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Showing 1 to 15 of 91 results Save | Export
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Alameh, Sahar; Abd-El-Khalick, Fouad – Science & Education, 2018
Stemming from the realization of the importance of the role of explanation in the science classroom, the Next Generation Science Standards (NGSS Lead States 2013) call for appropriately supporting students to learn science, argue from evidence, and provide explanations. Despite the ongoing emphasis on explanations in the science classroom, there…
Descriptors: Science Education, Scientific Concepts, Concept Formation, Teaching Methods
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Gouvea, Julia; Passmore, Cynthia – Science & Education, 2017
The inclusion of the practice of "developing and using models" in the "Framework for K-12 Science Education" and in the "Next Generation Science Standards" provides an opportunity for educators to examine the role this practice plays in science and how it can be leveraged in a science classroom. Drawing on conceptions…
Descriptors: Models, Science Education, Elementary Secondary Education, Academic Standards
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Østergaard, Edvin – Science & Education, 2017
Focus of this article is the current situation characterized by students' de-rootedness and possible measures to improve the situation within the frame of education for sustainable development. My main line of argument is that science teachers can practice teaching in such a way that students are brought in deeper contact to the environment. I…
Descriptors: Aesthetics, Science Education, Science Instruction, Sustainable Development
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Sánchez Gómez, Pedro J. – Science & Education, 2016
In this article, I study, from the point of view of the analytic philosophy of mind, the compatibility of students' ideas studies (SIS) with radical constructivism (RC). I demonstrate that RC is based on a psychology of "narrow mental states"; that is, the idea that the mental content of an individual can be fully characterised without…
Descriptors: Student Attitudes, Constructivism (Learning), Philosophy, Qualitative Research
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Toonders, Winnie; Verhoeff, Roald P.; Zwart, Hub – Science & Education, 2016
Drama is a relatively unexplored tool in academic science education. This paper addresses in what way the use of drama may allow science students to deepen their understanding of recent developments in the emerging and controversial field of neuro-enhancement, by means of a case study approach. First, we emphasise the congruency between drama and…
Descriptors: Drama, Questionnaires, Qualitative Research, Philosophy
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Stuckey, Marc; Heering, Peter; Mamlok-Naaman, Rachel; Hofstein, Avi; Eilks, Ingo – Science & Education, 2015
This paper discusses essential elements of the philosophical works of Ludwik Fleck (1896-1961) and their potential interpretation for the teaching and learning of science. In the early twentieth century, Fleck made substantial contributions to understanding the sociological character of the nature of science and explaining the embedding of science…
Descriptors: Science Education, Sciences, Science and Society, Philosophy
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Archila, Pablo Antonio – Science & Education, 2015
This article describes the effect of a teaching-learning sequence (TLS) based on the discovery of oxygen in promoting students' argumentation. It examines the written and oral arguments produced by 63 high school students (24 females and 39 males, 16-17 years old) in France during a complete TLS supervised by the same teacher. The data used in…
Descriptors: Science Instruction, Persuasive Discourse, High School Students, Written Language
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Henke, Andreas; Höttecke, Dietmar – Science & Education, 2015
The inclusion of the history and philosophy of science (HPS) in science teaching is widely accepted, but the actual state of implementation in schools is still poor. This article investigates possible reasons for this discrepancy. The demands science teachers associate with HPS-based teaching play an important role, since these determine teachers'…
Descriptors: Physics, Science Teachers, Science History, Philosophy
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Schiffer, Hermann; Guerra, Andreia – Science & Education, 2015
Seeking a historical-philosophical approach to science teaching, narrative texts have been used as pedagogical tools to improve the learning experience of students. A review of the literature of different types of narrative texts and their different rates of effectiveness in science education is presented. This study was developed using the…
Descriptors: Scientific Principles, Science History, Science Instruction, Instructional Materials
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Allen, G. Donald – Science & Education, 2014
In human history, the origin of the numbers came from definite practical needs. Indeed, there is strong evidence that numbers were created before writing. The number "1", dating back at least 20,000 years, was found as a counting symbol on a bone. The famous statement by the German mathematician Leopold Kronecker (1823-1891), "God…
Descriptors: Numbers, Mathematics, History, Philosophy
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Garik, Peter; Benétreau-Dupin, Yann – Science & Education, 2014
This is an editorial report on the outcomes of an international conference sponsored by a grant from the National Science Foundation (NSF) (REESE-1205273) to the School of Education at Boston University and the Center for Philosophy and History of Science at Boston University for a conference titled: "How Can the History and Philosophy of…
Descriptors: Conferences (Gatherings), International Programs, Science History, Philosophy
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Hadzigeorgiou, Yannis; Schulz, Roland – Science & Education, 2014
The unique contributions of romanticism and romantic science have been generally ignored or undervalued in history and philosophy of science studies and science education. Although more recent research in history of science has come to delineate the value of both topics for the development of modern science, their merit for the educational field…
Descriptors: Romanticism, Science Instruction, Science History, World History
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Jankvist, Uffe Thomas; Iversen, Steffen Møllegaard – Science & Education, 2014
The article elaborates and exemplifies a potential categorization of the reasons for using philosophy, in particular the philosophy of mathematics, in mathematics education and approaches to doing so-the so-called "whys" and "hows". More precisely, the "whys" are divided into the two categories of "philosophy as…
Descriptors: Philosophy, Mathematics Education, Teaching Methods, Educational Objectives
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Cable, John – Science & Education, 2014
This article offers a new interpretation of Piaget's decanting experiments, employing the mathematical notion of equivalence instead of conservation. Some reference is made to Piaget's theories and to his educational legacy, but the focus in on certain of the experiments. The key to the new analysis is the abstraction principle, which…
Descriptors: Mathematical Concepts, Concept Formation, Experiments, Philosophy
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Blancke, Stefaan; Schellens, Tammy; Soetaert, Ronald; Van Keer, Hilde; Braeckman, Johan – Science & Education, 2014
Natural selection is one of the most famous metaphors in the history of science. Charles Darwin used the metaphor and the underlying analogy to frame his ideas about evolution and its main driving mechanism into a full-fledged theory. Because the metaphor turned out to be such a powerful epistemic tool, Darwin naturally assumed that he could also…
Descriptors: Evolution, Figurative Language, Scientific Concepts, Teaching Methods
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