Science Education
SCOPUS (1930-2023)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 centuryAbstract The 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
Tập 88 Số 1 - Trang 28-54 - 2004
Inquiry in science education: International perspectivesAbstract This paper set emerged from an international symposium that aimed to shed light on issues associated with the enactment of inquiry both as means (i.e., inquiry as an instructional approach) and as ends (i.e., inquiry as a learning outcome) in precollege science classrooms. The symposium contributors were charged with providing perspectives from their countr... ... hiện toàn bộ
Tập 88 Số 3 - Trang 397-419 - 2004
TAPping into argumentation: Developments in the application of Toulmin's Argument Pattern for studying science discourseAbstract This 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
Tập 88 Số 6 - Trang 915-933 - 2004
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 inquiryAbstract Science 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
Tập 88 Số 3 - Trang 345-372 - 2004
Tangled up in views: Beliefs in the nature of science and responses to socioscientific dilemmasAbstract The 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
Tập 86 Số 3 - Trang 343-367 - 2002
Bringing science to life: A synthesis of the research evidence on the effects of context‐based and STS approaches to science teachingAbstract Context‐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
Tập 91 Số 3 - Trang 347-370 - 2007
Science education as/for participation in the communityAbstract In 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
Tập 88 Số 2 - Trang 263-291 - 2004