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Jiawen Xiang; Caiqin Han – Journal of Science Education and Technology, 2024
Nature of science (NOS) has been a target of interest for decades. The main goal of this study is to explore the impact of the science, technology, society, environment (STSE) approach on students' understanding of NOS, taking "Galileo's study of free-fall motion" as an example. Participants in this study were 350 students of grade 10…
Descriptors: High School Students, Science Instruction, Concept Formation, Scientific Principles
Qian Huangfu; Weilin Huang; Qianmei He; Sisi Luo; Qimei Chen – Chemistry Education Research and Practice, 2024
Chemistry academic engagement has received considerable attention for its role in enhancing students' learning and overall development. As a significant factor influencing students' chemistry improvement, research on chemistry academic engagement has emerged as a focal point. However, the methods to improve students' chemistry academic engagement…
Descriptors: Chemistry, Science Education, Learner Engagement, Science Achievement
Tang, Wenxiu; Zhu, Xintong; Qian, Yangyi – Journal of Baltic Science Education, 2022
Redox reaction is an important concept in chemistry, and a well-organized knowledge structure of redox reaction is beneficial for concept learning. This study investigated the knowledge structure regarding redox reaction from 459 Grade 10 students. The pool of 15 redox reaction concepts was developed by content analysis, questionnaire survey, and…
Descriptors: Factor Analysis, Grade 10, Science Instruction, Scientific Concepts
Lijun Wei; Bilin Gao; Jingying Wang; Chunming Jiang; Xufan Zhang; Xiaomei Ping – Science & Education, 2024
In this study, high school physics textbooks published by People's Education Press (PEP) and Educational Science Publishing House (ESP) (a total of 6 books) in China were analyzed via a self-developed scale measuring nature of science (NOS) including three first-level indicators of scientific knowledge, scientific process, and scientific…
Descriptors: Foreign Countries, Scientific Principles, Science Instruction, Teaching Methods
Benjie Wang; Wei Han; Yingjie Zhang; Qian Wang; Dan Li; Ziling Tang; Qingdian Kong – Journal of Baltic Science Education, 2024
A central objective of science education is to foster a profound comprehension of fundamental scientific principles among students. Research has shown that a highly integrated knowledge structure is a key factor in achieving a deep understanding. This research has developed a friction force conceptual framework to model students' different…
Descriptors: Foreign Countries, Science Education, Scientific Concepts, Physics
Lin, Huimei; Qian, Yangyi; Wen, Jinju; Mai, Yuhua – Journal of Baltic Science Education, 2022
This research aimed to explore the upper-secondary school chemistry teachers' and students' conceptual structures of atomic structure by using multidimensional scaling. Atomic structure is considered to be one of the most difficult concepts in upper-secondary school chemistry course so that the conceptual structure regarding atomic structure held…
Descriptors: Secondary School Students, Science Education, Scientific Concepts, Evaluation Criteria
Lu, Shanshan; Bi, Hualin; Liu, Xiufeng – International Journal of Science Education, 2018
The study that is the subject of this paper tested the effects of EDI (explanation-driven inquiry) on students' redox conceptual understanding and their misconceptions. Two classes of 119 10th grade high school students were involved. Two groups of students in the same school were chosen. One class that was taught by EDI teaching was set as the…
Descriptors: Science Education, Inquiry, Scientific Concepts, Misconceptions
Influencing Factors of 10th Grade Students' Science Career Expectations: A Structural Equation Model
Wang, Jingying; Yang, Mingyue; Lv, Beibei; Zhang, Feixiong; Zheng, Yonghe; Sun, Yihong – Journal of Baltic Science Education, 2020
Science career expectations can be affected by personal science beliefs and social supports. Framed in Expectancy-Value Models, this research studied the influence of science beliefs (science interest belief, self-efficacy belief and value belief) and social supports (parents and teachers) on students' science career expectations by the survey of…
Descriptors: Science Careers, Expectation, Grade 10, High School Students
Zeng, Hui; Zhou, Shao-Na; Hong, Gui-Rong; Li, Qiu-ye; Xu, Shao-Qiu – Journal of Baltic Science Education, 2020
In recent years, game-based learning has attracted much attention in education; however, the effectiveness of game-based learning is still not solidly confirmed. In the present research, a game-based learning in the physics domain with guides provided direct and immediate feedback. The research was conducted among three different groups: the…
Descriptors: Science Instruction, Physics, Game Based Learning, Educational Technology
Qian Huangfu; Zhouying Luo; Ying Cao; Weijia Wu – Chemistry Education Research and Practice, 2023
Errors are natural elements of the learning process and provide a high potential to promote students' learning outcomes. In recent years, there has been much research about learning from errors. However, we know little about the relationship between students' error beliefs in chemistry and chemistry learning outcomes at present. Thus, the aim of…
Descriptors: Error Patterns, Learning Processes, Chemistry, Science Instruction
Gong, Xiaoyang; Bergey, Bradley W.; Jin, Ying; Mao, Kexin; Cheng, Yan – Chemistry Education Research and Practice, 2023
Students' perceived values and costs of learning chemistry influence their performance and intentions of choosing chemistry-related majors or careers. Based on Situated Expectancy-Value Theory, this study adopted a mixed method approach to examine the conceptualization of values and costs among Chinese high school students and identify their…
Descriptors: Gender Differences, High School Students, Chemistry, Science Instruction
Wang, Zuhao; Chi, Shaohui; Luo, Ma; Yang, Yuqin; Huang, Min – Chemistry Education Research and Practice, 2017
Chemical symbol representation is a medium for transformations between the actual phenomena of the macroscopic world and those of the sub-microscopic world. The aim of this study is to develop an instrument to evaluate high school students' chemical symbol representation abilities (CSRA). Based on the current literature, we defined CSRA and…
Descriptors: Chemistry, Science Instruction, Secondary School Science, High School Students
Lu, Shanshan; Bi, Hualin; Liu, Xiufeng – Chemistry Education Research and Practice, 2019
Students have various conceptions of electrolytes in learning chemistry. The aim of this study is to identify 10th grade students' understanding of the electrolyte concept by using a phenomenographic method. Eight students, whose abilities were at different levels, were selected and interviewed. The findings show that four distinctive categories…
Descriptors: Grade 10, High School Students, Comprehension, Scientific Concepts
Guo, Xipei; Deng, Wenbo; Hu, Kaifu; Lei, Weina; Xiang, Shuoqi; Hu, Weiping – Chemistry Education Research and Practice, 2022
With the urgent goal of increasing student retention within science, technology, engineering, and mathematics (STEM) fields, STEM identity is highlighted as a powerful source of student persistence. Since chemistry is an important part of the STEM discipline, a growing body of research has focused on chemistry identity. However, we currently know…
Descriptors: Chemistry, Metacognition, Science Education, Self Concept
Hong, Jon-Chao; Ye, Jian-Hong; Ho, Ya-Jiuan; Wang, Ya-Jun – Journal of Baltic Science Education, 2020
STEM (science, technology, engineering, and mathematics) education is recognized as the world's top education program. However, few STEM programs have been designed based on cultural-historical events. To explore this issue, the present study drew on the cultural-historical activity theory and the content analysis method by adopting the…
Descriptors: STEM Education, Foreign Countries, History Instruction, Science History
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