Science Education
SCOPUS (1930-2025)SSCI-ISI
0036-8326
1098-237X
Mỹ
Cơ quản chủ quản: WILEY , Wiley-Liss Inc.
Lĩnh vực:
EducationHistory and Philosophy of Science
Các bài báo tiêu biểu
The laboratory in science education: Foundations for the twenty‐first century
Tập 88 Số 1 - Trang 28-54 - 2004
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, Rev. Educ. Res. 52(2), 201–217, 1982).
Twent...
TAPping into argumentation: Developments in the application of Toulmin's Argument Pattern for studying science discourse
Tập 88 Số 6 - Trang 915-933 - 2004
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 teachers to develop models
of instructio...
Science as argument: Implications for teaching and learning scientific thinking
Tập 77 Số 3 - Trang 319-337 - 1993
Explanation‐driven inquiry: Integrating conceptual and epistemic scaffolds for scientific inquiry
Tập 88 Số 3 - Trang 345-372 - 2004
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 knowledge such
processes can prod...
Tangled up in views: Beliefs in the nature of science and responses to socioscientific dilemmas
Tập 86 Số 3 - Trang 343-367 - 2002
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 larger sample of 248
students from ...
Bringing science to life: A synthesis of the research evidence on the effects of context‐based and STS approaches to science teaching
Tập 91 Số 3 - Trang 347-370 - 2007
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 experimental studies
undertaken in ...
Science education as/for participation in the community
Tập 88 Số 2 - Trang 263-291 - 2004
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 basic sets of concepts;
it is more im...
The significance of content knowledge for informal reasoning regarding socioscientific issues: Applying genetics knowledge to genetic engineering issues
Tập 89 Số 1 - Trang 71-93 - 2005
Recognizing mechanistic reasoning in student scientific inquiry: A framework for discourse analysis developed from philosophy of science
Tập 92 Số 3 - Trang 499-525 - 2008
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 causal mechanisms that underlie natural phenomena. We
have adap...