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Walan, Susanne; Mc Ewen, Birgitta – Research in Science Education, 2017
Inquiry- and context-based teaching strategies have been proven to stimulate and motivate students' interests in learning science. In this study, 12 teachers reflected on these strategies after using them in primary schools. The teachers participated in a continuous professional development (CPD) programme. During the programme, they were also…
Descriptors: Primary Education, Elementary School Teachers, Science Teachers, Teacher Attitudes
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Herakleioti, Evagelia; Pantidos, Panagiotis – Research in Science Education, 2016
This paper begins with the view that the generation of meaning is a multimodal process. Props, drawings, graphs, gestures, as well as speech and written text are all mediators through which students construct new knowledge. Each semiotic context makes a unique contribution to the conceptualization of scientific entities. The human body, in…
Descriptors: Human Body, Young Children, Kindergarten, Scientific Concepts
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Opitz, Sebastian T.; Harms, Ute; Neumann, Knut; Kowalzik, Kristin; Frank, Arne – Research in Science Education, 2015
Energy is considered both a core idea and a crosscutting concept in science education. A thorough understanding of the energy concept is thought to help students learn about other (related) concepts within and across science subjects, thereby fostering scientific literacy. This study investigates students' progression in understanding the energy…
Descriptors: Energy, Scientific Concepts, Science Education, Concept Formation