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Stern, Florian; Kampourakis, Kostas – Studies in Science Education, 2017
Research in genetics and genomics is advancing at a fast pace, and thus keeping up with the most recent findings and conclusions can be very challenging. At the same time these recent findings and conclusions have made necessary a reconceptualization of genes and heredity, both in science and in science education, beyond the mostly gene-centred…
Descriptors: Genetics, Literacy, Science Instruction, Teaching Methods
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Brock, Richard – Studies in Science Education, 2015
Tacit knowledge, that is knowledge not expressible in words, may play a role in learning science, yet it is difficult to study directly. Intuition and insight, two processes that link the tacit and the explicit, are proposed as a route to investigating tacit knowledge. Intuitions are defined as tacit hunches or feelings that influence thought with…
Descriptors: Intuition, Science Education, Epistemology, Cognitive Processes
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Hadenfeldt, Jan Christoph; Liu, Xiufeng; Neumann, Knut – Studies in Science Education, 2014
This manuscript presents a systematic review of the research on how students conceptualise matter. Understanding the structure and properties of matter is an essential part of science literacy. Over the last decades the number of studies on students' conceptions of matter published in peer-reviewed journals has increased significantly. These…
Descriptors: Educational Research, Science Education, Scientific Concepts, Scientific Literacy
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Martinez-Garza, Mario; Clark, Douglas B.; Nelson, Brian C. – Studies in Science Education, 2013
This review synthesises research on digital games and science learning as it supports the goals for science proficiency outlined in the report by the US National Research Council on science education reform. The review is organised in terms of these research-based goals for science proficiency in light of their alignment with current science…
Descriptors: Computer Games, Video Games, Science Education, Science Achievement
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Scott, Phil; Mortimer, Eduardo; Ametller, Jaume – Studies in Science Education, 2011
This paper provides an introduction to the concept of pedagogical link-making in the context of teaching and learning scientific conceptual knowledge. Pedagogical link-making is concerned with the ways in which teachers and students make connections between ideas in the ongoing meaning-making interactions of classroom teaching and learning. First…
Descriptors: Concept Formation, Secondary School Science, Literature, Science Instruction
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Hingant, Benedicte; Albe, Virginie – Studies in Science Education, 2010
This literature review provides an overview of recent studies on the introduction of nanosciences and nanotechnologies in secondary education. Four salient research topics have emerged: questions and reflections preceding curriculum development on nanosciences and nanotechnologies lessons; research on students' conceptualisations of nano-related…
Descriptors: Technology, Technological Advancement, Science Education, Secondary Education
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Kind, Vanessa – Studies in Science Education, 2009
Pedagogical content knowledge (PCK), since its inception as teacher-specific professional knowledge, has been researched extensively. Drawing on a wide range of literature, this paper seeks to clarify how the potential offered by PCK could be utilised to further develop science teacher education. An analysis of PCK models proposed by various…
Descriptors: Science Teachers, Pedagogical Content Knowledge, Science Education, Teacher Education
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Donnelly, James – Studies in Science Education, 2009
This article reviews an important but neglected area of the science curriculum: connections with work and the workplace. The first section offers some historical background, arguing that economic and practical relevance has from the beginning been an important theme within science education. The article then undertakes a broader exploration of the…
Descriptors: Foreign Countries, Science Education, Science Curriculum, Educational Research
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Strevens, Peter – Studies in Science Education, 1976
Surveys the language problems encountered by teachers and students when the vehicle of instruction is not their native tongue and groups these according to five ad hoc headings. Outlines five parameters which offer a solution to the language problems. (GS)
Descriptors: Communication Problems, Concept Formation, Instruction, Language Usage
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Driver, Rosalind; Easley, Jack – Studies in Science Education, 1978
Reviews nearly 100 studies concerning the process of concept formation in adolescent science students. (CP)
Descriptors: Adolescents, Concept Formation, Educational Research, Elementary School Science
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Garnett, Patrick J; Garnett, Pamela J.; Hackling, Mark W. – Studies in Science Education, 1995
Provides a comprehensive review of literature regarding misconceptions that are held by secondary students in chemistry. Makes some recommendations based on the research. Contains 77 references. (DDR)
Descriptors: Chemistry, Concept Formation, Constructivism (Learning), Elementary Secondary Education
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George, June – Studies in Science Education, 1995
Reports on a case study that is part of a larger study taking place in Trinidad, West Indies. Focuses on one subject and how a person makes use of conventional science and traditional knowledge in everyday life. Contains 29 references. (DDR)
Descriptors: Adult Education, Concept Formation, Cultural Context, Curriculum Development
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Osborne, Roger; Wittrock, Merlin – Studies in Science Education, 1985
Suggesting that learning be considered as a generative process, attempts to: (1) place generative learning ideas in the context of other viewpoints of learning; (2) explicate key postulates of the generative learning model; and (3) examine implications of these theoretical ideas for teaching, learning, curriculum development, and research. (JN)
Descriptors: Concept Formation, Curriculum Development, Elementary Secondary Education, Learning
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Driver, Rosalind; Oldham, Valerie – Studies in Science Education, 1986
Reviews the purposes, underlying assumptions, and curriculum development model for the United Kingdom's "Children's Learning in Science Project." Explains the general features and phases of the constructivist approach to learning that the program advocates. Identifies theoretical developments on children's ideas, the constructivist view…
Descriptors: Cognitive Processes, Concept Formation, Elementary School Science, Elementary Secondary Education
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Lovell, Kenneth – Studies in Science Education, 1974
Uses and explains the Piagetian model to provide a conceptual framework for a discussion of intellectual growth in relation to science education and points out inadequacies of the model. (PEB)
Descriptors: Cognitive Development, Cognitive Processes, Concept Formation, Educational Research
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