{"title":"通过要求学生在科学课堂上提供基于证据的解释来提高学生的推理能力:TIMSS 2019 的研究结果","authors":"Risa Haridza, Lin Ding","doi":"10.1080/09500693.2024.2385067","DOIUrl":null,"url":null,"abstract":"This study explores teachers’ instructional activities to ask students provide evidence-based explanations in science lessons. The sample of this study is 8739 eighth-grade students, 456 science te...","PeriodicalId":48341,"journal":{"name":"International Journal of Science Education","volume":"7 1","pages":""},"PeriodicalIF":2.2000,"publicationDate":"2024-08-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"0","resultStr":"{\"title\":\"Enhancing students’ reasoning skills by asking students to provide evidence-based explanations in science classrooms: findings from TIMSS 2019\",\"authors\":\"Risa Haridza, Lin Ding\",\"doi\":\"10.1080/09500693.2024.2385067\",\"DOIUrl\":null,\"url\":null,\"abstract\":\"This study explores teachers’ instructional activities to ask students provide evidence-based explanations in science lessons. The sample of this study is 8739 eighth-grade students, 456 science te...\",\"PeriodicalId\":48341,\"journal\":{\"name\":\"International Journal of Science Education\",\"volume\":\"7 1\",\"pages\":\"\"},\"PeriodicalIF\":2.2000,\"publicationDate\":\"2024-08-06\",\"publicationTypes\":\"Journal Article\",\"fieldsOfStudy\":null,\"isOpenAccess\":false,\"openAccessPdf\":\"\",\"citationCount\":\"0\",\"resultStr\":null,\"platform\":\"Semanticscholar\",\"paperid\":null,\"PeriodicalName\":\"International Journal of Science Education\",\"FirstCategoryId\":\"95\",\"ListUrlMain\":\"https://doi.org/10.1080/09500693.2024.2385067\",\"RegionNum\":3,\"RegionCategory\":\"教育学\",\"ArticlePicture\":[],\"TitleCN\":null,\"AbstractTextCN\":null,\"PMCID\":null,\"EPubDate\":\"\",\"PubModel\":\"\",\"JCR\":\"Q1\",\"JCRName\":\"EDUCATION & EDUCATIONAL RESEARCH\",\"Score\":null,\"Total\":0}","platform":"Semanticscholar","paperid":null,"PeriodicalName":"International Journal of Science Education","FirstCategoryId":"95","ListUrlMain":"https://doi.org/10.1080/09500693.2024.2385067","RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q1","JCRName":"EDUCATION & EDUCATIONAL RESEARCH","Score":null,"Total":0}
Enhancing students’ reasoning skills by asking students to provide evidence-based explanations in science classrooms: findings from TIMSS 2019
This study explores teachers’ instructional activities to ask students provide evidence-based explanations in science lessons. The sample of this study is 8739 eighth-grade students, 456 science te...
期刊介绍:
The International Journal of Science Education is firmly established as the authoritative voice in the world of science education. It bridges the gap between research and practice, providing information, ideas and opinion. It serves as a medium for the publication of definitive research findings. Special emphasis is placed on applicable research relevant to educational practice, guided by educational realities in systems, schools, colleges and universities. The journal comprises peer-reviewed general articles, papers on innovations and developments, research reports and book reviews. Each volume contains a Special Issue devoted to a topic of major interest and importance, guest-edited by an acknowledged expert.