Abstract Modeling is a core practice in science and central part of scientific literacy. We present theoretical empirical motivation for learning progression modeling that aims to make the accessible meaningful learners. define as including elements (constructing, using, evaluating, revising models) metaknowledge guides motivates (e.g., understanding nature purpose models). Our includes two dimensions combine practice— models tools predicting explaining , change improves . describe levels...

Abstract Design‐Based Science (DBS) is a pedagogy in which the goal of designing an artifact contextualizes all curricular activities. Design viewed as vehicle through scientific knowledge and real‐world problem‐solving skills can be constructed. Following Anderson Hogan's (1999) call to document design new science pedagogies, this article twofold: (a) describe DBS, (b) evaluate whether significant was constructed during consecutive enactments three DBS units. In study, 92 students...

Design‐based science (DBS) is a pedagogy in which new scientific knowledge and problem‐solving skills are constructed the context of designing artifacts. This paper examines whether enactment DBS unit supported students’ efforts to construct transfer ‘designerly’ solution real‐world design problem setting. One hundred forty‐nine students participated unit. Their understanding curricular content was assessed by identical pre‐instructional post‐instructional written tests. They were then given...

Abstract There is a growing awareness that science education should center not just on knowledge acquisition but developing the foundation for lifelong learning. However, intentional learning of to occur in school, out and after there needs be motivation learn science. Prior research had shown students' tends decrease during adolescence [Anderman Young [1994] Journal Research Science Teaching 31: 811–831; Lee Anderson [1993] American Educational 30: 585–610; Simpson Oliver [1990] Education...

Abstract This is a mix methods follow‐up study in which we reconfirm the findings from an earlier [Vedder‐Weiss & Fortus [ 2011 ] Journal of Research Science Teaching, 48(2) , 199–216]. The indicate that adolescents' declining motivation to learn science, was found many previous studies [Galton 2009 Moving secondary school: Initial encounters and their effects. Perspectives on Education, 2(Primary‐secondary Transfer Science) 5–21. Retrieved www.wellcome.ac.uk/perspectives ; Osborne,...

Abstract Energy is a fundamental unifying concept of science, yet common approaches to energy instruction in middle school have shown little success with helping students develop their naïve ideas about into more sophisticated understandings that are useful for making sense experiences. While traditional often focuses on simple calculations idealized systems, we developed new unit qualitatively the transformations occur everyday, nonidealized, systems. In this article, describe our approach...

Abstract Continuing motivation for science learning may be manifested through engagement in extracurricular science‐related activities, which are not the result of school or other external requirements. Very few articles have appeared last decade on this important aspect learning. This article presents a survey based seven Likert‐type items measuring adolescents' continuing science. It describes how was developed, tested, and used to explore relations between type, grade, gender Data 2,958...

Abstract Achievement goal theory distinguishes between mastery goals (the of developing competence) and performance demonstrating [Ames [1992] Journal Educational Psychology 84: 261–271]. In this study, we employed aiming to better understand why adolescents' motivation learn science declines with age in many schools yet not others. We collected survey data from 5 th 8 grade Israeli students ( N = 1,614). Utilizing Structural Equation Modeling (SEM) methods, investigated the relations...

A bit more than 10 years after Alsop and Watts pointed out that "Despite the widespread belief emotions are a central part of learning teaching, contemporary work in science education exploring affect is scant" (2003, p. 1043), level attention given by researcher to has changed little. In 11 spanning 2001–2011, less 10% articles published Journal Research Science Teaching (JRST), Education (SciEd), International (IJSE) have dealt with emotional perspectives on teaching science, such as...

The goal of science literacy for all underlies much today's K-12 education (National Academies Sciences [2016]. Science literacy: Concepts, contexts, and consequences. National Press; Roberts, [2007]. Scientific literacy/science literacy. In S. K. Abell, & N. G. Lederman (Eds.), Handbook research on (pp. 729–780). Lawrence Erlbaum). This assumes that the citizens contemporary societies must be able to appreciate relevance draw upon scientific knowledge practices in a broad range personal...

Curricular coherence is an indication of the alignment content ideas, depth at which they are studied, and sequencing ideas within across grade levels has been identified as important predictor student performance. This study examined contribution inter-unit on energy to learning this concept over time. The was interwoven a core disciplinary idea cross-cutting theme in six different units reform-based middle school curriculum. unit posttests students from national field test curriculum were...

Abstract The important role of self‐efficacy (SE) in students' motivation, engagement, persistence, and academic achievements has been reconfirmed by ample research, both general for STEM disciplines. As most studies focused on traditional school systems, additional research is needed how science SE develops different educational environments, which was the goal this study. Data were collected from 1979 students Grades 5–9 19 traditional, Waldorf, democratic schools Israel. Students...

Coherent curricula are needed to help students develop deep understanding of important ideas in science. Too often experience curriculum that is piecemeal and lacks coordination consistency across time, topics, disciplines. Investigating Questioning our World through Science Technology (IQWST) a middle school science project attempts address these problems. IQWST units built on 5 key aspects coherence: (1) learning goal coherence; (2) intraunit coherence between content goals, scientific...

Abstract Studies that investigated the relations between environment and students’ motivation to engage with science have typically looked at state of a given time its environment. This study took different perspective; it changes occurred over school year what drove these changes. According goal orientation theory, students shift their personal orientations towards perceptions emphases For example, if perceive teachers as highly emphasizing mastery orientation, they are likely become more...

Abstract Energy is a central concept in science every discipline and also an essential player many of the issues facing people everywhere on globe. However, studies have shown that by end K‐12 schooling, most students do not reach level understanding required to be able use energy make sense wide range phenomena. Many researchers questioned whether conceptual foundations traditional approaches instruction may responsible for students' difficulties. In response these concerns, we developed...

Abstract Making assumptions is an important step in solving many real‐world problems. This study investigated whether participants who could solve well‐defined physics problems also a problem that involved the need to make assumptions. The participants, all had at least BA physics, were videotaped “thinking aloud” while three and one then interviewed about problem‐solving process. All dealt with same scientific content. recordings analyzed identify similarities differences ways solved see...

This paper reports on South African teachers’ perceptions of the educational value new topics in a revised physical sciences high school curriculum, their content knowledge competency these topics, and pedagogical teaching them. In view historical inequalities education system, focus study was comparison teachers based at schools which are diverse terms location, student population, availability resources. We adopted mixed methods approach collecting analysing data from large-scale survey...

Abstract Students' motivation plays an important role in successful science learning. However, is a complex construct. Theories of suggests that students' must be conceptualized as motivational system with numerous components interact ways and influence metacognitive processes such self‐evaluation. This complexity further increased because success learning each other they develop over time. It challenging to study the co‐development due these interactions which can vary widely across...