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Showing 31 to 45 of 270 results Save | Export
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Jornet, Alfredo; Roth, Wolff-Michael – Science Education, 2015
The aim of this study is to advance current understanding of the transactional processes that characterize students' sense-making practices when they are confronted with multiple representations of scientific phenomena. Data for the study are derived from a design experiment that involves a technology-rich, inquiry-based sequence of…
Descriptors: Science Instruction, Scientific Concepts, Scientific Principles, Concept Formation
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Herman, Benjamin C. – Science Education, 2015
The science education field readily recognizes that perceptions about science's claims and nature influence socioscientific decision making. However, sociocultural factors may overshadow these perceptions when people are forced to make personally impacting choices contextualized within actual socioscientific issues. This investigation…
Descriptors: Science Education, Ecology, Environment, Social Influences
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Luce, Megan R.; Hsi, Sherry – Science Education, 2015
In efforts to understand and promote long-term interest in science, much work has focused on measuring students' interest in topics of science, typically with surveys. This approach has challenges, as interest in a topic may not necessarily indicate interest in scientific practices and pursuits. An underexplored and perhaps productive way to…
Descriptors: Science Education, Science Interests, Student Interests, Photography
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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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Falk, John H.; Dierking, Lynn D.; Osborne, Jonathan; Wenger, Matthew; Dawson, Emily; Wong, Billy – Science Education, 2015
Increasing evidence suggests that individuals develop their understanding of science concepts in and out of school, using varied community resources and networks. Thus in contrast to historic research approaches that focus exclusively on single organizations and/or educational events, the current paper presents exploratory research in which we…
Descriptors: Foreign Countries, Science Education, Networks, Educational Quality
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Vogelezang, Michiel; Van Berkel, Berry; Verdonk, Adri – Science Education, 2015
Between 1970 and 1990, the Dutch working group "Empirical Introduction to Chemistry" developed a secondary school chemistry education curriculum based on the educational vision of the mathematicians van Hiele and van Hiele-Geldof. This approach viewed learning as a process in which students must go through discontinuous level transitions…
Descriptors: Chemistry, Science Instruction, Qualitative Research, Secondary School Students
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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
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Eriksson, Urban; Linder, Cedric; Airey, John; Redfors, Andreas – Science Education, 2014
An overlooked feature in astronomy education is the need for students to learn to extrapolate three-dimensionality and the challenges that this may involve. Discerning critical features in the night sky that are embedded in dimensionality is a long-term learning process. Several articles have addressed the usefulness of three-dimensional (3D)…
Descriptors: Computer Simulation, Astronomy, Online Surveys, Questionnaires
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Van Dijk, Esther M. – Science Education, 2014
This paper is concerned with the conceptualization of pedagogical content knowledge (PCK) for teaching about the nature of science. In contrast to the view that science teachers need to develop a specific "PCK for nature of science," an alternative, more comprehensive notion of PCK for science teaching is suggested. The point of…
Descriptors: Scientific Literacy, Pedagogical Content Knowledge, Scientific Principles, Science Teachers
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Allchin, Douglas; Andersen, Hanne Moller; Nielsen, Keld – Science Education, 2014
Research has now demonstrated that students can learn nature of science concepts variously through student-led investigations, contemporary cases, and historical cases. Here we articulate more precisely the merits, deficits, and context of each approach and begin to profile how to integrate them as complementary methods. Emphasis now needs to…
Descriptors: Teaching Methods, Science Instruction, Inquiry, Integrated Activities
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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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Hansson, Lena – Science Education, 2014
That nature and the universe are ordered, uniform, and comprehensible is a starting point in science. However, such worldview presuppositions are often taken for granted, rather than explicitly mentioned, in science and in science class. This article takes a worldview perspective and reports from interviews (N = 26) with upper secondary students…
Descriptors: Secondary School Students, Scientific Attitudes, Student Attitudes, World Views
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Braun, Isabel; Nuckles, Matthias – Science Education, 2014
Scholarly scientific literature conveys epistemological assumptions scientists operate on. Popular scientific literature and instructional science texts deviate in their portrayal of science from these epistemological assumptions. Thus, scholarly scientific literature holds more potential for improving students' epistemological understanding…
Descriptors: Epistemology, High School Students, Journal Articles, Periodicals
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Tang, Kok-Sing; Delgado, Cesar; Moje, Elizabeth Birr – Science Education, 2014
This paper presents an integrative framework for analyzing science meaning-making with representations. It integrates the research on multiple representations and multimodal representations by identifying and leveraging the differences in their units of analysis in two dimensions: timescale and compositional grain size. Timescale considers the…
Descriptors: Science Education, Scientific Attitudes, Learning Processes, Time on Task
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Zangori, Laura; Forbes, Cory T. – Science Education, 2014
Elementary science standards emphasize that students should develop conceptual understanding of the characteristics and life cycles of plants (National Research Council, 2012), yet few studies have focused on early learners' reasoning about seed structure and function. The purpose of this study is twofold: to (a) examine third-grade…
Descriptors: Elementary School Science, Elementary School Students, Grade 3, Plants (Botany)
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