Science Education

Cover image for Vol. 99 Issue 1

Edited by John L. Rudolph

Impact Factor: 2.921

ISI Journal Citation Reports © Ranking: 2013: 8/219 (Education & Educational Research)

Online ISSN: 1098-237X

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  • Using Rasch Measurement for the Development and Use of Affective Assessments in Science Education Research

    Using Rasch Measurement for the Development and Use of Affective Assessments in Science Education Research

    Scale functioning output from Winsteps for initial survey distribution run on 5-point scale (strongly disagree, disagree, neutral, agree, strongly agree). All probability curves should have their own peak which reaches approximately .6 probability of response for the scale to function well. Survey response options 2 (disagree) and 3 (neutral) are not meeting these criteria and should be collapsed or investigated further .

  • Scientific Practices in Elementary Classrooms: Third-Grade Students’ Scientific Explanations for Seed Structure and Function

    Scientific Practices in Elementary Classrooms: Third‐Grade Students’ Scientific Explanations for Seed Structure and Function

    Mean scores for formulating evidence-based explanations in the student's writing samples across lessons and classrooms.

  • Investigating the Link Between Learning Progressions and Classroom Assessment

    Investigating the Link Between Learning Progressions and Classroom Assessment

    Performance of two students on each item of the DANS, by dimension.

  • Creating Opportunities for Students to Show What They Know: The Role of Scaffolding in Assessment Tasks

    Creating Opportunities for Students to Show What They Know: The Role of Scaffolding in Assessment Tasks

    Force and motion assessment: What should the skater girl do to minimize her injuries?

  • Long-Term Self-Regulation of Biology Learning Using Standard Junior High School Science Curriculum

    Long‐Term Self‐Regulation of Biology Learning Using Standard Junior High School Science Curriculum

    Pre- and posttest means (and SDs) for perceived self-reported SRL scores of TC and SR students (score range: 13–337 points).

  • Using Rasch Measurement for the Development and Use of Affective Assessments in Science Education Research
  • Scientific Practices in Elementary Classrooms: Third‐Grade Students’ Scientific Explanations for Seed Structure and Function
  • Investigating the Link Between Learning Progressions and Classroom Assessment
  • Creating Opportunities for Students to Show What They Know: The Role of Scaffolding in Assessment Tasks
  • Long‐Term Self‐Regulation of Biology Learning Using Standard Junior High School Science Curriculum

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NEW in the 'Learning' Section

Check out new content in the Learning section of Science EducationFREE for a limited time!

Creating Opportunities for Students to Show What They Know: The Role of Scaffolding in Assessment Tasks
Hosun Kang, Jessica Thompson, Mark Windschitl

This study examines the ways in which teachers provide students with written scaffolds in assessment tasks and the impact of these on students' abilities to demonstrat a core disciplinary proficiency - constructing evidence-based explanations. Data include 76 assessment tasks designed by 33 science teachers and 707 samples of student work. READ MORE...

Long-Term Self-Rgulation of Biology Learning Using Standard Junior High School Science Curriculum
Billie Eilam, Shoshi Reiter

In today's world of information explosion, independent lifelong self-regulated learning (SRL) is becoming a necessity. However, opportunities in schools to experience such learning modes are relatively rare. This long-term explorative field study examined students' SRL of science. Changes in the students' self-reported and enacted SRL in two ninth-grade science classrooms were measured over the course of a full academic year. READ MORE...

Top Downloaded Articles

What Students Say Versus What They Do Regarding Scientific Inquiry
Irene Y. Salter, Leslie J. Atkins
Volume 98, Issue 1 (2014)

Becoming a scientist: The role of undergraduate research in students' cognitive, personal, and professional development
Anne-Barrie Hunter, Sandra L. Laursen and Elaine Seymour
Volume 91, Issue 1 (2007)

Stereotypic images of the scientist: The draw-a-scientist test
David Wade Chambers
Volume 67, Issue 2 (1983)

Teaching and learning science as argument
Deanna Kuhn
Volume 94, Issue 5 (2010)

Exploring visuospatial thinking in chemistry learning
Hsin-Kai Wu and Priti Shah
Volume 88, Issue 3 (2014)

Focus on...Epistemology
John L. Rudolph
Volume 98, Issue 3

I am very pleased to introduce the new "Focus" feature of the Issues and Trends section of the journal. The goal of this feature, which will appear from time to time, is to solicit from a range of scholars a set of "thought pieces" about some topic or idea that will contribute to the advancement of thinking and research in science education. These pieces might accomplish this by offering conceptual clarity, examining a concept or issue in a new light or from a different disciplinary perspective, problematizing a long-established conceptual construct, reflecting on how some topic has changed over time, or in any number of other ways. READ MORE

What's In a Name?: Epistemology, "Epistemology," and Science Education
Harvey Siegel

A Pragmatic Approach on Epistemology, Teaching, and Learning
Leif Östman, Per-Olof Wickman

Science Education's Need for a Theory of Epistemological Development
William Sandoval

Epistemology of Science vs. Epistemology for Science
Rosemary S. Russ

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