Relevant bibliographies by topics / Middle school science teaching

Contents

  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers
  6. Reports

Academic literature on the topic 'Middle school science teaching'

Author: Grafiati
Published: 3 June 2025
Last updated: 31 July 2025

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Journal articles on the topic "Middle school science teaching"

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Laughter, Judson C., and Amelia D. Adams. "Culturally Relevant Science Teaching in Middle School." Urban Education 47, no. 6 (2012): 1106–34. http://dx.doi.org/10.1177/0042085912454443.

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Johnson, Gordon, Laura Laughran, Ray Tamppari, and Perry Thomas. "Connecting university science experiences to middle school science teaching." Journal of Science Teacher Education 2, no. 3 (1991): 79–82. http://dx.doi.org/10.1007/bf02629753.

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Singh, Dr Abha. "Impact of an Informal Science Program: Middle School Gifted Science Students." INTERNATIONAL JOURNAL OF RESEARCH IN EDUCATION METHODOLOGY 5, no. 2 (2014): 641–50. http://dx.doi.org/10.24297/ijrem.v5i2.3909.

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This research explores an informal science program (ISP) in fulfilling the needs of talented and gifted middle school students. Specifically, it discusses the need of teachers’ continued professional development and the unique challenges and opportunities inherent in instructing gifted middle school students. It further focuses on characteristics of successful teaching strategies and methods for identifying and training teachers. The study uses a constructivist framework to examine teaching methods and suggests that constructivism is an appropriate method for instructing gifted middle school
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Kotob, Mazen Muhieddine, and Nihaya Zaher Mansour. "Future of the Lebanese Middle School Science Teaching Methods: The Importance of Teacher’s Shifting from Passive Learning to More Active Learning in Science Classes." International Journal of Contemporary Education 6, no. 2 (2023): 1. http://dx.doi.org/10.11114/ijce.v6i2.6279.

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This study evaluated the importance of integrating active learning techniques in to Lebanese middle school science classes. It examined the effect of this modification on students' academic performance and social development .The researcher collected data by using mixed method approach referred to as sequential explanatory design where the research collected both quantitative and qualitative data. The quantitative data was collected by distributing questionnaire developed based on 5 point Likert- scale to a non-probability convenience sample (N=50) of science teachers and the qualitative data
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Berg, Marlene. "Education and Advocacy: Improving Teaching and Learning Through Student Participatory Action Research." Practicing Anthropology 26, no. 2 (2004): 20–24. http://dx.doi.org/10.17730/praa.26.2.06416w6t05630844.

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Youth PAR has demonstrated success with marginalized urban high school and middle school students, in after school settings. To be successful, however, the approach must address significant gaps in literacy, science and math skills resulting from inadequate schooling and institutionalized educational and other structural disparities. One way to address this and at the same time to achieve the dual goals of scaling up the approach and transforming urban educational instructional practices, is to engage middle and high school teachers in a partnership that introduces Youth PAR in their classroom
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Shanahan, Timothy, and Cynthia R. Shanahan. "Disciplinary Literacy Comes to Middle School." Voices from the Middle 22, no. 3 (2015): 10–13. http://dx.doi.org/10.58680/vm201526928.

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Recently, many states adopted educational standards that emphasize the teaching of “disciplinary literacy” in Grades 6–12. This article explains the concept of disciplinary literacy and distinguishes it from the more widely known idea of “content area reading.” Teaching students effectively to understand how literacy is used to create, communicate, and evaluate knowledge in science, math, history, and literature requires an instructional commitment from the teachers in those fields. Useful resources for helping teachers to deliver such instruction are provided.
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Craney, Chris L., Thomas Lau, James Rust, et al. "Enhancing Life Science Learning in Middle School." American Biology Teacher 86, no. 6 (2024): 345–51. http://dx.doi.org/10.1525/abt.2024.86.6.345.

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A student’s middle school science experience strongly impacts their future science, technology, engineering, and mathematics interest. The Japanese lesson study (JLS) model strengthens the student’s experience through a research-based, collaborative, multistep, teaching-centered process focused on transforming local instructional practices. The JLS model has seen very limited application to middle school life science classrooms. The six-year-long implementation of JLS to core standards in the seventh-grade life science curriculum at a Los Angeles area school serving a historically underreprese
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Ardianto, Didit, and Indarini Dwi Pursitasari. "Do Middle School Science Textbook Enclose an Entity of Science Literacy?" JHSS (JOURNAL OF HUMANITIES AND SOCIAL STUDIES) 1, no. 1 (2017): 24–27. http://dx.doi.org/10.33751/jhss.v1i1.369.

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This study aims to analyze the middle school of science the textbook based on science literacy. We used descriptive analysis to explore the domain of science literacy at 3 middle science textbooks. Observation Sheet that contain the domain of science literacy (adopted from Chiappetta, Fillman & Sethna) is used to capture the present category of science literacy (body of knowledge, way of investigating, way of thinking, and interaction of science, technology and society) in any textbook. The results showed that middle school science textbooks have not yet provide a balance between body of k
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Appanna, Subhashni Devi. "Embedding Indigenous Perspectives in Teaching School Science." Australian Journal of Indigenous Education 40 (2011): 18–22. http://dx.doi.org/10.1375/ajie.40.18.

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Some Indigenous students are at risk of academic failure and science teachers have a role in salvaging these equally able students. This article firstly elucidates the research entailed in Indigenous science education in Australia and beyond. Secondly, it reviews the cultural and language barriers when learning science, faced by middle and senior year students of Aboriginal and Torres Strait Islander descent. Finally, it outlines the effective strategies that science teachers could adopt to better engage these students in learning school science. In summary, the article will highlight the need
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Ren, Hongmei. "Rethinking in Biology Experiment Teaching in Middle School." Highlights in Science, Engineering and Technology 14 (September 29, 2022): 150–56. http://dx.doi.org/10.54097/hset.v14i.1604.

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Experimental teaching is an organizational form of practical teaching.As a natural science, bioscience plays an important role in the junior middle school education and teaching system, which is very interesting and abstract. Experimental teaching is the basic way of biology teaching and the basic learning method for students to acquire knowledge. Through experimental teaching, students can see the essence through the phenomenon and improve their ability to innovate, discover and solve problems.However, at present, all regions in China pay insufficient attention to experimental teaching, blind
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Dissertations / Theses on the topic "Middle school science teaching"

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Star, Rachel Padma. "Constructivist teaching practices middle and secondary school science teachers /." Cincinnati, Ohio : University of Cincinnati, 2005. http://www.ohiolink.edu/etd/view.cgi?acc%5Fnum=ucin1123797028.

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Thesis (Dr. of Education)--University of Cincinnati, 2005.<br>Title from electronic thesis title page (viewed Mar. 23, 2006). Includes abstract. Keywords: Constructivist Teaching Practices; Science Teachers. Includes bibliographical references.
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STAR, RACHEL PADMA. "CONSTRUCTIVIST TEACHING PRACTICES: MIDDLE AND SECONDARY SCHOOL SCIENCE TEACHERS." University of Cincinnati / OhioLINK, 2005. http://rave.ohiolink.edu/etdc/view?acc_num=ucin1123797028.

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Martin, Scott Graham. "Mind mapping in the middle school science classroom." Online full text .pdf document, available to Fuller patrons only, 2003. http://www.tren.com.

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Santamaria, Makang Doris. "Analysis of an inquiry-oriented inservice program in affecting science teaching practices." Thesis, Boston University, 2003. https://hdl.handle.net/2144/33553.

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Thesis (Ed.D.)--Boston University<br>PLEASE NOTE: Boston University Libraries did not receive an Authorization To Manage form for this thesis or dissertation. It is therefore not openly accessible, though it may be available by request. If you are the author or principal advisor of this work and would like to request open access for it, please contact us at open-help@bu.edu. Thank you.<br>This study was an examination of how science teachers' teaching abilities- content and pedagogical knowledge and skills- were affected by an inquiry-oriented science education professional development program
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Crayne, Jennifer. "Teaching Climate Change: Pressures and Practice in the Middle School Science Classroom." Thesis, University of Oregon, 2015. http://hdl.handle.net/1794/19302.

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What are middle school science teachers teaching their students about climate change? And why? This qualitative study examined the experience of middle school science teachers from western Oregon, finding that while participating teachers accept the science of climate change and express concern about it, many teachers are reluctant to make the topic a priority in their classrooms. When they do include the subject, teachers frequently address “both sides.” They also report that students have persistent doubts and misconceptions about climate change. What accounts for these trends? I argue that
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Pontius, Richard W. "The influence of preservice background on teaching behaviors of middle school science teachers /." The Ohio State University, 1993. http://rave.ohiolink.edu/etdc/view?acc_num=osu1487846885777102.

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Nixon, Ryan. "Explicitly Teaching Multiple Modes of Representation in Science Discourse: The Impact on Middle School Science Student Learning." BYU ScholarsArchive, 2012. https://scholarsarchive.byu.edu/etd/3582.

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The purpose of this study was to determine the effect of explicitly teaching multiple modes of representation (MMR) on middle school students' understanding of science content and their use of MMR on a science unit test. Participants in this quasi-experimental study were seventh- and eighth-grade students enrolled in science courses taught by three different middle school science teachers. Half of the students received explicit instruction in MMR in addition to their regular science instruction; the other half received only regular science instruction. Ordinary least squares multiple regressio
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Werner, Alyssa G. "How Female-oriented Teaching Strategies Impact the Attitude of Middle School Female Science Students." Thesis, Frostburg State University, 2018. http://pqdtopen.proquest.com/#viewpdf?dispub=10744452.

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<p> This dissertation investigated if the implementation of six different female-oriented teaching strategies had an effect on the attitude of middle school female science students. Female-oriented teaching strategies included single-sex groupings, student-teacher interactions, introduction of female role models, guided-inquiry teaching pedagogy, demonstration of real world relevance of science, and the implementation of more technology into science lessons.</p><p> Quantitative data was collected by an initial and final administration of an attitude survey. The survey consisted of 48 Likert-
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Hogan, Marsha Ranata. "Differentiated Instruction in a Standards-Based Middle School Science Classroom." ScholarWorks, 2014. https://scholarworks.waldenu.edu/dissertations/33.

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Middle schools in Georgia and all over the United States face unique obstacles for enhancing the academic accomplishment of an increasingly diverse group of learners. Under pressure to implement innovative research-based teaching practices to overcome these challenges, many schools and teachers adopt differentiated instruction (DI), a teaching approach designed to accommodate different learning styles and levels of ability. This study was grounded in Howard Gardner's multiple intelligences and Lev Vygotsky's zone of proximal development (ZPD) theory. The research questions investigated in this
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Owen, Walter Lee. "A new model of evolution education for middle school science." CSUSB ScholarWorks, 2006. https://scholarworks.lib.csusb.edu/etd-project/2999.

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Proposes a new model for teaching inquiry and critical thinking in the middle school science classroom. This model will assist students in learning the evidence for evolution for themselves, as well as assisting them in developing skills in critical thinking and inquiry. The objective of this model is to create a more scientifically literate student body who can go on to pursue an even greater understanding of the nature of science.
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Books on the topic "Middle school science teaching"

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Study, Biological Sciences Curriculum, and Kendall/Hunt Publishing Company, eds. Middle school science & technology. 2nd ed. Kendall/Hunt, 1999.

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Study, Biological Sciences Curriculum, and Kendall/Hunt Publishing Company, eds. Middle school science & technology. Kendall/Hunt, 1994.

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National Science Resources Center (U.S.). Resources for teaching middle school science. National Academy Press, 1998.

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Harbaugh, Kathy. Middle school science challenge. Learning Works, 1996.

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Capra, Judy. Life science: Middle school. Kendall/Hunt Pub. Co., 1991.

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Krajcik, Joseph S. Teaching Science in Elementary and Middle School. Routledge, 2018. http://dx.doi.org/10.4324/9781315205014.

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J, Bender Stephen, and Bender Stephen J, eds. Teaching health science: Elementary and middle school. 4th ed. Jones and Bartlett Publishers, 1997.

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Edward, Victor. Science for the elementary and middle school. 8th ed. Merrill, 1997.

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Edward, Victor. Science for the elementary and middle school. 9th ed. Merrill, 2000.

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Laura, Downey, ed. Your science classroom: Becoming an elementary/middle school science teacher. SAGE Publications, 2013.

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Book chapters on the topic "Middle school science teaching"

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Krajcik, Joseph S., and Charlene M. Czerniak. "Teaching Science to Children." In Teaching Science in Elementary and Middle School, 6th ed. Routledge, 2025. https://doi.org/10.4324/9781003473831-1.

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Krajcik, Joseph S., and Charlene M. Czerniak. "Managing the Science Classroom." In Teaching Science in Elementary and Middle School, 6th ed. Routledge, 2025. https://doi.org/10.4324/9781003473831-9.

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Ardasheva, Yuliya. "Scaffolding Science Vocabulary for Middle School Newcomer ELLs." In Teaching Science to English Language Learners. Springer International Publishing, 2017. http://dx.doi.org/10.1007/978-3-319-53594-4_10.

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Krajcik, Joseph S., and Charlene M. Czerniak. "How Children Construct Understanding of Science." In Teaching Science in Elementary and Middle School, 6th ed. Routledge, 2025. https://doi.org/10.4324/9781003473831-2.

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Krajcik, Joseph S., and Charlene M. Czerniak. "Engaging Learners in the Doing of Science." In Teaching Science in Elementary and Middle School, 6th ed. Routledge, 2025. https://doi.org/10.4324/9781003473831-4.

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Qu, ZhiWei, Xue Wang, and Wei Zhang. "A Study on Game Teaching in Python Programming Teaching for Middle School." In Computer Science and Education. Springer Nature Singapore, 2023. http://dx.doi.org/10.1007/978-981-99-2449-3_8.

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McIntosh, Joel. "Math & Science." In 20 Ideas for Teaching Gifted Kids in the Middle School and High School. Routledge, 2023. http://dx.doi.org/10.4324/9781003419358-3.

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Krajcik, Joseph S., and Charlene M. Czerniak. "Collaboration in the Project-Based Learning Classroom." In Teaching Science in Elementary and Middle School, 6th ed. Routledge, 2025. https://doi.org/10.4324/9781003473831-6.

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Krajcik, Joseph S., and Charlene M. Czerniak. "Establishing and Maintaining Relevance to Students' Lives." In Teaching Science in Elementary and Middle School, 6th ed. Routledge, 2025. https://doi.org/10.4324/9781003473831-3.

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Krajcik, Joseph S., and Charlene M. Czerniak. "Instructional Strategies That Support Project-Based Learning." In Teaching Science in Elementary and Middle School, 6th ed. Routledge, 2025. https://doi.org/10.4324/9781003473831-7.

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Conference papers on the topic "Middle school science teaching"

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Paz, Marta, and Clara Vasconcelos. "BEYOND THE CLASSROOM: EMPOWERING LEARNERS IN BIO AND GEOETHICS WITH ENGAGING NON-FORMAL RESOURCES." In 11th SWS International Scientific Conferences on SOCIAL SCIENCES - ISCSS 2024. SGEM WORLD SCIENCE, 2024. https://doi.org/10.35603/sws.iscss.2024/s08/50.

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Recent decades have witnessed extraordinary scientific and technological advances which have profoundly impacted society in multiple dimensions, such as healthcare, agriculture, energy, natural resources exploitation, environmental conservation, georisks management, and digital communication, promoting better living conditions for all. However, alongside the benefits, humanity also faces growing challenges and dilemmas concerning planetary sustainability and human rights. For this reason, the call for scientific and ethical literacy has never been more critical, namely in the field of bio and
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Zhang, Li, and Caiyun Zhang. "On Cultural Awareness in Middle School English Teaching." In 2015 International Conference on Social Science and Higher Education. Atlantis Press, 2015. http://dx.doi.org/10.2991/icsshe-15.2015.40.

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Liu, Wenyi. "Constructivist-based English language teaching in middle vocational school." In 2015 International Conference on Social Science and Higher Education. Atlantis Press, 2015. http://dx.doi.org/10.2991/icsshe-15.2015.55.

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Tinigin, Laura, Ariyanna Allen, Cindy Borja, et al. "TEACHING NGSS-ALIGNED AUTHENTIC SCIENCE TO ELEMENTARY AND MIDDLE SCHOOL STUDENTS." In GSA Annual Meeting in Indianapolis, Indiana, USA - 2018. Geological Society of America, 2018. http://dx.doi.org/10.1130/abs/2018am-317775.

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Kim, Dr Hanna. "Integrating Computational Thinking in an Elementary and Middle School Science Curriculum through Robotics." In 2nd International Conference on Research in Teaching and Education. Acavent, 2020. http://dx.doi.org/10.33422/2nd.rteconf.2020.03.40.

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Kim, Dr Hanna. "Integrating Computational Thinking in an Elementary and Middle School Science Curriculum through Robotics." In 2nd International Conference on Research in Teaching and Education. Acavent, 2020. http://dx.doi.org/10.33422/2nd.rteconf.2020.03.40.

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J Meadows, James, and Samuel Sambasivam. "Mandatory Gamified Security Awareness Training Impacts on Texas Public Middle School Students: A Qualitative Study." In InSITE 2023: Informing Science + IT Education Conferences. Informing Science Institute, 2023. http://dx.doi.org/10.28945/5117.

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Aim/Purpose. The problem statement in the proposed study focuses on that, despite the growing recognition that teenagers need to undergo security awareness training, little is known about the impacts security training experts believe implementing a mandatory gamified security awareness training curriculum in public middle schools will have on the long-term security behavior of students in Texas. Background. This study was guided by the research question: What are the impacts security training experts believe implementing a mandatory gamified security awareness training curriculum in public mid
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Scherr, Rachel E., Amy D. Robertson, Lane Seeley, and Stamatis Vokos. "Content Knowledge for Teaching Energy: An Example From Middle-School Physical Science." In 2013 Physics Education Research Conference. American Association of Physics Teachers, 2014. http://dx.doi.org/10.1119/perc.2013.pr.068.

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Bausch, Gillian, Lijun Ni, Fred Martin, Hsien-Yuan Hsu, and Bernardo Feliciano. "Middle School Teachers' Self-efficacy in Teaching Computer Science and Digital Literacy." In SIGCSE '21: The 52nd ACM Technical Symposium on Computer Science Education. ACM, 2021. http://dx.doi.org/10.1145/3408877.3439592.

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Touretzky, David, Christina Gardner-McCune, Bryan Cox, Judith Uchidiuno, Janet Kolodner, and Patriel Stapleton. "Lessons Learned From Teaching Artificial Intelligence to Middle School Students." In SIGCSE 2023: The 54th ACM Technical Symposium on Computer Science Education. ACM, 2022. http://dx.doi.org/10.1145/3545947.3576315.

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Reports on the topic "Middle school science teaching"

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McGee, Steven, Randi Mcgee-Tekula, and Noelia Baez Rodriguez. Using the Science of Hurricane Resilience to Foster the Development of Student Understanding and Appreciation for Science in Puerto Rico. The Learning Partnership, 2022. http://dx.doi.org/10.51420/conf.2022.1.

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For school age children on the island of Puerto Rico, the back-to-back hurricane strikes of Irma and Maria were their first experience with the tragedy of hurricanes in Puerto Rico. There is much concern in the general public about the ability of the Puerto Rican forests, like El Yunque, to recover. These concerns reveal common misconceptions about the dynamics of forest ecosystems. The focus of this research is Journey to El Yunque, a middle school curriculum unit that engages students in evidence-based modeling of hurricane disturbance using long-term data about population dynamics after Hur
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Kao, Sovansophal, Phal Chea, and Sopheak Song. Upper Secondary School Tracking and Major Choices in Higher Education: To Switch or Not to Switch. Cambodia Development Resource Institute, 2022. https://doi.org/10.64202/wp.133.202203.

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Strengthening the quality of education, science and technology education is one of the four strategic rectangles of Rectangular Strategy Phase IV and at the heart of Cambodia’s ambition to achieve higher-middle-income status by 2030 and high-income status by 2050. To that end, increasing attention has been paid to improving both the quantity and quality of science education from secondary school through higher education. Empirically, it has been demonstrated that upper secondary school science can play a significant role in inspiring students to pursue STEM majors in higher education. Yet, the
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Ozen, Zafer, and Nielsen Pereira. Predicting Indiana Public Middle School Science Achievement by School Demographics. Purdue University, 2022. http://dx.doi.org/10.5703/1288284317460.

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Smith, Judith. Effective Middle School Teaching: Factors that Promote and Maintain It. Portland State University Library, 2000. http://dx.doi.org/10.15760/etd.1370.

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Rizwan, Maleeha, and Kiyoshi Taniguchi. Strengthening School Teaching in Pakistan. Asian Development Bank, 2023. http://dx.doi.org/10.22617/brf230611-2.

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This brief outlines how Pakistan could boost teacher numbers and enhance teaching quality by strengthening merit-based career progression and using technology to help improve student learning. Underscoring the disparities between rural and urban schooling, it looks at teacher recruitment, attendance, and training. It explains why Pakistan should focus on bolstering teaching quality, building institutional capacity, and enhancing teacher development in subjects including science and maths. It looks at the need to better incentivize Pakistan’s teachers and assesses how introducing e-learning int
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Lemos, Tania, Amy Scalera, Avital Rodal, et al. Eighth Grade Science Class Visit at McDevitt Middle School. Brandeis University Materials Research Science Engineering Center, 2019. http://dx.doi.org/10.26812/scilinkreports.37.

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Oleksiuk, Vasyl P., and Olesia R. Oleksiuk. Exploring the potential of augmented reality for teaching school computer science. [б. в.], 2020. http://dx.doi.org/10.31812/123456789/4404.

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The article analyzes the phenomenon of augmented reality (AR) in education. AR is a new technology that complements the real world with the help of computer data. Such content is tied to specific locations or activities. Over the last few years, AR applications have become available on mobile devices. AR becomes available in the media (news, entertainment, sports). It is starting to enter other areas of life (such as e-commerce, travel, marketing). But education has the biggest impact on AR. Based on the analysis of scientific publications, the authors explored the possibilities of using augme
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Maron, Nancy, and Kate Wittenberg. The Middle School Portal 2: Math and Science Pathways, National Science Digital Library 2009. Ithaka S+R, 2015. http://dx.doi.org/10.18665/sr.22351.

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Loy, Matthew. The Middle School Portal 2: Math and Science Pathways, National Science Digital Library 2011. Ithaka S+R, 2015. http://dx.doi.org/10.18665/sr.22378.

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Ramirez, Jorge. Weekend Spanish Immersion Camp: A Non-Traditional Teaching World Language to Middle School American Students. Portland State University Library, 2020. http://dx.doi.org/10.15760/etd.7348.

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