NotesFAQContact Us
Collection
Advanced
Search Tips
Source
Science Education157
What Works Clearinghouse Rating
Showing 1 to 15 of 157 results Save | Export
Peer reviewed Peer reviewed
Direct linkDirect link
Furtak, Erin Marie; Penuel, William R. – Science Education, 2019
In recent years, the focus of science education reform has shifted to engaging students in three-dimensional science learning experiences aligned with the National Research Council's (2012) Framework for K-12 Science Education. This movement has been associated with a focus on students participating in science as practice, which represents a…
Descriptors: Educational Change, Science Education, Hands on Science, Vocabulary
Peer reviewed Peer reviewed
Direct linkDirect link
Sheth, Manali J. – Science Education, 2019
While current science teacher education frameworks designed to support high-quality teaching have the potential to promote equitable science learning, they do not substantively engage with how racism organizes science teaching and learning. In this critical qualitative inquiry grounded in critical race theory and sociopolitical perspectives on…
Descriptors: Racial Bias, Science Instruction, Science Teachers, Equal Education
Peer reviewed Peer reviewed
Direct linkDirect link
Morales-Doyle, Daniel; Childress Price, Tiffany; Chappell, Mindy J. – Science Education, 2019
This article examines the tensions that arose as teachers, scientists, youth, and community organizers worked to develop a curriculum that was responsive to community concerns and the Next Generation Science Standards (NGSS). Within the context of urban heavy metal contamination and building on previous critiques of the standards, we identified…
Descriptors: Science Education, Standards, Curriculum Development, Urban Areas
Peer reviewed Peer reviewed
Direct linkDirect link
Madkins, Tia C.; McKinney de Royston, Maxine – Science Education, 2019
Failure to improve achievement in K-12 science for racially minoritized students and students living in poverty continues to challenge the inclusionary rhetoric of "science for all." Science education researchers, teacher educators, and educators must consider the racialized and classed inequalities that continue to limit students'…
Descriptors: Science Instruction, Culturally Relevant Education, Minority Group Students, Science Teachers
Peer reviewed Peer reviewed
Direct linkDirect link
Tolbert, Sara; Schindel, Alexa; Rodriguez, Alberto J. – Science Education, 2018
In this article, we critically examine what a commitment to equity, diversity, and social justice in science and science education means for our research practices and methods. Using a blend of critical cross-cultural and feminist lenses, we explore relationships of power in our research, specifically in terms of knowledge production,…
Descriptors: Scientific Research, Social Justice, Equal Education, Cultural Differences
Peer reviewed Peer reviewed
Direct linkDirect link
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
Peer reviewed Peer reviewed
Direct linkDirect link
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
Peer reviewed Peer reviewed
Direct linkDirect link
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
Peer reviewed Peer reviewed
Direct linkDirect link
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
Peer reviewed Peer reviewed
Direct linkDirect link
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
Peer reviewed Peer reviewed
Direct linkDirect link
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
Peer reviewed Peer reviewed
Direct linkDirect link
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
Peer reviewed Peer reviewed
Direct linkDirect link
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
Peer reviewed Peer reviewed
Direct linkDirect link
Stieff, Mike; Scopelitis, Stephanie; Lira, Matthew E.; DeSutter, Dane – Science Education, 2016
Representational competence is a primary contributor to student learning in science, technology, engineering, and math (STEM) disciplines and an optimal target for instruction at all educational levels. We describe the design and implementation of a learning activity that uses concrete models to improve students' representational competence and…
Descriptors: Undergraduate Students, College Science, Science Education, Chemistry
Peer reviewed Peer reviewed
Direct linkDirect link
Schizas, Dimitrios; Psillos, Dimitris; Stamou, George – Science Education, 2016
The present essay examines the emerging issue of domain-general versus domain-specific nature of science (NOS) understandings from a perspective that illuminates the value of domain-specific philosophies of science for the growth and development of the NOS educational field. Under the assumption that individual sciences do have their own…
Descriptors: Scientific Principles, Scientific Concepts, Physics, Biology
Previous Page | Next Page »
Pages: 1  |  2  |  3  |  4  |  5  |  6  |  7  |  8  |  9  |  10  |  11