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Ford, Danielle J. – Research in Science Education, 2009
The papers in this collection provide compelling arguments that the use of Adapted Primary Literature (APL) in science education holds great promise for enriching inquiry science instruction at the secondary level. The integration of this genre of written text into science curricula illustrates the ways in which reasoning in reading and reasoning…
Descriptors: Primary Sources, Inquiry, Science Education, Curriculum Design
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Norris, Stephen P.; Falk, Hedda; Federico-Agraso, Marta; Jimenez-Aleixandre, Maria Pilar; Phillips, Linda M.; Yarden, Anat – Research in Science Education, 2009
We shall structure this rejoinder around two main sections. In the first, we address three underlying assumptions of our work that Osborne has identified. We indicate points of agreement, disagreement, and clarification. In the second section, we discuss briefly and add our clarifications to three understandings of his that Osborne introduces into…
Descriptors: Epistemology, Inquiry, Content Area Reading, Content Area Writing
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Yarden, Anat; Falk, Hedda; Federico-Agraso, Marta; Jimenez-Aleixandre, Maria Pilar; Norris, Stephen P.; Phillips, Linda M. – Research in Science Education, 2009
In her commentary Danielle J. Ford mainly focused on three issues that highlight the promises and challenges for the use of Adapted Primary Literature (APL) in science curricula: the possible contribution of APL to authentic experiences in secondary schools, implementation issues of APL including the support required for the teachers, and the…
Descriptors: Primary Sources, Inquiry, Science Education, Science Curriculum
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Abell, Sandra K. – Research in Science Education, 2005
In this paper I examine the phenomenon of university teachers as researchers in their own classrooms. I use examples of three research teams in which we studied: (1) student response to a science and society course; (2) teacher and student perceptions of inquiry in a physics course; and (3) teaching and learning about the nature of science in an…
Descriptors: Science Teachers, College Faculty, Teacher Researchers, Student Attitudes
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Reiss, Michael J. – Research in Science Education, 2005
In this paper I describe and discuss the way that a book I had written on a five-year longitudinal study of school science teaching was received by the pupils and teachers it featured. By and large the pupils' reception was positive. However, one group of teachers was deeply hurt by the book. I trace this mainly to my failure to consider…
Descriptors: Ethnography, Research Methodology, Science Instruction, Longitudinal Studies
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Mulhall, Pamela; McKittrick, Brian; Gunstone, Richard – Research in Science Education, 2001
Considers research that shows very poor student understanding after the teaching of electricity and draws two broad conclusions of central relevance to the teaching of electricity: (1) there is an absence of any systemic consensus as to what models are appropriate for students at different year levels and for different intended learning outcomes;…
Descriptors: Electricity, Elementary Secondary Education, Misconceptions, Science Education
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Jones, Alister – Research in Science Education, 2001
Sets the stage for a theme issue on developing research in technology education. Discusses past reviews of research focusing on the purposes of technology education, the nature of technology, and assessment in technology education. (Contains 38 references.) (DDR)
Descriptors: Educational Research, Higher Education, Science and Society, Secondary Education
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Roth, Wolff-Michael – Research in Science Education, 2000
Argues for the use of autobiography paired with radical doubt as a strategy to arrive at intersubjectivity, thereby avoiding false claims to objectivity and failure-prone inner (hyper) subjectivity. Uses this argument to introduce the contributions to the special thematic journal issue of which this paper is a part. (Contains 24 references.)…
Descriptors: Autobiographies, Epistemology, Personal Narratives, Philosophy
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Rodriguez, Alberto J. – Research in Science Education, 2000
Proposes an approach for critical engagement with autobiographical text. Argues that by becoming better aware of the teller's intentionality and his/her insights gained from telling a (re)constructed version of self, the listener and the teller can engage in personal and socially transformative dialogue. (Contains 16 references.) (Author/WRM)
Descriptors: Autobiographies, Epistemology, Feminist Criticism, Personal Narratives
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Eisenhart, Margaret – Research in Science Education, 2000
Describes an experience of trying to publish a book whose contents are in some ways marginal to what is normally considered science or science education. During the publishing process, ideas about what counts as science got tangled up with what counts as "credible" science, "marketable" literature, and academic competence. (Contains 26…
Descriptors: Autobiographies, Epistemology, Feminist Criticism, Personal Narratives
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Roth, Wolff-Michael; Lee, Stuart – Research in Science Education, 2000
Describes science educators trying to effect systemic change as actors in a cultural field struggling to change it. Uses a conversational hermeneutic analysis of autobiographical writings to examine some of the salient features of bringing about change in science education. (Contains 35 references.) (Author/WRM)
Descriptors: Autobiographies, Educational Change, Epistemology, Graduate Students
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Tobin, Kenneth – Research in Science Education, 2000
Describes the author's difficulties in teaching students who were ethnically, culturally, and socially different from himself. Emphasizes the significance of connecting the enacted curriculum to the interests and extant knowledge of students. Suggests some implications for teaching science, enacting and appropriating science curricula, and…
Descriptors: Autobiographies, Elementary Secondary Education, Epistemology, Personal Narratives
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Osborne, Margery D. – Research in Science Education, 2000
Reflects on the idea of a person being constructed through his actions, and the role of the teacher in enabling such actions. Argues that the way a teacher shapes the classroom is, in effect, a lens through which children can be viewed and visions of the educational process both shape and are shaped by the teacher. (Author/WRM)
Descriptors: Autobiographies, Classroom Techniques, Elementary Education, Epistemology
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Gunstone, Richard – Research in Science Education, 2000
Presents the idea of teachers as researchers in Australia. Summarizes each study presented in Research in Science Education, volume 30. (YDS)
Descriptors: Educational Research, Foreign Countries, Science Education, Teacher Researchers
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Tobin, Kenneth – Research in Science Education, 1999
Introduces a special issue that focuses on teachers and other practitioners undertaking research on their professional praxis. Discusses some experiences as a teacher-researcher, outlines the studies presented in the special issue, and considers questions of voice in the presentation of teacher-researcher studies. Contains 25 references. (WRM)
Descriptors: Action Research, Classroom Research, Educational Research, Elementary Secondary Education
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