Science Education
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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
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
“Chemistry for all, instead of chemistry just for the elite”: Lessons learned from detracked chemistry classroomsAbstract Within 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... ...
Science Education - Tập 91 Số 5 - Trang 683-709 - 2007
“Experiments” and the inquiry emphasis conflation in science teacher educationAbstract This 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... ...
Science Education - Tập 95 Số 5 - Trang 908-926 - 2011
Classroom communities' adaptations of the practice of scientific argumentationAbstract Scientific 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... ...
Science Education - Tập 95 Số 2 - Trang 191-216 - 2011
Recognizing mechanistic reasoning in student scientific inquiry: A framework for discourse analysis developed from philosophy of scienceAbstract Science 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... ...
Science Education - Tập 92 Số 3 - Trang 499-525 - 2008
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
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
Science as argument: Implications for teaching and learning scientific thinking
Science Education - Tập 77 Số 3 - Trang 319-337 - 1993
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