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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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Lewthwaite, Brian – Science Education, 2006
This inquiry examines the personal attribute and environmental factors that contribute to and impede science teacher-leader development. Using a narrative approach, the inquiry focuses on the experiences of three teachers in three different New Zealand primary schools (years 1-6) as they develop in their capabilities as science teacher-leaders…
Descriptors: Foreign Countries, Professional Development, Science Teachers, Elementary Education
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Chang, Chun-Yen; Hsiao, Chien-Hua; Barufaldi, James P. – Science Education, 2006
This study examines the possibilities of differential impacts on students' earth science learning outcomes between different preferred-actual learning environment spaces by using a newly developed ESCLEI (Earth Science Classroom Learning Environment Instrument). The instrument emphasizes three simultaneously important classroom components:…
Descriptors: Foreign Countries, Science Instruction, Educational Environment, Earth Science
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Kachan, Melissa R.; Guilbert, Sandra M.; Bisanz, Gay L. – Science Education, 2006
Skill in reading diverse genres of scientific texts, including media reports, is an important aspect of scientific literacy that some experts argue should be included in the science curriculum. To understand current and potential uses of media reports in classrooms, we conducted research in three areas. First, we examined major science education…
Descriptors: Science Curriculum, Scientific Literacy, Science Education, Foreign Countries
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Scott, Philip H.; Mortimer, Eduardo F.; Aguiar, Orlando G. – Science Education, 2006
In this paper, we draw upon a framework for analyzing the discursive interactions of science classrooms (Mortimer & Scott, 2003, "Meaning Making in Secondary Science Classrooms," Maidenhead, UK: Open University Press), to probe the movement between authoritative and dialogic discourse in a Brazilian high school science class. More…
Descriptors: Discourse Analysis, Classroom Communication, Classroom Environment, High Schools
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Savinainen, Antti; Scott, Philip; Viiri, Jouni – Science Education, 2005
This paper offers an account of, and findings from, an approach to designing and evaluating an instructional sequence set in the context of Newton's third law. The design of the sequence draws upon conceptual change theory and the concept of the "bridging analog" is extended to introduce the notion of a "bridging representation" Attention is also…
Descriptors: Teaching Methods, Concept Formation, Instructional Design, Interpersonal Relationship
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Ford, Danielle J. – Science Education, 2005
The understandings of properties that children develop in the context of rock and mineral identification point to the challenges of observing in a manner authentic to the discipline of geology. The notebook entries of 34 third graders written during the enactment of a commercial unit on earth materials were investigated for their descriptions of…
Descriptors: Grade 3, Mineralogy, Discipline, Geology
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Dagher, Zoubeida R.; Boujaoude, Saouma – Science Education, 2005
This study explored how some college students understand the nature of the theory of evolution and how they evaluate its scientific status. We conducted semistructured interviews with 15 college biology seniors in which we asked them to explain why they think evolution assumes the status of a scientific theory, how it compares to other scientific…
Descriptors: Theories, Evolution, Undergraduate Students, Student Reaction
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Buxton, Cory A. – Science Education, 2005
This paper reports on a 3-year study of a half-day urban magnet high school founded upon a desire to provide rigorous science, math, and technology experiences to students who would not otherwise have access to such educational opportunities. Using the theoretical lens of how a model of an educated person gets culturally produced within the school…
Descriptors: Educational Opportunities, Academic Achievement, Urban Schools, Magnet Schools
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Liu, Xiufeng; Lesniak, Kathleen M. – Science Education, 2005
Using the US national sample from the Third International Mathematics and Science Study (TIMSS) and the Rasch modeling method, this study identified the conceptual progression sequence of various matter concept aspects, and compared students' latent abilities against the sequence. We found that the four matter aspects, i.e. conservation, physical…
Descriptors: Scientific Concepts, Elementary Secondary Education, Models, Conservation (Concept)
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Eick, Charles; Dias, Michael – Science Education, 2005
Secondary science methods students' thinking on coteaching practice was studied for the development of conscious elements of practical teacher knowledge supporting the use of structured inquiry. Reflective dialogue on practice in an electronic forum was analyzed for elements of formal learning and biography (past and present) that informed…
Descriptors: Secondary School Science, Secondary School Students, Teaching Methods, Inquiry
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Varelas, Maria; House, Roger; Wenzel, Stacy – Science Education, 2005
We use identity as a multidimensional lens to explore ways in which beginning teachers saw themselves as scientists and as science teachers during and after 10-week summer apprenticeships at a science lab. Data included four interviews with each teacher, three during the apprenticeship and one after the first year of teaching. Two themes emerged…
Descriptors: Beginning Teachers, Scientists, Speech Acts, Conflict
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Norris, Stephen P.; Guilbert, Sandra M.; Smith, Martha L.; Hakimelahi, Shahram; Phillips, Linda M. – Science Education, 2005
This paper deals with a number of conceptual and theoretical issues that underlie the proposal to employ narrative explanations in science education: What is narrative? What is explanation? and What is narrative explanation? In answering these questions, we develop a framework of narrative elements and characteristics of narrative explanations.…
Descriptors: Narration, Science Education, Science Instruction, Theory Practice Relationship
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Roth, Wolff-Michael; Tobin, Kenneth; Carambo, Cristobal; Dalland, Chris – Science Education, 2005
In coteaching, two or more teachers take collective responsibility for enacting a curriculum together with their students. Past research provided some indication that in the course of coteaching, not only the teaching practices of the partners become increasingly alike but also do unconsciously produced ways of moving about the classroom, hand…
Descriptors: Teaching Methods, Nonverbal Communication, Team Teaching, Teacher Collaboration
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Chang, Chun-Yen; Tsai, Chin-Chung – Science Education, 2005
This evaluation study investigated the effects of a teacher-centered versus student-centered computer-assisted instruction (CAI) on 10th graders' earth science student learning outcomes. This study also explored whether the effects of different forms of computer-assisted instruction (CAI) on student learning outcomes were influenced by student…
Descriptors: Grade 10, Teaching Methods, Student Attitudes, Educational Environment
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