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Students' Perceptions of the Impacts of Peer Ideas in Inquiry Learning
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Matuk, Camillia; Linn, Marcia C. – Instructional Science: An International Journal of the Learning Sciences, 2023
Peer ideas can be valuable contributions to scientific inquiry. Divergent peer ideas can enrich students' thinking and encourage curiosity. Meanwhile, similar peer ideas can promote convergent thinking that can reinforce understanding. However, students need guidance in critically evaluating peer ideas in relation to their own, and in recognizing…
Descriptors: Student Attitudes, Peer Relationship, Active Learning, Inquiry
Supporting Teachers to Customize Curriculum for Self-Directed Learning
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Gerard, Libby; Bradford, Allison; Linn, Marcia C. – Journal of Science Education and Technology, 2022
Guiding teachers to customize curriculum has shown to improve science instruction when guided effectively. We explore how teachers use student data to customize a web-based science unit on plate tectonics. We study the implications for teacher learning along with the impact on student self-directed learning. During a professional development…
Descriptors: Curriculum Development, Independent Study, Science Instruction, Web Based Instruction
Qualitative Graphing in an Authentic Inquiry Context: How Construction and Critique Help Middle School Students to Reason about Cancer
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Matuk, Camillia; Zhang, Jiayuan; Uk, Irina; Linn, Marcia C. – Journal of Research in Science Teaching, 2019
Inquiry instruction often neglects graphing. It gives students few opportunities to develop the knowledge and skills necessary to take advantage of graphs, and which are called for by current science education standards. Yet, it is not well known how to support graphing skills, particularly within middle school science inquiry contexts. Using…
Descriptors: Graphs, Inquiry, Middle School Students, Student Attitudes
Measuring Integrated Understanding of Undergraduate Chemistry Research Experiences: Assessing Oral and Written Research Artifacts
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Helix, Max R.; Cote, Laleh E.; Stachl, Christiane N.; Linn, Marcia C.; Stone, Elisa M.; Baranger, Anne M. – Chemistry Education Research and Practice, 2022
Understanding the impact of undergraduate research experiences (UREs) and course-based undergraduate research experiences (CUREs) is crucial as universities debate the value of allocating scarce resources to these activities. We report on the Berkeley Undergraduate Research Evaluation Tools (BURET), designed to assess the learning outcomes of UREs…
Descriptors: Chemistry, Undergraduate Students, Student Research, Science Instruction
Teaching Children to Control Variables: Investigation of a Free-Choice Environment
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Linn, Marcia C.; And Others – Journal of Research in Science Teaching, 1977
Investigated were children's reactions when allowed to choose their own apparatus and perform experiments with appropriate directions available. Few students invented their own experiments; most followed the available printed instructions. (SL)
Descriptors: Educational Research, Elementary Education, Elementary School Science, Instruction
How Do Students' Views of Science Influence Knowledge Integration?
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Songer, Nancy Butler; Linn, Marcia C. – Journal of Research in Science Teaching, 1991
Students' views of science as static, mixed, and dynamic are characterized. The relationship between views of science and acquisition of integrated understanding of thermodynamics is examined. Students with dynamic views acquired more integrated understanding than those with static views. Data were collected from 153 middle school students who…
Descriptors: Beliefs, Computer Assisted Instruction, Computer Simulation, Integrated Activities
How Do Students Make Sense of Science?
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Linn, Marcia C.; Songer, Nancy Butler – Merrill-Palmer Quarterly, 1993
Eighth graders' ideas about thermodynamics, and their understanding of thermodynamics principles, were assessed before and after they attended a one-semester course on thermodynamics. Results characterized students' views concerning scientific explanations of phenomena, parsimonious versus descriptive explanations, the application of science…
Descriptors: Computer Assisted Instruction, Critical Thinking, Elementary Education, Grade 8