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Niebert, Kai; Marsch, Sabine; Treagust, David F. – Science Education, 2012
Many authors stress the importance of basing teaching on students' prior knowledge. To build a bridge between students' everyday knowledge and scientific concepts, the role of metaphors and analogies came into the focus of the science education community during the past two decades. Approaches using metaphor-based teaching strategies often regard…
Descriptors: Prior Learning, Teaching Methods, Science Education, Figurative Language
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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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Braaten, Melissa; Windschitl, Mark – Science Education, 2011
Scientific explanation plays a central role in science education reform documents, including the "Benchmarks for Science Literacy," the "National Science Education Standards", and the recent research report, "Taking Science to School." While scientific explanation receives significant emphases in these documents, there is little discussion or…
Descriptors: Science Education, Scientific Literacy, Scientific Concepts, Epistemology
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Russ, Rosemary S.; Coffey, Janet E.; Hammer, David; Hutchison, Paul – Science Education, 2009
When teachers or students assess the quality of ideas in science classes, they do so mostly based on "textbook correctness"; ideas are good to the extent they align with or lead to the content as presented in the textbook or curriculum. Such appeals to authority are at odds with the values and practices within the disciplines of science. There has…
Descriptors: Textbooks, Epistemology, Science Education, Science Curriculum
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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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Bezzi, Alfredo – Science Education, 1999
Investigates conceptions of the geosciences held by a university geology instructor and five students before and after a teaching intervention. Argues for the use of repertory grids to elicit personal constructs. Advocates targeting the societal aims of geological education within a constructivist framework. Contains 54 references. (Author/WRM)
Descriptors: Cognitive Structures, Constructivism (Learning), Earth Science, Educational Philosophy
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Ryan, A. G.; Aikenhead, G. S. – Science Education, 1992
A sample of grade 11 and 12 Canadian students (n>2000) responded to a national survey concerning the epistemology of science. Results revealed preconceptions held by students involving the nature of science, scientific assumptions, values in science, conceptual inventions, the scientific method, consensus making in science, and characteristics…
Descriptors: Beliefs, Epistemology, Foreign Countries, Grade 11
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Finley, Fred N.; Stewart, James – Science Education, 1982
Discusses the meaning of Schwab's "substantive structures" of a discipline in terms of science philosophy. Presents three techniques for representing substantive structures and discusses some of their uses in science education research. (SK)
Descriptors: College Science, Concept Formation, Curriculum Development, Epistemology