Science Education
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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, ...
Science Education - Tập 88 Số 1 - Trang 28-54 - 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... ...
Science Education - Tập 86 Số 3 - Trang 343-367 - 2002
Writing to Learn by Learning to Write During the School Science Laboratory: Helping Middle and High School Students Develop Argumentative Writing Skills as They Learn Core IdeasABSTRACT This study examined how students’ science‐specific argumentative writing skills and understanding of core ideas changed over the course of a school year as they participated in a series of science laboratories designed using the Argument‐Driven Inquiry (ADI) instructional model. The ADI model is a student‐centered and writing‐intensive approach to laborator... ...
Science Education - Tập 97 Số 5 - Trang 643-670 - 2013
Science as argument: Implications for teaching and learning scientific thinking
Science Education - Tập 77 Số 3 - Trang 319-337 - 1993
Primary teachers' attitudes toward science: A new theoretical frameworkAbstract Attention to the attitudes of preservice and inservice primary teachers toward science is of fundamental importance to research on primary science education. However, progress in this field of research has been slow due to the poor definition and conceptualization of the construct of primary teachers' attitude toward science. This poor theoretical backgroun... ...
Science Education - Tập 96 Số 1 - Trang 158-182 - 2012
Science Instructional Time Is Declining in Elementary Schools: What Are the Implications for Student Achievement and Closing the Gap?
Science Education - Tập 97 Số 6 - Trang 830-847 - 2013
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... ...
Science Education - Tập 88 Số 3 - Trang 397-419 - 2004
An Integrative Framework for the Analysis of Multiple and Multimodal Representations for Meaning‐Making in Science EducationABSTRACT This paper presents an integrative framework for analyzing science meaning‐making with representations. It integrates the research on multiple representations and multimodal representations by identifying and leveraging the differences in their units of analysis in two dimensions: timescale and compositional grain size. Timescale considers the duration of t... ...
Science Education - Tập 98 Số 2 - Trang 305-326 - 2014
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... ...
Science Education - Tập 91 Số 3 - Trang 347-370 - 2007
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