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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
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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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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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Venville, Grady; Gribble, Susan J.; Donovan, Jennifer – Science Education, 2005
This research examined 9- to 15-year-old children's understandings about basic genetics concepts and how they integrated those understandings with their broader theories of biology. A cross-sectional case study method was used to explore the students' (n = 90) understandings of basic inheritance and molecular genetics concepts such as gene and…
Descriptors: Data Analysis, Genetics, Preadolescents, Adolescents
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Palmer, David H. – Science Education, 1999
Describes a study that investigated whether scientific and nonscientific understandings in the same content area are linked. Finds that students' (n=107) explanations indicate that they were using an "if-then" type of reasoning which linked scientific and nonscientific conceptions. Contains 39 references. (Author/WRM)
Descriptors: Biology, Cognitive Processes, Cognitive Structures, Elementary Secondary Education
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Hewson, Peter W.; Tabachnick, B. Robert; Zeichner, Kenneth M.; Blomker, Kathryn B.; Meyer, Helen; Lemberger, John; Marion, Robin; Park, Hyun-Ju; Toolin, Regina – Science Education, 1999
Introduces an issue that details a complex study of a science-teacher-education program whose goal was to graduate teachers who held conceptual change conceptions of teaching science and were disposed to put them into practice. Presents a conceptual framework for science-teacher education, and describes the context and major questions of the…
Descriptors: Action Research, Biology, Constructivism (Learning), Elementary Secondary Education
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Tamir, Pinchas; Zohar, Anat – Science Education, 1991
Reports on interviews with 28 high school biology students in Jerusalem concerning teleological and anthropomorphic formulations and reasoning. Results indicate acceptance of anthropomorphic formulations does not imply a prevalence of anthropomorphic reasoning. Most high school students can distinguish between anthropomorphic formulations and…
Descriptors: Biology, Concept Formation, Educational Research, Foreign Countries
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Brumby, Margaret N. – Science Education, 1984
Examined Australian medical school students' (N=150) conceptual frameworks and reasoning patterns related to natural selection. Results indicate that the majority believed that evolutionary changes occur as a result of need. Implications related to student learning and to science and medical education are considered. (JN)
Descriptors: Biology, College Science, Concept Formation, Evolution
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Gess-Newsome, Julie; Lederman, Norman G. – Science Education, 1993
Reports a study of 10 preservice biology teachers' subject matter structure (SMS). Using qualitative methods, the researchers sought to discover the nature and source of the SMS, the stability, and the relationship to the act of teaching. Among the conclusions are that these preservice teachers do not appear cognizant of their SMSs and that the…
Descriptors: Biology, Education Majors, Educational Research, Preservice Teacher Education
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Jegede, Olugbemiro J. – Science Education, 1991
Compared attitudes toward computer use and achievement in biology for three groups of Nigerian students (n=64): (1) working alone with computer; (2) working in groups of three on the computer; (3) and a control group that received normal instruction (lecture). Students in the second group had the highest scores on attitude. No significant…
Descriptors: Academic Achievement, Biology, Classroom Research, Computer Assisted Instruction
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Shankar, Ganga; Skoog, Gerald D. – Science Education, 1993
From respondents to a questionnaire sent to a random sample of 654 Texas biology teachers, the following conclusions were made: 86% agreed evolution should be taught, 47% agreed it was a central theme in biology, 8% indicated that it conflicted with the Bible, and 7% noted there were more useful alternative theories explaining the history of the…
Descriptors: Beliefs, Biology, Classroom Research, Educational Research
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Kindfield, A. C. H. – Science Education, 1994
Reports on the meiosis models utilized by five individuals at each of three levels of expertise in genetics as each reasoned about this process in an individual interview setting. Results revealed a set of biologically correct features common to all individuals' models as well as a variety of model flaws (i.e., meiosis misunderstandings) which are…
Descriptors: Biology, Educational Research, Genetics, High Schools
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Anderson, O. R.; And Others – Science Education, 1987
Explains a formal scheme for analyzing biological communications for implicit structural themes using principles of kinetic structural analysis. Presents study findings which focused on the role of sequential communication structures for enhancing reception learning of knowledge and conceptual schemes. (ML)
Descriptors: Biology, Communication Skills, Concept Formation, Learning Strategies
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Stewart, James – Science Education, 1980
Describes cognitive mapping techniques compatible with the information processing view of human thinking. Student knowledge was assessed by clinical interview and performance on paper-and-pencil tasks. Concept maps and semantic networks were then constructed. Uses that these assessment tasks and representations might have in science education are…
Descriptors: Biology, Cognitive Ability, Cognitive Processes, College Science
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Za'rour, George I.; Gholam, Ghada K. – Science Education, 1981
Assesses the level of intellectual development in proportional, combinatorial, and correlational reasoning and the ability to control variables in beginning sophomore students (N=207) at the American University of Beirut, Lebanon. Compares this level with their performance on achievement tests in mathematics, biology, chemistry, and physics. (CS)
Descriptors: Academic Achievement, Biology, Chemistry, Cognitive Development
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