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Billingsley, Berry; Brock, Richard; Taber, Keith S.; Riga, Fran – Science Education, 2016
Internationally in secondary schools, lessons are typically taught by subject specialists, raising the question of how to accommodate teaching which bridges the sciences and humanities. This is the first study to look at how students make sense of the teaching they receive in two subjects (science and religious education [RE]) when one subject's…
Descriptors: Religious Education, Scientific Principles, Student Surveys, Fused Curriculum
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Skamp, Keith; Boyes, Eddie; Stanisstreet, Martin – Science Education, 2013
Science educators have a key role in empowering students to take action to reduce global warming. This involves assisting students to understand its causes as well as taking pedagogical decisions that have optimal probabilities of leading to students being motivated to take actions based on empirically based science beliefs. To this end New South…
Descriptors: Science Teachers, Science Instruction, Foreign Countries, Secondary School Students
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Archer, Louise; DeWitt, Jennifer; Osborne, Jonathan; Dillon, Justin; Willis, Beatrice; Wong, Billy – Science Education, 2010
The concern about students' engagement with school science and the numbers pursuing the further study of science is an international phenomenon and a matter of considerable concern among policy makers. Research has demonstrated that the majority of young children have positive attitudes to science at age 10 but that this interest then declines…
Descriptors: Foreign Countries, Science Activities, Science Interests, Student Attitudes
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Sharp, John G.; Kuerbis, Paul – Science Education, 2006
Findings from a quasi-experimental study of children's ideas about the solar system and how these ideas changed in response to a 10-week intervention period of formal astronomy teaching at a single primary school in England are presented in detail. Initial interviews with all of the 9- to 11-year-olds involved revealed a relatively poorly…
Descriptors: Foreign Countries, Prior Learning, Intervention, Student Attitudes
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Leach, John; Hind, Andy; Ryder, Jim – Science Education, 2003
This paper reports the design and evaluation of small-scale teaching interventions addressing the epistemology of science as part of the regular high school science courses followed by English students. Although there is a growing consensus that the curriculum should include aspects of the nature of science, there is a limited body of knowledge…
Descriptors: Teaching Methods, Scientific Principles, Epistemology, Science Instruction
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Solomon, Joan – Science Education, 1991
Discusses trends in teaching about the nature of science in England. Two themes characterize teaching the nature of science; one concerns reflection on school experiment, and the other is about reflecting on aspects of scientific theory at different ages. (PR)
Descriptors: British National Curriculum, Elementary Secondary Education, Foreign Countries, Science Education
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Kruger, C.; And Others – Science Education, 1992
Survey results contrast teachers' (n=159) knowledge and understanding with the understanding levels expected by England's science National Curriculum. Teacher's understanding with respect to the concepts of force, energy, and changes in materials are discussed. (Contains 29 references.) (MDH)
Descriptors: British National Curriculum, Elementary Education, Elementary School Teachers, Energy
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Kutnick, Peter J. – Science Education, 1990
Described is the importance of the cognitive level of science pupils, cognitive demands of the curriculum, and the social/cultural context within which curricula are planned. Emphasized is the historical division between planning and implementation. Suggestions for improvement are provided. (CW)
Descriptors: Cognitive Development, Cultural Context, Curriculum Development, Educational Improvement
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Soh, K. C. – Science Education, 1973
Studied scientists' and nonscientists' motivational conditions by administrating the School Motivation Analysis Test to secondary students who were classified as scientists and nonscientists according to an occupational scale. Concluded that differences can be explained in terms of dynamic traits and that science bias was instrumental in securing…
Descriptors: Educational Research, Individual Characteristics, Motivation, Psychological Studies