Research in Science & Technological Education
2016 Volume 34, Number 2
Table of Contents
Number of articles: 7
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Exploring Pre-Service Science Teachers' Pedagogical Capacity for Formative Assessment through Analyses of Student Answers
Mehmet Aydeniz & Alev Dogan
Background: There has been an increasing emphasis on empowering pre-service and in-service science teachers to attend student reasoning and use formative assessments to guide student learning in... More
pp. 125-141
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Classroom Learning and Achievement: How the Complexity of Classroom Interaction Impacts Students' Learning
Sören Podschuweit, Sascha Bernholt & Maja Brückmann
Background: Complexity models have provided a suitable framework in various domains to assess students' educational achievement. Complexity is often used as the analytical focus when regarding... More
pp. 142-163
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Development and Use of a Three-Tier Diagnostic Test to Assess High School Students' Misconceptions about the Photoelectric Effect
Erdal Taslidere
Background: In the last few decades, researchers have turned their attention to students' understanding of scientific concepts at different school levels. The results indicate that the learners... More
pp. 164-186
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Photovoice as an Evaluation Tool for Student Learning on a Field Trip
Marc Behrendt & Krisanna Machtmes
Background: Photovoice is one method that enables an educator to view an experience from a student's perspective. This study examined how teachers might use photovoice during an informal learning... More
pp. 187-203
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How Teaching Practices Are Connected to Student Intention to Enrol in Upper Secondary School Physics Courses
Kalle Juuti & Jari Lavonen
Background: In developed countries, it is challenging for teachers to select pedagogical practices that encourage students to enrol in science and technology courses in upper secondary school.... More
pp. 204-218
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Science Teacher Candidates' Perceptions about Roles and Nature of Scientific Models
Ayse Yenilmez Turkoglu & Ceren Oztekin
Background: Scientific models have important roles in science and science education. For scientists, they provide a means for generating new knowledge or function as an accessible summary of... More
pp. 219-236
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Assessing Pre-Service Science Teachers' Technological Pedagogical Content Knowledge (TPACK) through Observations and Lesson Plans
Sedef Canbazoglu Bilici, S. Selcen Guzey & Havva Yamak
Background: Technological pedagogical content knowledge (TPACK) is critical for effective teaching with technology. However, generally science teacher education programs do not help pre-service... More
pp. 237-251