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Showing 61 to 75 of 270 results Save | Export
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Siry, Christina; Ziegler, Gudrun; Max, Charles – Science Education, 2012
This research investigates the interconnectedness of scientific inquiring at the early childhood level, as we explore the discourse-in-interaction processes occurring within small inquiry groups of 5- and 6-year-old children. The rationale behind this research is to explore the nature of science-related discourse, and to that end, this work…
Descriptors: Interaction, Socialization, Young Children, Inquiry
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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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Dianovsky, Michael T.; Wink, Donald J. – Science Education, 2012
This paper describes research on the use of journals in a general education chemistry course for elementary education majors. In the journals, students describe their understanding of a topic, the development of that understanding, and how the topic connects to their lives. In the process, they are able to engage in reflection about several…
Descriptors: Grade Point Average, Prior Learning, Chemistry, Learning Activities
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Deng, Feng; Chen, Der-Thanq; Tsai, Chin-Chung; Chai, Ching Sing – Science Education, 2011
This review examines 105 empirical studies that investigate students' views of the nature of science (VNOS), effects of curricular interventions on changing students' VNOS, and relations between VNOS and demographics, majors, and learning of science. The reviewed studies can be categorized into three theoretical frameworks: the unidimension, the…
Descriptors: Majors (Students), Research Methodology, Scientific Principles, Literature Reviews
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Finley, Fred N.; Nam, Younkeyong; Oughton, John – Science Education, 2011
Earth Systems Science (ESS) is emerging rapidly as a discipline and is being used to replace the older earth science education that has been taught as unrelated disciplines--geology, meteorology, astronomy, and oceanography. ESS is complex and is based on the idea that the earth can be understood as a set of interacting natural and social systems.…
Descriptors: Social Systems, Earth Science, Intellectual Disciplines, Concept Teaching
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Osborne, Jonathan F.; Patterson, Alexis – Science Education, 2011
In this paper, we argue that there is an emergent confusion in the literature in the use of the terms "argument" and "explanation." Drawing on a range of publications, we point to instances where these terms are either used inappropriately or conflated. We argue that the distinction between these two constructs is, however, important as a lack of…
Descriptors: Scientific Concepts, Epistemology, Concept Formation, Role
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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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Hanuscin, Deborah L.; Lee, Michele H.; Akerson, Valarie L. – Science Education, 2011
Although teacher educators have achieved some success in improving teachers' understanding of the nature of science (NOS), helping teachers teach NOS has proved a much greater challenge. Currently, there are few examples in the literature of teachers who effectively teach NOS, and fewer still that rely on student outcomes as a measure of teachers'…
Descriptors: Feedback (Response), Pedagogical Content Knowledge, Knowledge Base for Teaching, Elementary School Teachers
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Nordine, Jeffrey; Krajcik, Joseph; Fortus, David – Science Education, 2011
Energy is a fundamental unifying concept of science, yet common approaches to energy instruction in middle school have shown little success with helping students develop their naive ideas about energy into more sophisticated understandings that are useful for making sense of their experiences. While traditional energy instruction often focuses on…
Descriptors: Middle Schools, Science Instruction, Energy, Secondary School Science
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Bivall, Petter; Ainsworth, Shaaron; Tibell, Lena A. E. – Science Education, 2011
This study explored whether adding a haptic interface (that provides users with somatosensory information about virtual objects by force and tactile feedback) to a three-dimensional (3D) chemical model enhanced students' understanding of complex molecular interactions. Two modes of the model were compared in a between-groups pre- and posttest…
Descriptors: Molecular Structure, Science Instruction, Tactual Perception, Educational Technology
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Tare, Medha; French, Jason; Frazier, Brandy N.; Diamond, Judy; Evans, E. Margaret – Science Education, 2011
To investigate how parents support children's learning at an exhibit on evolution, the conversations of 12 families were recorded, transcribed, and coded (6,263 utterances). Children (mean age 9.6 years) and parents visited Explore Evolution, which conveyed current research about the evolution of seven organisms. Families were engaged with the…
Descriptors: Evolution, Museums, Exhibits, Interpersonal Communication
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Maeyer, Jenine; Talanquer, Vicente – Science Education, 2010
The characterization of students' cognitive biases is of central importance in the development of curriculum and teaching strategies that better support student learning in science. In particular, the identification of shortcut reasoning procedures (heuristics) used by students to reduce cognitive load can help us devise strategies to foster the…
Descriptors: Methods Research, Heuristics, Chemistry, Teaching Methods
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Lee, Victor R. – Science Education, 2010
The cause of the seasons is often associated with a very particular alternative conception: That the earth's orbit around the sun is highly elongated, and the differences in distance result in variations in temperature. It has been suggested that the standard diagrams used to depict the earth's orbit may be in some way responsible for the initial…
Descriptors: Cues, Astronomy, Climate, Scientific Concepts
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Ault, Charles R., Jr.; Dodick, Jeff – Science Education, 2010
For many decades, science educators have asked, "In what ways should learning the content of traditional subjects serve as the means to more general ends, such as understanding the nature of science or the processes of scientific inquiry?" Acceptance of these ends reduces the role of disciplinary context; the "Footprints Puzzle" and Oregon's…
Descriptors: Scientific Methodology, Scientific Principles, Observation, Inferences
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Lee, Hee-Sun; Liu, Ou Lydia – Science Education, 2010
We use a construct-based assessment approach to measure learning progression of energy concepts across physical, life, and earth science contexts in middle school grades. We model the knowledge integration construct in six levels in terms of the numbers of ideas and links used in student-generated explanations. For this study, we selected 10 items…
Descriptors: Middle School Students, Standardized Tests, Earth Science, Energy
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