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Åberg-Bengtsson, Lisbeth; Karlsson, Karl Göran; Ottosson, Torgny – Science Education, 2017
Teaching and learning situations nowadays typically build on richly illustrated material or multimodal presentations. Under these circumstances, the transparency of images and models used for explaining various phenomena becomes central. The present study deals with 20 Swedish children, 9-12 years old, discussing an illustration meant to show the…
Descriptors: Astronomy, Lunar Research, Foreign Countries, Preadolescents
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Patron, Emelie; Wikman, Susanne; Edfors, Inger; Johansson-Cederblad, Brita; Linder, Cedric – Science Education, 2017
Visual representations are essential for communication and meaning-making in chemistry, and thus the representational practices play a vital role in the teaching and learning of chemistry. One powerful contemporary model of classroom learning, the variation theory of learning, posits that the way an object of learning gets handled is another vital…
Descriptors: Visual Stimuli, Chemistry, Science Instruction, Teaching Methods
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Serder, Margareta; Jakobsson, Anders – Science Education, 2016
Previous research in science education has suggested that difficulties among students learning science relate to challenges in framing its discourse. This article examines the role that language plays in a scientific literacy test for which everyday life is an augmented aspect. Video-recorded data was collected in four ninth-grade science classes…
Descriptors: Foreign Countries, Science Education, Scientific Literacy, Video Technology
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Rudsberg, Karin; Ohman, Johan; Ostman, Leif – Science Education, 2013
In this study, the purpose is to develop and illustrate a method that facilitates investigations of students' learning processes in classroom discussions about socioscientific issues. The method, called transactional argumentation analysis, combines a transactional perspective on meaning making based on John Dewey's pragmatic philosophy and an…
Descriptors: Foreign Countries, Learning Processes, Comparative Analysis, Video Technology
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Thörne, Karin; Gericke, Niklas M.; Hagberg, Mariana – Science Education, 2013
This study investigates Swedish teachers' use of language when teaching Mendelian genetics in compulsory school. The primary objective of the study is to explore how teachers use the related concepts "gene," "allele," and "anlag" (a Swedish variant of the German word "anlage") and how these are related to…
Descriptors: Foreign Countries, Genetics, Language Usage, Swedish
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Bivall, Petter; Ainsworth, Shaaron; Tibell, Lena A. E. – Science Education, 2011
This study explored whether adding a haptic interface (that provides users with somatosensory information about virtual objects by force and tactile feedback) to a three-dimensional (3D) chemical model enhanced students' understanding of complex molecular interactions. Two modes of the model were compared in a between-groups pre- and posttest…
Descriptors: Molecular Structure, Science Instruction, Tactual Perception, Educational Technology
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Gyllenpalm, Jakob; Wickman, Per-Olof – Science Education, 2011
This article examines the use and role of the term "experiment" in science teacher education as described by teacher students. Data were collected through focus group interviews conducted at seven occasions with 32 students from six well-known Swedish universities. The theoretical framework is a sociocultural and pragmatist perspective…
Descriptors: Teacher Education, Scientific Research, Research Methodology, Educational Objectives
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Lidar, Malena; Almqvist, Jonas; Ostman, Leif – Science Education, 2010
During the past few decades, researchers from a cognitive science tradition and a sociocultural perspective on learning have discussed how to understand students' conceptions of the earth. In this article, some of the questions discussed in this debate are elaborated in relation to meaning making in educational settings. The aim is to illustrate…
Descriptors: Sociocultural Patterns, Cognitive Psychology, Grade 5, Epistemology
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Hamza, Karim M.; Wickman, Per-Olof – Science Education, 2009
Students' difficulties with learning science have generally been framed in terms of their generalized conceptual knowledge of a science topic as elicited through their explanations of natural phenomena. In this paper, we empirically explore what more goes into giving a scientific account of a natural phenomenon than giving such generalized…
Descriptors: Foreign Countries, Secondary School Students, Scientific Concepts, Chemistry
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Lundqvist, Eva; Almqvist, Jonas; Ostman, Leif – Science Education, 2009
In this paper, we describe two central epistemological norms related to the importance of making investigations and to scientific language and its logic. These norms have been identified in empirical material consisting of 200 video-recorded lessons in three different science classes. With regard to the learning of science and socialization, we…
Descriptors: Classroom Communication, Scientific Principles, Epistemology, Science Education
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Hamza, Karim M.; Wickman, Per-Olof – Science Education, 2008
Although misconceptions in science have been established in interview studies, their role during the learning process is poorly examined. In this paper, we use results from a classroom study to analyze to what extent nonscientific ideas in electrochemistry that students report in interviews enter into their learning in a more authentic setting. We…
Descriptors: Chemistry, Learning Experience, Misconceptions, Science Instruction
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Lidar, Malena; Lundqvist, Eva; Ostman, Leif – Science Education, 2006
The practical epistemology used by students and the epistemological moves delivered by teachers in conversations with students are analyzed in order to understand how teaching activities interplay with the "how" and the "what" of students' learning. The purpose is to develop an approach for analyzing the process of privileging…
Descriptors: Sociocultural Patterns, Epistemology, Science Instruction, Teaching Methods
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Andersson, Bjorn – Science Education, 1986
Describes five ways that high school students explain a chemical change. Discusses the differences in conceptual understanding of the students based upon their responses to questions about simple reactions. Presents additional classifications of conceptions of chemical reactions done by other researchers. (TW)
Descriptors: Chemical Reactions, Chemistry, Cognitive Development, Cognitive Structures