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Uzunöz, Abdulkadir – International Journal of Higher Education, 2018
The purpose of this study is to identify the conceptual mistakes frequently encountered in teaching geography such as latitude-parallel concepts, and to prepare conceptual change text based on the Scientific Storyline Method, in order to resolve the identified misconceptions. In this study, the special case method, which is one of the qualitative…
Descriptors: Teaching Methods, Misconceptions, High School Students, Concept Formation
Bastürk, Savas – Online Submission, 2017
Selecting and applying appropriate research techniques, analysing data using information and communication technologies, transferring the obtained results of the analysis into tables and interpreting them are the performance indicators evaluated by the Ministry of National Education under teacher competencies. At the beginning of the courses that…
Descriptors: Scientific Research, Research Methodology, Courses, Research Projects
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Schlueter, Mark A.; D'Costa, Allison R. – American Biology Teacher, 2013
Guided-inquiry lab activities with bean beetles ("Callosobruchus maculatus") teach students how to develop hypotheses, design experiments, identify experimental variables, collect and interpret data, and formulate conclusions. These activities provide students with real hands-on experiences and skills that reinforce their understanding of the…
Descriptors: Teaching Methods, Biology, Research Design, Scientific Methodology
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Nichols, Amanda J.; Stephens, April H. – Journal for Learning through the Arts, 2013
Science and the arts might seem very different, but the processes that both fields use are very similar. The scientific method is a way to explore a problem, form and test a hypothesis, and answer questions. The creative process creates, interprets, and expresses art. Inquiry is at the heart of both of these methods. The purpose of this article is…
Descriptors: Scientific Methodology, Creative Activities, Art Education, Science Instruction
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Herreid, Clyde Freeman – Journal of College Science Teaching, 2010
Remember the time when all you had to do was memorize these five steps: ask a question, formulate a hypothesis, perform experiment, collect data, and draw conclusions? And you received full credit for defining the scientific method. Well, those days are gone. This article discusses why the "scientific method ain't what it used to be." (Contains 2…
Descriptors: Scientific Methodology, Science Process Skills, Scientific Attitudes, Misconceptions
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Gerde, Hope K.; Schachter, Rachel E.; Wasik, Barbara A. – Early Childhood Education Journal, 2013
Researchers and practitioners have become increasingly interested in how early childhood programs prepare young children for science. Due to a number of factors, including educators' low self-efficacy for teaching science and lack of educational resources, many early childhood classrooms do not offer high-quality science experiences for young…
Descriptors: Early Childhood Education, Scientific Methodology, Young Children, Preschool Curriculum
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Krupa, James J. – American Biology Teacher, 2014
Large, introductory, nonmajors biology classes present challenges when trying to encourage class discussion to help reinforce important concepts. Lively in-class discussion involving hundreds of students is more successful when a relevant story told with passion is used to introduce a topic. In my courses, each semester begins with thorough…
Descriptors: Science Instruction, Scientific Concepts, Animals, Evolution
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Blystone, Robert V.; Blodgett, Kevin – CBE - Life Sciences Education, 2006
The scientific method is the principal methodology by which biological knowledge is gained and disseminated. As fundamental as the scientific method may be, its historical development is poorly understood, its definition is variable, and its deployment is uneven. Scientific progress may occur without the strictures imposed by the formal…
Descriptors: Scientific Methodology, Web Sites, Science Education, Biological Sciences
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Kaya, Ebru; Erduran, Sibel; Aksoz, Busra; Akgun, Selin – International Journal of Science Education, 2019
A recent framework on nature of science (NOS) is the Family Resemblance Approach (FRA). FRA presents NOS as a cognitive-epistemic and social-institutional system with a set of categories: aims and values, scientific methods, scientific practices, scientific knowledge and social-institutional aspects of science. Although FRA has been problematised…
Descriptors: Scientific Principles, Preservice Teacher Education, Preservice Teachers, Science Instruction
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Kulkarni, Anuttama; Vartak, Rekha – Biochemistry and Molecular Biology Education, 2019
One of the well-accepted ways of introducing undergraduates to the method of scientific inquiry is to introduce them to primary literature. A matter of concern is that undergraduate students of Indian universities are generally not trained to read primary literature. We combined traditional teaching and student-centered approach in a 3-day module…
Descriptors: Science Instruction, Undergraduate Students, Teaching Methods, Indians
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Al-Sharaf, Adel – Education, 2013
This article traces the early and medieval Islamic scholarship to the development of critical and scientific thinking and how they contributed to the development of an Islamic theory of epistemology and scientific thinking education. The article elucidates how the Qur'an and the Sunna of Prophet Muhammad have also contributed to the…
Descriptors: Islam, Critical Thinking, Logical Thinking, Epistemology
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Sever, Isiner; Öncül, Bilal; Ersoy, Ali – Universal Journal of Educational Research, 2019
The primary aim of this study was to investigate the effect of a scientific research methods course delivered through flipped learning on teacher candidates' attitudes towards scientific research and the course, and examine the teacher candidates' and instructors' experience in the process. The convergent parallel design was adopted in the study,…
Descriptors: Blended Learning, Scientific Research, Preservice Teachers, Student Attitudes
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Sosabowski, Michael Hal; Gard, Paul R. – School Science Review, 2017
The Scientific Method is the series of processes by which hypotheses, ideas and theories are shown to be true beyond a reasonable scientific doubt. Most science "fact" is expressed in terms of probabilities rather than certainties. Thus, by means of statistical calculations, researchers aim to determine whether an observed association…
Descriptors: Scientific Methodology, Science Process Skills, Scientists, Change
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Tao, Jinsong; McClure, Stephen C.; Zhang, Xiaoxing; Waqas, Muhammad; Wen, Xishan – International Journal of Technology and Design Education, 2020
Assessments of new pedagogical practices usually rely on instructor oriented surveys and questionnaires to measure student perceptions of teaching methods; however, fixed response categories in structured questionnaires might bias results. This paper demonstrates a mixed methods approach using open and multi-dimensional scaling (MDS) for a…
Descriptors: Engineering Education, Multidimensional Scaling, Teaching Methods, Visualization
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Akgun, Selin; Kaya, Ebru – Science & Education, 2020
The paper presents an empirical study on university students' perceptions of nature of science (NOS). NOS is framed in terms of the cognitive, epistemic, and social-institutional systems of science based on the Family Resemblance Approach (FRA) (Erduran and Dagher 2014; Irzik and Nola 2014; Irzik and Nola, SCED 20:591-607, 2011). FRA includes the…
Descriptors: College Students, Scientific Principles, Foreign Countries, Student Attitudes
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