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Zeyer, Albert, Ed.; Kyburz-Graber, Regula, Ed. – Contributions from Science Education Research, 2021
This book provides a fascinating insight into the on-going process of self-reflection in the Science|Environment|Health (S|E|H) community. The basic vision of a new S|E|H pedagogy is to establish a transdisciplinary dialogue between the three educational fields of science education, environmental education, and health education. This approach…
Descriptors: Science Instruction, Environmental Education, Health Education, Science Education
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Achiam, Marianne, Ed.; Dillon, Justin, Ed.; Glackin, Melissa, Ed. – Contributions from Science Education Research, 2021
This book discusses a number of ways in which out-of-school science education can uniquely engage learners with 'wicked' global problems such as biodiversity loss and climate change. The idea for the volume originated in discussions among members of the ESERA special interest group on "Science Education in Out-of-School contexts". It…
Descriptors: Science Education, Informal Education, Climate, Learner Engagement
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Levrini, Olivia, Ed.; Tasquier, Giulia, Ed.; Amin, Tamer G.; Branchetti, Laura; Levin, Mariana, Ed. – Contributions from Science Education Research, 2021
This book starts with the premise that beauty can be an engine of transformation and authentic engagement in an increasingly complex world. It presents an organized picture of highlights from the 13th European Science Education Research Association Conference, ESERA 2019, held in Bologna, Italy. The collection includes contributions that discuss…
Descriptors: Science Education, Educational Research, Climate, Multicultural Education
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Viennot, Laurence; Décamp, Nicolas – Contributions from Science Education Research, 2020
This book promotes the effective implementation and development of critical analysis in physics. It focuses on explanatory texts concerning subjects typically dealt with in secondary or higher education and addressed in an academic or popular context. It highlights the general difficulties and obstacles inherent in teaching physics and shows how…
Descriptors: Critical Thinking, Skill Development, Physics, Science Process Skills
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Viennot, Laurence; Décamp, Nicolas – Contributions from Science Education Research, 2020
This chapter provides some elements that may be useful for teacher educators who wish to promote critical analysis in physics. Firstly, it is argued that conducting a critical analysis is useful for any text, whether highly debatable or not, in order to maximise its comprehension. It is suggested that you can give the students both a classic…
Descriptors: Criticism, Critical Thinking, Physics, Learning Activities
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Viennot, Laurence; Décamp, Nicolas – Contributions from Science Education Research, 2020
This chapter provides several examples of early activation of a critical attitude during a discussion of questionable explanations. One concerns the use of the survival blanket to protect against the cold, a theme which leads to discussion of a compromise between two imperatives: that of returning as much energy as possible to oneself (by putting…
Descriptors: Science Instruction, Physiology, Physics, Energy
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Viennot, Laurence; Décamp, Nicolas – Contributions from Science Education Research, 2020
Can critical analysis be carried out without the support of minimal conceptual structuring in the field in question? The results of a research survey of beginning teachers are briefly discussed. Interviews on radiocarbon dating illustrate what we call a "delayed critique", i.e. after a phase of critical passivity and concomitant…
Descriptors: Scientific Concepts, Concept Formation, Mastery Learning, Physics
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Viennot, Laurence; Décamp, Nicolas – Contributions from Science Education Research, 2020
The abundance of questionable explanations is discussed and hypothetically related to common language, habitual teaching, ordinary popularization, rapid expression and audiences of varying levels. Two types of critical passivity in the face of a questionable text are recalled: 'expert anesthesia', which affects people who are very familiar with…
Descriptors: Criticism, Teacher Education Programs, Critical Thinking, Intellectual Development
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Viennot, Laurence; Décamp, Nicolas – Contributions from Science Education Research, 2020
This chapter provides an example of how we can analyze a questionable explanation using the categories presented in the previous two chapters, namely alert signals and risk factors. These categories are first summarized in two tables which then serve as an analysis grid for different texts. Next, we take two examples (osmosis and capillary rise),…
Descriptors: Classification, Logical Thinking, Risk, Scientific Concepts
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Viennot, Laurence; Décamp, Nicolas – Contributions from Science Education Research, 2020
This chapter illustrates the main warning signals that could help us to detect the flaws of an explanation in physics: internal contradiction (two examples); direct contradiction of a law of physics (one example); indirect contradiction of a law of physics (one example); logical incompleteness of an explanation (three examples); overgeneralization…
Descriptors: Critical Reading, Critical Thinking, Physics, Misconceptions
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Viennot, Laurence; Décamp, Nicolas – Contributions from Science Education Research, 2020
Critical thinking is discussed in this book in relation to the ability to read and criticize explanatory texts in physics. It is argued that it is valuable but insufficient to know the general principles of critical analysis of texts, such as source control or knowledge of the main cognitive biases. We set out the objective of the book, that is,…
Descriptors: Critical Thinking, Criticism, Physics, Metacognition
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Viennot, Laurence; Décamp, Nicolas – Contributions from Science Education Research, 2020
Certain explanatory elements or documents can convey unambiguously inaccurate explanations, or they may simply suggest such explanations and encourage a critical passivity towards them. This chapter presents these "risk factors", in particular: the accuracy of the conclusion and the associated "confirmation bias" (two…
Descriptors: Risk, Accuracy, Bias, Logical Thinking
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McLoughlin, Eilish, Ed.; Finlayson, Odilla E., Ed.; Erduran, Sibel, Ed.; Childs, Peter E., Ed. – Contributions from Science Education Research, 2019
This edited volume presents innovative current research in the field of Science Education. The chapter's deal with a wide variety of topics and research approaches, conducted in a range of contexts and settings. Together they make a strong contribution to knowledge on science teaching and learning. The book consists of selected presentations from…
Descriptors: Theory Practice Relationship, Science Education, Teaching Methods, Learning Processes
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Bencze, Larry; Carter, Lyn; Groleau, Audrey; Krstovic, Mirjan; Levinson, Ralph; Martin, Jenny; Martins, Isabel; Pouliot, Chantal; Weinstein, Matthew – Contributions from Science Education Research, 2019
There are many potential harms to individuals, societies and environments associated with powerful "networks" of living, nonliving and symbolic entities (actants), such as financiers, banks, think tanks, transnational trade organizations and agreements, competitiveness, scientists, engineers, universities, governments, military,…
Descriptors: Foreign Countries, Science and Society, Neoliberalism, Inquiry
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Labudde, Peter – Contributions from Science Education Research, 2019
In this chapter, eight foci relevant for science educators are presented and illustrated by paradigmatic examples and discussed in two parts. The first part "from science education to practice and authorities" discusses the four foci of: (1) developing concepts for instruction; (2) responding to the needs of schools; (3) connecting…
Descriptors: Science Education, Educational Practices, Educational Policy, Science Curriculum
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