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Showing 1 to 15 of 63 results Save | Export
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Yerdelen-Damar, Sevda; Eryilmaz, Ali – Research in Science Education, 2021
This study investigated the effect of the metacognitive instruction in which students' epistemic cognitions were explicitly addressed, on tenth-grade students' conceptual understandings regarding force and motion. The participants of the study included 107 (49 female, 58 male) tenth-grade students at two public high schools. A quasi-experimental…
Descriptors: High School Students, Grade 10, Metacognition, Epistemology
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Maeng, Seungho – Research in Science Education, 2021
This study provides two exemplars of how grammatical analysis of language use in elementary science classroom discourse enhances the explication of students' epistemic process in the language use in that discourse. Methodologically, both practical epistemology analysis (PEA) and discourse register analysis (DRA) from systemic functional…
Descriptors: Epistemology, Elementary School Students, Language Usage, Discourse Analysis
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Strømme, Torunn Aa.; Mork, Sonja M. – Research in Science Education, 2021
This paper analyses students' conceptual sense-making of two representations of protein synthesis: animations and static visualizations. Even though several studies have focused on the effect of animations versus static visualizations or support aspects that enable students to effectively benefit from animations, existing research has not yet…
Descriptors: Animation, Science Instruction, Units of Study, Visualization
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Bächtold, Manuel; Cross, David; Munier, Valérie – Research in Science Education, 2021
This paper addresses two methodological issues related to the assessment of teachers' views of science. The first concerns the distinction between the "nature of science" (NOS) and the nature of "scientific inquiry" (SI): should the points related to NOS and those related to SI be analyzed independently? The second concerns the…
Descriptors: Classification, Scientific Attitudes, Scientific Principles, Epistemology
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Campbell, Todd; Fazio, Xavier – Research in Science Education, 2020
Set in the context of modeling-based learning (MBL), this research investigated the potential of epistemic frames as a theoretical and analytical framework for understanding teaching and learning practices used in classroom communities of practice. Epistemic frames are conceptualized as an orienting lens for a classroom community of practice that…
Descriptors: Communities of Practice, Cooperative Learning, Teaching Methods, Models
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Liu, Shiyu; Roehrig, Gillian – Research in Science Education, 2019
This case study investigated the nature of in-service science teachers' argumentation and personal epistemology about global climate change during a 3-year professional development program on climate change education. Qualitative analysis of data from interviews and written assessments revealed that while these teachers grounded their arguments on…
Descriptors: Science Teachers, Science Instruction, Epistemology, Climate
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Romero-Maltrana, Diego; Benitez, Federico; Vera, Francisco; Rivera, Rodrigo – Research in Science Education, 2019
There is an increasing demand in the field of science education for the incorporation of philosophical and sociological aspects that are related to the scientific enterprise in school curricula, to the extent that the incorporation of these aspects is now considered a necessity. Several of these aspects can be categorised within the framework of…
Descriptors: Scientific Principles, Teaching Methods, Science Education, Science Curriculum
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Villanueva, Mary Grace; Hand, Brian; Shelley, Mack; Therrien, William – Research in Science Education, 2019
Various inquiry approaches have been promoted in science classrooms as a way for students to engage in, and have a deeper understanding of scientific discourse. However, there is a paucity of empirical evidence to suggest how children's actions and engagement in these approaches, or "practical epistemologies" (Sandoval, Science Education…
Descriptors: Epistemology, Science Instruction, Surveys, Learner Engagement
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Joglar, C.; Rojas, S. P. – Research in Science Education, 2019
Studies have investigated various aspects of the use of questions in science lessons, but there is still a lack of research that demonstrates how, during peer reflection, teachers learn through identifying and overcoming obstacles to their own questioning in their professional development process. The present study is aimed at analyzing the types…
Descriptors: Barriers, Teacher Workshops, Chemistry, Physics
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Schizas, Dimitrios; Papatheodorou, Efimia; Stamou, George – Research in Science Education, 2018
This study conducts a textbook analysis in the frame of the following working hypothesis: The transformation of scientific knowledge into school knowledge is expected to reproduce the problems encountered with the scientific knowledge itself or generate additional problems, which may both induce misconceptions in textbook users. Specifically, we…
Descriptors: Science Instruction, Textbook Evaluation, Textbooks, Textbook Content
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Schuster, David; Cobern, William W.; Adams, Betty A. J.; Undreiu, Adriana; Pleasants, Brandy – Research in Science Education, 2018
Science curricula and teaching methods vary greatly, depending in part on which facets of science are emphasized, e.g., core disciplinary ideas or science practices and process skills, and perspectives differ considerably on desirable pedagogies. Given the multi-faceted nature of science and the variety of teaching methods found in practice, it is…
Descriptors: Comparative Analysis, Science Instruction, Core Curriculum, Science Curriculum
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Yang, Fang-Ying; Liu, Shiang-Yao; Hsu, Chung-Yuan; Chiou, Guo-Li; Wu, Hsin-Kai; Wu, Ying-Tien; Chen, Sufen; Liang, Jyh-Chong; Tsai, Meng-Jung; Lee, Silvia W.-Y.; Lee, Min-Hsien; Lin, Che-Li; Chu, Regina Juchun; Tsai, Chin-Chung – Research in Science Education, 2018
The purpose of this study was to develop and validate an online contextualized test for assessing students' understanding of epistemic knowledge of science. In addition, how students' understanding of epistemic knowledge of science interacts with learner factors, including time spent on science learning, interest, self-efficacy, and gender, was…
Descriptors: Science Education, Knowledge Level, Student Interests, Self Efficacy
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Konnemann, Christiane; Höger, Christian; Asshoff, Roman; Hammann, Marcus; Rieß, Werner – Research in Science Education, 2018
This paper presents findings from a quasi-experimental study evaluating future teachers' attitudes and beliefs in response to a cross-curricular university course on evolution and creation bridging biological and Christian theological perspectives. Based on previous findings, we hypothesized that a course providing learning opportunities for…
Descriptors: Evolution, Religious Education, Science Education, Interdisciplinary Approach
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Billingsley, Berry; Nassaji, Mehdi; Fraser, Sharon; Lawson, Finley – Research in Science Education, 2018
This paper gives the rationale and a draft outline for a framework for education to teach epistemic insight into schools in England. The motivation to research and propose a strategy to teach and assess epistemic insight followed research that investigated how students and teachers in primary and secondary schools respond to "big…
Descriptors: Foreign Countries, Models, Science Education, Sciences
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Owens, David C.; Pear, Rachel S. A.; Alexander, Hanan A.; Reiss, Michael J.; Tal, Tali – Research in Science Education, 2018
There is a long history of some students finding that the science instruction they receive in schools fails to address their deeply held concerns about the theory of evolution. Such concerns are principally religious, though there are also students with deeply held religious views who are perfectly comfortable with the theory of evolution. New…
Descriptors: Evolution, Religion, Science Instruction, Teaching Methods
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