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Brown, Bryan A.; Cooks, Jamal; Cross, Keith – Science Education, 2016
This study used the construct of "lyricism" as an instructional practice to explore the identity connections and cognitive learning potential embedded in instruction in a culturally relevant context. Through a 5-week mixed methods study of students using the principles of lyricism (e.g., metaphor, double entendre, personification,…
Descriptors: Culturally Relevant Education, Mixed Methods Research, Educational Principles, Figurative Language
Balgopal, Meena M.; Gerardo, Nicole M.; Topden, Jampa; Gyatso, Kalden – Science Education, 2021
In formal learning spaces, students must navigate making meaning of both new knowledge and potentially new worldviews. In this qualitative grounded theory study, we examined how adult Buddhist monastic students learned about and described the origin of biodiversity in an introductory biology course. The study was conducted at a Tibetan settlement…
Descriptors: Foreign Countries, Adult Students, Buddhism, Religious Education
Mestad, Idar; Kolstø, Stein Dankert – Science Education, 2014
This article reports a study in which two researchers collaborated with five teachers to facilitate discourse activities aimed to enhance students' learning from practical activities. The paper explores how certain teacher practices support or hinder students' learning. Four cases from the study were analyzed in depth using…
Descriptors: Teaching Methods, Science Instruction, Developmental Stages, Inquiry
Mikeska, Jamie N.; Anderson, Charles W.; Schwarz, Christina V. – Science Education, 2009
The elementary science teacher educators in this article set recognize the challenges that new science teachers face when they enter classrooms. They have developed frameworks and strategies aimed at helping the preservice teachers with whom they work become "well-started beginners" who are ready to address problems of science teaching. To do so,…
Descriptors: Preservice Teacher Education, Preservice Teachers, Elementary School Science, Science Teachers
Wallace, Carolyn S. – Science Education, 2004
This article presents a theoretical framework in the form of a model on which to base research in scientific literacy and language use. The assumption guiding the framework is that scientific literacy is comprised of the abilities to think metacognitively, to read and write scientific texts, and to apply the elements of a scientific argument. The…
Descriptors: Scientific Literacy, Thinking Skills, Models, Scientific Research
Knain, Erik – Science Education, 2006
In her article "Framing New Research in Science Literacy and Language Use: Authenticity, Multiple Discourses, and the "Third Space"," Carolyn S. Wallace presented a model of science literacy that frames language in science to teaching principles in a powerful way. The model would however be enhanced if two additional concepts are made explicit,…
Descriptors: Scientific Literacy, Context Effect