long-term professional development initiative for urban elementary schools. The professional development (PD) sought to enhance teacher knowledge of science content, teaching practices, inquiry processes, and teaching practices in science to support English language development.
Lee, S.W-Y., Tsai, C-C., Wu, Y-T., Tsai, M-J., Liu, T-C., Hwang F-K., Chang, C-Y. (2011). Internet-based science learning: A review of journal publications. International Journal of Science Education, 33(14), 1893–1925.
The Internet now plays an important role in education. This paper reviews the current literature on Internet-based science learning environments, focusing in particular on the characteristics of learners that affect the extent of science learning. It offers a useful resource for ISE practitioners who provide online science learning.
Kind, P. M., Kind, V., Hofstein, A., & Wilson, J. (2011). Peer argumentation in the school science laboratory – Exploring effects of task features. International Journal of Science Education, 33(18), 2527–2558.
Helping learners to engage with argumentation is one key part of science education. Lab work is another. Combining the two, therefore, would seem sensible. This study examined the effect of three different lab-based tasks on the quality of any subsequent argumentation. It found that tasks providing explicit instructions to interrogate data and justify claims were the most productive.
Morag, O., & Tal, T. (2012). Assessing learning in the outdoors with the Field Trip in Natural Environments (FiNE) framework. International Journal of Science Education, 34(5), 745–777.
Despite increasing interest in the potential of outdoor learning experiences, limited research has focused on identifying “good” outdoor education practice. In this paper, the authors propose a theoretically based practical framework for assessing field trips in nature parks and other outdoor settings. The framework focuses on four aspects of field trips: preparation, pedagogy, activity, and outcomes.
Ehrlén, K. (2009). Drawings as representations of children’s conceptions. International Journal of Science Education, 31(1), 41–57.
Children’s drawings are often used by researchers as an indication of their conceptual understanding. But, to what extent is this approach valid? Do such drawings offer real insight, or are they simply clichéd representations produced by the children? In this study of children’s conception of ‘Earth,’ the researcher concludes that drawings have value only if they are used in conjunction with the children’s own narrative explanation of their drawing.
Mulder, Y. G., Lazonder, A. W., & de Jong, T. (2010). Finding out how they find it out: An empirical analysis of inquiry learners’ need for support. International Journal of Science Education, 32(15), 2033–2053.
A study contrasting scientific reasoning skills of students with limited knowledge of the domain against more expert groups found little difference in nature of hypothesising and experimentation, but their lack of domain knowledge hindered non-experts' abilities to develop and test models. Findings highlight the need for support to understand models and organize knowledge.
Tran, N. A. (2011). The relationship between students’ connections to out-of-school experiences and factors associated with science learning. International Journal of Science Education, 33(12), 1625-1651.
How do students make connections between in-school and out-of school contexts? In this study involving the analysis of questionnaire responses of 1014 11th and 12th graders, the author found that out-of-school experiences are positively associated with the learning outcomes of science learning achievement, science interest, and self-efficacy. However, the analysis also showed that connections made by teachers to out-of-school experiences negatively correlated with student achievement.
DiGironimo, N. (2011). What is technology? Investigating student conceptions about the nature of technology. International Journal of Science Education, 33(10), 1337–1352.
A good understanding of the nature of technology arguably facilitates learners’ participation in a technology-rich, information-driven society. To support students’ engagement and assess their understanding, educators need a functional definition of technology. This paper offers a definition with a related framework for examining students’ understanding.
Scharfenberg, F.-J. & Bogner, F. X. (2010). Instructional efficiency of changing cognitive load in an out-of-school laboratory. International Journal of Science Education, 32(6), 829–844.
The authors claim that if the students are given an overdose of information, their memories become ‘overloaded’; for example, engaging in an activity in a professional science laboratory. To counter this negative impact, the study here suggests ways to lessen the ‘cognitive overload’ and inform instructional design.
Zeyer, A., & Wolf, S. (2010). Is there a relationship between brain type, sex and motivation to learn science? International Journal of Science Education, 32(16), 2217–2233.
This study is based upon a body of work that characterizes individuals as primarily empathizers, systemizers, or an equal balance of both. Systemizing describes the ability to understand the world in terms of a system, whereas empathizing is the ability to identify and perceive the mental states of others. In this study, the authors examined whether gender played a role in determining motivation for science learning or whether personality attributes (also known as “brain type”) – that is, whether more a systemizer or an empathizer – were more significant.