NotesFAQContact Us
Collection
Advanced
Search Tips
Showing all 7 results Save | Export
Peer reviewed Peer reviewed
Direct linkDirect link
Stroupe, David – Science Education, 2014
The Next Generation Science Standards and other reforms call for students to learn science-as-practice, which I argue requires students to become epistemic agents--shaping the knowledge and practice of a science community. I examined a framework for teaching--ambitious instruction--that scaffolds students' learning of science-as-practice as…
Descriptors: Science Instruction, Educational Practices, Communities of Practice, Teaching Methods
Peer reviewed Peer reviewed
Direct linkDirect link
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
Peer reviewed Peer reviewed
Direct linkDirect link
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
Peer reviewed Peer reviewed
Direct linkDirect link
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
Peer reviewed Peer reviewed
Direct linkDirect link
Hutchison, Paul; Hammer, David – Science Education, 2010
Studies of learning in school settings indicate that many students frame activities in science classes as the production of answers for the teacher or test, rather than as making new sense of the natural world. A case study of an episode from a class taught by the first author demonstrates what productive and unproductive student framing can look…
Descriptors: Science Instruction, Epistemology, Science Activities, Case Studies
Peer reviewed Peer reviewed
Direct linkDirect link
Tsai, Chin-Chung – Science Education, 2007
Research about the relationship between teachers' scientific epistemological views (SEVs) and science instruction is often an important issue for many science educators. This study, by collecting research data from four Taiwanese science teachers, their students, and classroom observations, was carried out to examine the coherences between…
Descriptors: Teaching Methods, Scientific Concepts, Rhetoric, Science Teachers
Peer reviewed Peer reviewed
Direct linkDirect link
Jimenez-Aleixandre, Maria-Pilar; Reigosa, Carlos – Science Education, 2006
The process of construction of meanings for the concepts of concentration and neutralization is explored in terms of "contextualizing practices" (Lemke, 1990, "Talking Science. Language, Learning and Values," Norwood, NJ: Ablex) creation of meanings through connections established among actions and their context. This notion is expanded to include…
Descriptors: Grade 10, Science Laboratories, Chemistry, Epistemology