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Pugh, Kevin J.; Bergstrom, Cassendra M.; Spencer, Bryden – Science Education, 2017
Transformative experience refers to learning episodes in which students use ideas from the science classroom to see and experience the world differently in their everyday lives. The construct is defined by three characteristics: (1) motivated use (application of learning in "free-choice" contexts), (2) expansion of perception (seeing…
Descriptors: Middle School Students, Multivariate Analysis, Science Curriculum, Science Instruction
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Cunningham, Christine M.; Kelly, Gregory J. – Science Education, 2017
Engineering offers new educational opportunities for students, yet also poses challenges about how to conceptualize the disciplinary core ideas, crosscutting concepts, and science and engineering practices of the disciplinary fields of engineering. In this paper, we draw from empirical studies of engineering in professional and school settings to…
Descriptors: Epistemology, Engineering Education, Curriculum Development, Teacher Education
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Olitsky, Stacy – Science Education, 2017
This study investigates possibilities for faculty members and teachers to overcome status and professional culture barriers as they engage in partnership work aimed at promoting inquiry-based instruction. It compares the processes and outcomes of several types of professional learning opportunities within a Math and Science Partnership based on…
Descriptors: Active Learning, Inquiry, Partnerships in Education, Elementary Secondary Education
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Stroupe, David – Science Education, 2017
This multicase study examines how three teachers enacting ambitious instruction purposefully designed and used their classroom as a "place of science" in which students participated in disciplinary practices. A place of science is a location that shapes the norms, values, and history of disciplinary practices. Each participant's…
Descriptors: Science Instruction, Science Teachers, Student Participation, Classroom Techniques
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McNeill, Katherine L.; González-Howard, María; Katsh-Singer, Rebecca; Loper, Suzanna – Science Education, 2017
Argumentation, a key epistemic practice in science, engages students in socially constructing knowledge claims using evidence. However, teachers need support in integrating argumentation into classroom instruction. We examined teachers' enactments of an educative science curriculum and their curricular decision making for argumentation. Ten middle…
Descriptors: Science Teachers, Science Curriculum, Persuasive Discourse, Epistemology
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Brown, Julie C.; Crippen, Kent J. – Science Education, 2017
Scholars argue that bridging students' backgrounds with canonical science is necessary for students of color by reducing incongruences between home and school and increasing the authenticity of science learning. However, science teachers often struggle with enacting culturally responsive pedagogies (CRP). This paper utilizes data from classroom…
Descriptors: High School Students, Secondary School Teachers, Science Instruction, Teaching Methods
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Kind, Per; Osborne, Jonathan – Science Education, 2017
In this paper, we contend that what to teach about scientific reasoning has been bedeviled by a lack of clarity about the construct. Drawing on the insights emerging from a cognitive history of science, we argue for a conception of scientific reasoning based on six "styles of scientific reasoning." Each "style" requires its own…
Descriptors: Science Instruction, Teaching Methods, Thinking Skills, Epistemology
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Todd, Amber; Romine, William L.; Cook Whitt, Katahdin – Science Education, 2017
We describe the development, validation, and use of the "Learning Progression-Based Assessment of Modern Genetics" (LPA-MG) in a high school biology context. Items were constructed based on a current learning progression framework for genetics (Shea & Duncan, 2013; Todd & Kenyon, 2015). The 34-item instrument, which was tied to…
Descriptors: Genetics, Science Instruction, High School Students, Evaluation Methods
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Braaten, Melissa; Sheth, Manali – Science Education, 2017
When teachers engage in forms of science teaching that disrupt the status quo of typical school science practices, they often experience dilemmas as problems of practice that are difficult--or even impossible--to solve. This instrumental case study examines one teacher's efforts to teach science for equity across two contexts: a public middle…
Descriptors: Science Instruction, Teaching Methods, Case Studies, Science Teachers
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Kapon, Suulamit – Science Education, 2017
Learning science involves an ongoing process in which learners construct and reconstruct self-explanations and evaluate their relative soundness. This work coordinates and aligns complementary methodological and theoretical approaches to learning to both unpack sensemaking and better understand the conditions that facilitate it. I conceptualize…
Descriptors: Science Instruction, Teaching Methods, Scientific Concepts, Guidelines
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Debarger, Angela Haydel; Penuel, William R.; Moorthy, Savitha; Beauvineau, Yves; Kennedy, Cathleen A.; Boscardin, Christy Kim – Science Education, 2017
In this paper, we investigate the potential and conditions for using curriculum adaptation to support reform of science teaching and learning. With each wave of reform in science education, curriculum has played a central role and the contemporary wave focused on implementation of the principles and vision of the "Framework for K-12 Science…
Descriptors: Science Curriculum, Curriculum Development, Educational Improvement, Educational Change
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Tang, Kok-Sing – Science Education, 2017
Metadiscourse, or metatalk, is a discursive resource used in virtually any text or conversation to organize its content or signal the author's stance toward the content. Despite its prevalence in classroom talk, few have examined the role of metadiscourse and how it assists teachers and students to manage classroom communication of scientific…
Descriptors: Classroom Communication, Science Teachers, Persuasive Discourse, Discourse Analysis
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King, Donna; Ritchie, Stephen M.; Sandhu, Maryam; Henderson, Senka; Boland, Ben – Science Education, 2017
Learning science in the middle years can be an emotional experience. In this study, we explored ninth-grade students' discrete emotions expressed during science activities in a 9-week unit on chemistry. Individual student's emotions were analyzed through multiple data sources including classroom videos, interviews, and emotions diaries completed…
Descriptors: Psychological Patterns, Emotional Experience, Science Education, Secondary School Science
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Åberg-Bengtsson, Lisbeth; Karlsson, Karl Göran; Ottosson, Torgny – Science Education, 2017
Teaching and learning situations nowadays typically build on richly illustrated material or multimodal presentations. Under these circumstances, the transparency of images and models used for explaining various phenomena becomes central. The present study deals with 20 Swedish children, 9-12 years old, discussing an illustration meant to show the…
Descriptors: Astronomy, Lunar Research, Foreign Countries, Preadolescents
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Manz, Eve; Renga, Ian Parker – Science Education, 2017
Many classroom units and lessons are now organized around engaging students in developing claims and evidence. An aspect of teachers' work that is understudied is how teachers manage the complexity inherent in navigating between claims and empirical data. In other words, what do teachers do when students do not see what they are "supposed…
Descriptors: Science Teachers, Science Instruction, Science Process Skills, Classroom Communication
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