AbstractThe laboratory has been given a central and distinctive role in science education, and science educators have suggested that rich benefits in learning accrue from using laboratory activities. Twenty years have been elapsed since we published a frequently cited, critical review of the research on the school science laboratory (Hofstein & Lunetta, ... hiện toàn bộ
AbstractThis paper reports some methodological approaches to the analysis of argumentation discourse developed as part of the two‐and‐a‐half year project titled “Enhancing the Quality of Argument in School Scienc'' supported by the Economic and Social Research Council in the United Kingdom. In this project researchers collaborated with middle‐school science teacher...... hiện toàn bộ
AbstractScience education reforms consistently maintain the goal that students develop an understanding of the nature of science, including both the nature of scientific knowledge and methods for making it. This paper articulates a framework for scaffolding epistemic aspects of inquiry that can help students understand inquiry processes in relation to the kinds of ...... hiện toàn bộ
Dana L. Zeidler, Kimberly A. Walker, Wayne A. Ackett, Michael L. Simmons
AbstractThe purpose of this study was to investigate the relationships between students' conceptions of the nature of science and their reactions to evidence that challenged their beliefs about socioscientific issues. This study involved 41 pairs of students representing “critical cases” of contrasting ethical viewpoints. These 82 students were identified from a la...... hiện toàn bộ
AbstractContext‐based and science–technology–society (STS) approaches to teaching science in high school have become widely used over the past two decades. They aspire to foster more positive attitudes to science while, at the same time, provide a sound basis of scientific understanding for further study. This paper reviews the detailed research evidence from 17 ex...... hiện toàn bộ
AbstractIn this paper, we take up and advance the project of rethinking “scientific literacy” by Eisenhart, Finkel, and Marion (American Educational Research Journal, 1996, 33, 261–295). As part of a project of rethinking science education, we advance three propositions. First, because society is built on division of labor, not everybody needs to know the same basi...... hiện toàn bộ
Rosemary S. Russ, Rachel E. Scherr, David Hammer, Jamie N. Mikeska
AbstractScience education reform has long focused on assessing student inquiry, and there has been progress in developing tools specifically with respect to experimentation and argumentation. We suggest the need for attention to another aspect of inquiry, namelymechanistic reasoning. Scientific inquiry focuses largely on understanding cau...... hiện toàn bộ