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Menon, Deepika; Sinha, Somnath – Electronic Journal of Science Education, 2013
Recent efforts to reform science education have strongly emphasized the understanding of the nature of science (NOS) as important to achieving broader scientific literacy. Despite the realization that students' understanding of NOS is important, there is a gap between research and practice. In order to teach NOS effectively in pre-college or…
Descriptors: Periodicals, Scientific Principles, Science Instruction, Information Sources
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Bowen, G. Michael; Roth, Wolff-Michael – Electronic Journal of Science Education, 2002
Examines the formal and informal settings in which ecologists learn about their discipline and reports on the contributions that each setting makes to learning about the conduct of field research. Reveals oft-ignored informal aspects of learning about the conduct of ecology research such as story telling in "leisure" settings as being important to…
Descriptors: Ecology, General Education, Research Methodology, Science Education
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Yore, Larry D. – Electronic Journal of Science Education, 2001
Focuses on the gap between research findings and implementation of the results into science teacher education programs, curricula, and professional practices. Addresses one implementation issue that needs to inform future research, teacher education, professional development, and classroom instruction: How views of science, learning, discourse,…
Descriptors: Constructivism (Learning), Educational Change, Elementary Secondary Education, Program Implementation
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Akpan, Joseph P. – Electronic Journal of Science Education, 2001
Reviews empirical and theoretical issues associated with inserting computer simulations into biological instruction to help students better understand science concepts. The available empirical research on simulations suggests that simulated dissection and actual dissections typically lead to equivalent performance on achievement tests, simulations…
Descriptors: Biology, Computer Uses in Education, Dissection, Higher Education
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Kumar, David D.; Ramasamy, Rangasamy; Stefanich, Greg P. – Electronic Journal of Science Education, 2001
Addresses the importance of quality science instruction for students with visual impairments. Discusses literature-based suggestions for modifying science instruction and instructional materials to meet the learning needs of visually impaired students and presents relevant examples in physical, chemical, and biological sciences. Addresses policy…
Descriptors: Educational Policy, Elementary Secondary Education, Learning Problems, Science Curriculum
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Westerlund, Julie F.; West, Sandra S. – Electronic Journal of Science Education, 2001
Presents a brief historical overview of standardized testing in science including its purpose, consequences, characteristics, and evaluation. Provides a critique that is unique in that this study used national science standards to evaluate a state-mandated standardized science test. (Author/MM)
Descriptors: Elementary Secondary Education, National Standards, Science Education, Standardized Tests
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Craven, John A., III; Penick, John – Electronic Journal of Science Education, 2001
Focuses on science education and attempts to articulate the expert knowledge and skills needed to prepare exemplary science teachers. Explains that before the public's mandate for scientific literacy for all Americans can be achieved, familiar views about the teaching and learning of science must often be challenged through processes requiring…
Descriptors: Elementary Secondary Education, Higher Education, Preservice Teacher Education, Science Instruction
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Lilly, James Edward; Sirochman, Rudy F. – Electronic Journal of Science Education, 2000
Introduces a curriculum model for teaching physical science to the pre-service elementary school teacher entitled "Powerful Ideas in Physical Science (PIPS)". This model was developed by members of the American Association of Physics Teachers (AAPT) and is inquiry-based, hands-on, and discrepant-event based. (Author/MM)
Descriptors: Elementary Education, Experiential Learning, Hands on Science, Preservice Teachers
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Geelan, David R. – Electronic Journal of Science Education, 2000
Suggests that Kuhn's and Lakatos' schemes for the philosophy of science have been pervasive metaphors for conceptual change approaches to the learning and teaching of science, and have been used both implicitly and explicitly to provide an organizing framework and justification matrix for those perspectives. Describes four alternative perspectives…
Descriptors: Educational Philosophy, Elementary Secondary Education, Postmodernism, Science Education
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Gess-Newsome, Julie – Electronic Journal of Science Education, 1999
Explores potential answers to the question, How do we best ensure adequate and appropriate science instruction at the elementary level? Outlines, through an examination of scientific literacy, the attributes needed in a teacher for effective science instruction. Evaluates five delivery models for elementary science instruction. Concludes with a…
Descriptors: Delivery Systems, Elementary Education, Instructional Systems, Professional Development
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Pyle, Eric J.; Akins-Moffatt, Jennifer – Electronic Journal of Science Education, 1999
Reports on a study designed to (a) determine the effects of visually-enhanced, hands-on student instruction as compared with non-visually enhanced hands-on instruction, and (b) test the feasibility of using simple concept map-like structures as a means of determining student conceptual growth in a non-language dependent manner. Concludes that the…
Descriptors: Elementary Secondary Education, Higher Education, Inquiry, Professional Development
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Veal, William R.; MaKinster, James G. – Electronic Journal of Science Education, 1999
Presents two taxonomies that offer a relatively comprehensive categorization scheme for future studies of pedagogical content knowledge (PCK) development in teacher education. "The General Taxonomy of PCK" addresses distinctions within and between the knowledge bases of various disciplines, science subjects, and science topics. "The Taxonomy of…
Descriptors: Elementary Secondary Education, Knowledge Base for Teaching, Pedagogical Content Knowledge, Science Education
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Lederman, Norman G. – Electronic Journal of Science Education, 1998
Clarifies the meaning of the Nature of Science (NOS) and scientific inquiry in the context of reform efforts in science education. Delineates several misconceptions promoted (or ignored) by reform efforts. Proposes that without explicit instructional attention to the NOS and scientific inquiry, students will once again learn science subject matter…
Descriptors: Elementary Secondary Education, Higher Education, Inquiry, Professional Development