The goal of the study was to compare how visual representations were integrated into the contents of the U.S. and Turkish textbooks used in life science. Data was collected from 6th, 7th, and 8th grade middle school topics common to both countries. Content analysis was used to analyse visual representations in textbooks. The visual representations…

Vertebrate species knowledge, a key factor for conserving biodiversity, is a compulsory part of school curricula. This study evaluated the vertebrate species knowledge of sixth-grade German grammar school pupils (aged 11-13) to investigate the influence of socio-demographic factors (gender, size of hometown, mother tongue), personal expectations…

Understanding the features of science learning experiences that organize and motivate children at early ages can help educators and researchers find ways to ignite interest to support future passion and learning in the sciences at a time when children's motivation is declining. Using a sample of 252 fifth-and sixth-grade students, we…

This study aims to evaluate primary school Life Sciences (1st, 2nd, and 3rd grades) and Social Sciences (4th, 5th, and 6th grades) course books in terms of gender discrimination. This study is a descriptive study aiming to evaluate the primary school Life Sciences (1st, 2nd, 3rd grades) and Social Sciences (4th, 5th, and 6th grades) course books…

We use a construct-based assessment approach to measure learning progression of energy concepts across physical, life, and earth science contexts in middle school grades. We model the knowledge integration construct in six levels in terms of the numbers of ideas and links used in student-generated explanations. For this study, we selected 10 items…