Science Education

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Tangled up in views: Beliefs in the nature of science and responses to socioscientific dilemmas
Science Education - Tập 86 Số 3 - Trang 343-367 - 2002
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
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 Ideas
Science Education - Tập 97 Số 5 - Trang 643-670 - 2013
Victor Sampson, Patrick Enderle, Jonathon Grooms, Shelbie Witte
ABSTRACTThis 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...... hiện toàn bộ
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
Rolf K. Blank
Learning science: A generative process
Science Education - Tập 67 Số 4 - Trang 489-508 - 1983
Roger Osborne, M. C. Wittrock
Bringing science to life: A synthesis of the research evidence on the effects of context‐based and STS approaches to science teaching
Science Education - Tập 91 Số 3 - Trang 347-370 - 2007
Judith Bennett, Fred Lubben, Sylvia Hogarth
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
“Chemistry for all, instead of chemistry just for the elite”: Lessons learned from detracked chemistry classrooms
Science Education - Tập 91 Số 5 - Trang 683-709 - 2007
Maika Watanabe, Nicole L. Nunes, Sheryl Dee Mebane, Kathleen Scalise, Jennifer Claesgens
AbstractWithin the already limited literature on instructional practices in detracked classrooms, there are even fewer research‐based studies of detracked science classrooms. This article attempts to address this gap in the research literature, delving into the unique challenges and instructional responses to teaching detracked science. The authors report on a case...... hiện toàn bộ
“Experiments” and the inquiry emphasis conflation in science teacher education
Science Education - Tập 95 Số 5 - Trang 908-926 - 2011
Jakob Gyllenpalm, Per‐Olof Wickman
AbstractThis article examines the use and role of the term “experiment” in science teacher education as described by teacher students. Data were collected through focus group interviews conducted at seven occasions with 32 students from six well‐known Swedish universities. The theoretical framework is a sociocultural and pragmatist perspective on language and learn...... hiện toàn bộ
Classroom communities' adaptations of the practice of scientific argumentation
Science Education - Tập 95 Số 2 - Trang 191-216 - 2011
Leema K. Berland, Brian J. Reiser
AbstractScientific argumentation is increasingly seen as a key inquiry practice for students in science classrooms. This is a complex practice that entails three overlapping, instructional goals: Participants articulate their understandings and work to persuade others of t...... hiện toàn bộ
Explanation‐driven inquiry: Integrating conceptual and epistemic scaffolds for scientific inquiry
Science Education - Tập 88 Số 3 - Trang 345-372 - 2004
William A. Sandoval, Brian J. Reiser
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
Recognizing mechanistic reasoning in student scientific inquiry: A framework for discourse analysis developed from philosophy of science
Science Education - Tập 92 Số 3 - Trang 499-525 - 2008
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
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