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Phil Seok Oh – Science & Education, 2024
Inspired by a theoretical view of knowledge as a resource, this study explored in detail how a student used knowledge as a resource when she engaged in problem-solving about rocks and what she learned as a result of the practice of solving scientific problems. The context of the study was an inquiry project conducted in an earth science course for…
Descriptors: Epistemology, Science Process Skills, Problem Solving, Geology
Oh, Phil Seok – Science & Education, 2019
The purpose of this study was to investigate the features of modeling-based abductive reasoning as a disciplinary practice of inquiry in the domain of earth science. The study was based on an undergraduate course of a university of education, Korea, offered for preservice elementary teachers majoring in science as their specialty. The course…
Descriptors: Foreign Countries, Logical Thinking, Inquiry, Science Process Skills
Archila, Pablo Antonio – Science & Education, 2017
The purpose of this study was to use drama as a springboard for promoting argumentation among 91 first-semester undergraduate medical students (56 females and 35 males, 16-30 years old) in Colombia during a complete teaching-learning sequence (TLS) supervised by the same teacher. The drama used was the play "Should've," written by Nobel…
Descriptors: Drama, Science Education, Medical Students, Foreign Countries
Cardoso, Alexandra; Ribeiro, Tiago; Vasconcelos, Clara – Science & Education, 2018
This article studies the conceptions of the interior of the Earth held by Portuguese elementary school children and senior citizens. Several studies were conducted regarding conceptions related to Earth sciences, such as rocks, minerals, earthquakes geological time, and Earth structure. Most of these studies involved students enrolled in…
Descriptors: Older Adults, Elementary School Students, Earth Science, Freehand Drawing
Dempster, Edith R. – Science & Education, 2020
The paper reports a study that used a Bernsteinian analysis in order to investigate the association between higher primary science curriculum and social equity in four contrasting socioeconomic contexts: British Columbia (Canada), Singapore, South Africa and Kenya. The official science curriculum of each jurisdiction was analysed in terms of…
Descriptors: Elementary School Science, Socioeconomic Influences, Context Effect, Correlation
Østergaard, Edvin – Science & Education, 2017
Focus of this article is the current situation characterized by students' de-rootedness and possible measures to improve the situation within the frame of education for sustainable development. My main line of argument is that science teachers can practice teaching in such a way that students are brought in deeper contact to the environment. I…
Descriptors: Aesthetics, Science Education, Science Instruction, Sustainable Development
Mattos, Cristiano; Lopez, Felipe Sanches; Ortega, José Luis; Rodrigues, André – Science & Education, 2022
The paper reflects on public discourses about science and pseudoscience, proposing the same discursive structure for both--the Esperantist-Epideictic genre. This genre of discourse might bring together characteristics that we understand as constituents of the public discourse on science. It also enables us to depict the process by which to…
Descriptors: Public Opinion, Discourse Analysis, Earth Science, Misconceptions
Sánchez Gómez, Pedro J. – Science & Education, 2021
In this article, I present an analysis of the epistemic value of the students' conceptions, as employed in the current constructivist research. I focus on the conceptions about natural kinds. Since natural kind terms are a crucial part of the discourse of the natural sciences, my conclusions are particularly relevant in science education. To…
Descriptors: Student Attitudes, Scientific Attitudes, Science Education, Epistemology
Herman, Benjamin C.; Poor, Sarah V.; Oertli, Robert T.; Schulte, Kristen – Science & Education, 2023
Promoting a functional scientific literacy entails preparing people to effectively engage and make decisions regarding real-world socioscientfic issues (SSI) through consideration of the relevant products and processes of science, as well as social, cultural, environmental, and ethical factors. Students can develop a functional scientific literacy…
Descriptors: Elementary School Students, Elementary School Science, Grade 4, Science and Society
Bateman, Kathryn M.; Wilson, Cristina G.; Williams, Randolph T.; Tikoff, Basil; Shipley, Thomas F. – Science & Education, 2022
Understanding and communicating uncertainty is a key skill needed in the practice of science. However, there has been little research on the instruction of uncertainty in undergraduate science education. Our team designed a module within an online geoscience field course which focused on explicit instruction around uncertainty and provided…
Descriptors: Direct Instruction, Science Education, Undergraduate Students, Earth Science
Rosenhouse, Jason – Science & Education, 2017
The argument that the second law of thermodynamics contradicts the theory of evolution has recently been revived by anti-evolutionists. In its basic form, the argument asserts that whereas evolution implies that there has been an increase in biological complexity over time, the second law, a fundamental principle of physics, shows this to be…
Descriptors: Thermodynamics, Evolution, Persuasive Discourse, Scientific Concepts
Barnes, Ralph M.; Church, Rebecca A.; Draznin-Nagy, Samuel – Science & Education, 2017
Seventy-two Internet documents promoting creationism, intelligent design (I.D.), or evolution were selected for analysis. The primary goal of each of the 72 documents was to present arguments for creationism, I.D., or evolution. We first identified all arguments in these documents. Each argument was then coded in terms of both argument type…
Descriptors: Creationism, Evolution, Science Instruction, Persuasive Discourse
Bryce, T. G.; Blown, E. J. – Science & Education, 2016
This article notes the convergence of recent thinking in neuroscience and grounded cognition regarding the way we understand mental representation and recollection: ideas are dynamic and multi-modal, actively created at the point of recall. Also, neurophysiologically, re-entrant signalling among cortical circuits allows non-conscious processing to…
Descriptors: Neurosciences, Concept Formation, Knowledge Representation, Cognitive Processes