International Journal of Environmental and Science Education Impact Factor & Information
Current impact factor: 0.00
Impact Factor Rankings
Publications in this journal
- International Journal of Environmental and Science Education 04/2015; 10(2):287-300. DOI:10.12973/ijese.2015.246a
- International Journal of Environmental and Science Education 04/2015; 10(2):135-143. DOI:10.12973/ijese.2015.236a
- International Journal of Environmental and Science Education 04/2015; 10(2):145-167. DOI:10.12973/ijese.2015.237a
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ABSTRACT: The purpose of this study was to examine the association of middle school student science achievement and attitudes about science with student-reported frequency of teacher lecture demonstrations and student-centered learning. The student sample was composed of 602 seventh- and eighth-grade students enrolled in middle school science. Multiple regression was used to investigate the association of attitudes toward science, student-centered learning, and teacher demonstrations with science achievement. Both attitudes toward science and student-centered learning were positively associated with science achievement, and student-centered learning was positively associated with attitude toward science. Teacher demonstrations were found to have a negative association with student achievement, and no significant association with attitudes toward science. Findings of this study suggest that demonstrations provide insufficient opportunity for students to develop an understanding of the processes of science. Furthermore, observing teacher demonstrations may be valuable, but they are not a substitute for laboratory investigations by students.International Journal of Environmental and Science Education 01/2015; 10(1):87-97. DOI:10.12973/ijese.2015.232a
- International Journal of Environmental and Science Education 01/2015; 10(1):39-49.
- International Journal of Environmental and Science Education 01/2015;
- International Journal of Environmental and Science Education 01/2014; 9:97-110. DOI:10.12973/ijese.2014.205a
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ABSTRACT: This study examined preservice science teachers’ understandings of the structure and function of the human gastrointestinal and endocrine systems through drawings and interviews. Moreover, the preservice science teachers described where they thought they learned about the systems. The 142 preservice teachers were asked to draw the human gastrointestinal and endocrine systems and label the organs. Following the in class drawings, the preservice science teachers were interviewed by a classmate about the drawing, the function of the system, and where they believed they learned about the system. The study provided evidence that (1) preservice science teachers had more knowledge of the gastrointestinal system than the endocrine system; (2) the interviews yielded more information about the systems than did the drawings; (3) food was described as moving from the mouth to the anus, but absorption was not often mentioned; and (4) the prior social interactions that influenced the knowledge of the preservice science teachers were different for the gastrointestinal and endocrine systems.International Journal of Environmental and Science Education 01/2014; 9(2):159-175.
- International Journal of Environmental and Science Education 10/2013; 8(4):537-559. DOI:10.12973/ijese.2013.218a
- International Journal of Environmental and Science Education 07/2013; 8(3):405-426.
- International Journal of Environmental and Science Education 04/2013; 8(2):269-283. DOI:10.12973/ijese.2013.204a
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