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Azevedo, Flávio S. – Science Education, 2018
I advance theoretically and empirically grounded arguments for broadening how we frame and understand situational interests. A situational interest refers to the short-term spike in a person's attention and participation in an activity and it is triggered in the interactions between the person and environment features (e.g., novelty and surprise).…
Descriptors: Science Interests, STEM Education, Educational Practices, Video Technology
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Criswell, Brett A.; Rushton, Gregory T.; Nachtigall, Dawn; Staggs, Samuel; Alemdar, Meltem; Cappelli, Christopher J. – Science Education, 2018
The program team operating an NSF Noyce Master Teacher program has been building a conceptual framework for developing teacher leaders. The program has focused its efforts on a group of 16 chemistry and physics teachers in Southeast high-needs schools. The conceptual framework is based on the view that teacher leaders are those individuals who…
Descriptors: Chemistry, Physics, Science Instruction, Teacher Leadership
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Cunningham, Christine M.; Kelly, Gregory J. – Science Education, 2017
Engineering offers new educational opportunities for students, yet also poses challenges about how to conceptualize the disciplinary core ideas, crosscutting concepts, and science and engineering practices of the disciplinary fields of engineering. In this paper, we draw from empirical studies of engineering in professional and school settings to…
Descriptors: Epistemology, Engineering Education, Curriculum Development, Teacher Education
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Kind, Per; Osborne, Jonathan – Science Education, 2017
In this paper, we contend that what to teach about scientific reasoning has been bedeviled by a lack of clarity about the construct. Drawing on the insights emerging from a cognitive history of science, we argue for a conception of scientific reasoning based on six "styles of scientific reasoning." Each "style" requires its own…
Descriptors: Science Instruction, Teaching Methods, Thinking Skills, Epistemology
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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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Kötter, Mario; Hammann, Marcus – Science & Education, 2017
In this article, the argument is put forth that controversies about the scope and limits of science should be considered in Nature of Science (NOS) teaching. Reference disciplines for teaching NOS are disciplines, which reflect upon science, like philosophy of science, history of science, and sociology of science. The culture of these disciplines…
Descriptors: Teaching Methods, Science Instruction, Interdisciplinary Approach, Controversial Issues (Course Content)
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Rizos, Ioannis; Patronis, Anastasios; Lappas, Dionyssios – Science & Education, 2017
In this paper, we analyze two episodes from an inquiry-based didactical research; the complete analysis of our research data is still ongoing. By taking into consideration various developments from the history of the geometry of space-time, our general aim is to explore high school students' conceptions about measurement of length and time in…
Descriptors: Geometry, Mathematics Instruction, Intuition, High School Students
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Birmingham, Daniel; Calabrese Barton, Angela; McDaniel, Autumn; Jones, Jalah; Turner, Camryn; Rogers, Angel – Science Education, 2017
In this paper, we use the concept of "consequential learning" to frame our exploration of what makes learning and doing science matter for youth from nondominant communities, as well as the barriers these youth must confront in working toward consequential ends. Data are derived from multimodal cases authored by four females from…
Descriptors: Learning, Youth, Barriers, Middle School Students
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Sikorski, Tiffany-Rose; Hammer, David – Science Education, 2017
Despite myriad attempts over the years to design curricula with logical ordering and connections, concerns persist that students view science as a body of prescribed information to memorize. In this essay, we argue that attempts to build coherence into the curriculum reflect fundamental and enduring misconceptions about the nature of coherence…
Descriptors: Science Curriculum, Curriculum Design, Misconceptions, Rhetoric
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Hansen, Julia; Hammann, Marcus – Science & Education, 2017
Risk is always present in people's lives: diseases, new technologies, socio-scientific issues (SSIs) such as climate change, and advances in medicine--to name just a few examples--all carry risks. To be able to navigate risks in everyday life, as well as to participate in social debate on risk-related issues, students need to develop risk…
Descriptors: Risk, Science Instruction, Constructivism (Learning), Scientific Literacy
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Gasparatou, Renia – Science & Education, 2017
The move from respecting science to "scientism," i.e., the idealization of science and scientific method, is simple: We go from acknowledging the sciences as fruitful human activities to oversimplifying the ways they work, and accepting a fuzzy belief that "Science" and "Scientific Method," will give us a direct…
Descriptors: Science Education, Beliefs, Sciences, Thinking Skills
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Tibell, Lena A. E.; Harms, Ute – Science & Education, 2017
Modern evolutionary theory is both a central theory and an integrative framework of the life sciences. This is reflected in the common references to evolution in modern science education curricula and contexts. In fact, evolution is a core idea that is supposed to support biology learning by facilitating the organization of relevant knowledge. In…
Descriptors: Biology, Scientific Concepts, Fundamental Concepts, Evolution
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Fuselier, Linda C.; Jackson, J. Kasi; Stoiko, Rachel – Science Education, 2016
The nature of science (NOS) as described by education scholars is a critical component of scientific literacy and includes both rational and social aspects taught best in an explicit and reflective manner. NOS is frequently tied to a critical contextual empiricism (CCE) framework for knowledge production. Central to CCE is that objectivity is…
Descriptors: Scientific Principles, Scientific Literacy, College Science, Evolution
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Hayes, Kathryn N.; Trexler, Cary J. – Science Education, 2016
Many resources have been committed to research on science teaching pedagogies, resulting in a robust understanding of best instructional practices. Yet, exposure to excellent science instruction in elementary school is haphazard at best and often inequitable. Although the research community has attended to the role of teacher traits, such as…
Descriptors: Elementary School Science, Science Education, Science Instruction, Predictor Variables
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