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Penuel, William R.; Turner, Michael L.; Jacobs, Jennifer K.; Horne, Katie; Sumner, Tamara – Science Education, 2019
The vision for science proficiency presented in "A Framework for K-12 Science Education" calls for significant shifts in both teaching and assessment. In this paper, we describe an effort to develop and validate a set of "proximal transfer tasks" for high school biology classrooms where teachers were implementing a…
Descriptors: Teaching Methods, Science Instruction, Guidelines, Elementary Secondary Education
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Ummels, Micha H. J.; Kamp, Marcel J. A.; De Kroon, Hans; Boersma, Kerst Th. – Science Education, 2015
In secondary science education, the learning and teaching of coherent conceptual understanding are often problematic. Context-based education has been proposed as a partial solution to this problem. This study aims to gain insight into the development of conceptual coherence and how context-embedded learning-teaching activities (LT) can promote…
Descriptors: Secondary School Science, Science Education, Scientific Concepts, Biology
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Won, Mihye; Yoon, Heojeong; Treagust, David F. – Science Education, 2014
The purpose of this study was to understand how students utilized multiple representations to learn and explain science concepts, in this case the human breathing mechanism. The study was conducted with Grade 11 students in a human biology class. Semistructured interviews and a two-tier diagnostic test were administered to evaluate students'…
Descriptors: Science Instruction, Secondary School Science, Grade 11, Biology
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Ford, Michael J.; Wargo, Brian M. – Science Education, 2012
This article draws on M. M. Bakhtin's (1981) notion of dialogism to articulate what it means to understand a scientific idea. In science, understanding an idea is both conceptual and epistemic and is exhibited by an ability to use it in explanation and argumentation. Some distillation of these activities implies that dialogic understanding of a…
Descriptors: Scientific Concepts, Observation, Evidence, Persuasive Discourse
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Jaipal, Kamini – Science Education, 2010
The teaching of science is a complex process, involving the use of multiple modalities. This paper illustrates the potential of a multimodal semiotics discourse analysis framework to illuminate meaning-making possibilities during the teaching of a science concept. A multimodal semiotics analytical framework is developed and used to (1) analyze the…
Descriptors: Discourse Analysis, Biology, Grade 11, Science Instruction