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Journal of Science Education and Technology

June 2013 Volume 22, Number 3

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Table of Contents

Number of articles: 12

  1. Teaching Energy Science as Inquiry: Reflections on Professional Development as a Tool to Build Inquiry Teaching Skills for Middle and High School Teachers

    Kanesa Duncan Seraphin, Joanna Philippoff, Alex Parisky, Katherine Degnan & Diana Papini Warren

    A hybrid (face-to-face and online) professional development (PD) course focused on energy science for middle and high school teachers (N = 47) was conducted using the teaching science as inquiry ... More

    pp. 235-251

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  2. Exploring Students' Ideas about Risks and Benefits of Nuclear Power Using Risk Perception Theories

    Ahmet Kilinc, Edward Boyes & Martin Stanisstreet

    Due to increased energy demand, Turkey is continuing to explore the possibilities of introducing nuclear power. Gaining acceptance from local populations, however, may be problematic because... More

    pp. 252-266

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  3. Virtual Professional Learning Communities: Teachers' Perceptions of Virtual versus Face-to-Face Professional Development

    Tom J. McConnell, Joyce M. Parker, Jan Eberhardt, Matthew J. Koehler & Mary A. Lundeberg

    Research suggests that professional development that engages teachers in instructional inquiry over an extended time through collaborative professional learning communities (PLCs) is effective in... More

    pp. 267-277

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  4. Engaging Earth- and Environmental-Science Undergraduates through Weather Discussions and an eLearning Weather Forecasting Contest

    David M. Schultz, Stuart Anderson & Ryo Seo-Zindy

    For students who major in meteorology, engaging in weather forecasting can motivate learning, develop critical-thinking skills, improve their written communication, and yield better forecasts.... More

    pp. 278-286

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  5. Mapping Changes in Science Teachers' Content Knowledge: Concept Maps and Authentic Professional Development

    Barbara A. Greene, Ian A. Lubin, Janis L. Slater & Susan E. Walden

    Two studies were conducted to examine content knowledge changes following 2 weeks of professional development that included scientific research with university scientists. Engaging teachers in... More

    pp. 287-299

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  6. Eliciting Metacognitive Experiences and Reflection in a Year 11 Chemistry Classroom: An Activity Theory Perspective

    Gregory P. Thomas & Campbell J. McRobbie

    Concerns regarding students' learning and reasoning in chemistry classrooms are well documented. Students' reasoning in chemistry should be characterized by conscious consideration of chemical... More

    pp. 300-313

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  7. Middle School Science Teachers' Confidence and Pedagogical Practice of New Literacies

    Hui-Yin Hsu, Shiang-Kwei Wang & Lisa Runco

    Due to the rapid advancements of information and communication technologies (ICTs), educational researchers argue that multimodal and new literacies should become common practices in schools. As... More

    pp. 314-324

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  8. Identifying Science Teachers' Perceptions of Technological Pedagogical and Content Knowledge (TPACK)

    Tzu-Chiang Lin, Chin-Chung Tsai, Ching Sing Chai & Min-Hsien Lee

    The application of information and communication technology in instruction is highly emphasized in the contemporary education of science teachers. This paper hence aims to explore science teachers'... More

    pp. 325-336

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  9. The Development of Children's Understanding of Speed Change: A Contributing Factor towards Commonsense Theories of Motion

    Michael Hast & Christine Howe

    Previous research indicates children reason in different ways about horizontal motion and motion in fall. At the same time, their understanding of motion down inclines appears to result from an... More

    pp. 337-350

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  10. Determining Virtual Environment "Fit": The Relationship between Navigation Style in a Virtual Field Trip, Student Self-Reported Desire to Visit the Field Trip Site in the Real World, and the Purposes of Science Education

    M Shane Tutwiler, Ming-Chao Lin & Chun-Yen Chang

    In this study, a follow-up analysis of the data reported in Lin et al. ("Learn Media Technol." doi: 10.1080/17439884.2011.629660 , 2011), we investigated the relationship between student use of a... More

    pp. 351-361

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  11. Exploring Simulator Use in the Preparation of Chemical Engineers

    Randy Yerrick, Carl Lund & Yonghee Lee

    In this manuscript, we report the impact of students' usage of a simulator in the preparation of chemical engineers. This case study was conducted using content pretest and posttests, survey... More

    pp. 362-378

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  12. Incorporating Concept Mapping in Project-Based Learning: Lessons from Watershed Investigations

    James Rye, Rick Landenberger & Timothy A. Warner

    The concept map tool set forth by Novak and colleagues is underutilized in education. A meta-analysis has encouraged teachers to make extensive use of concept mapping, and researchers have... More

    pp. 379-392

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