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Direct linkToplis, Rob – Research in Science Education, 2012
This paper reports an interpretive study that sought students' views about the role that practical work plays in their school science lessons. Twenty-nine students aged between 13 and 16 years were selected from three secondary schools in England. Data were collected from initial lesson observations and in-depth interviews in order to explore…
Descriptors: Foreign Countries, Educational Opportunities, Science Instruction, Secondary School Science
Xu, Lihua; Clarke, David – Research in Science Education, 2012
This paper reports multi-layered analyses of student learning in a science classroom using the theoretical lens of Distributed Cognition (Hollan et al. 1999; Hutchins 1995). Building on the insights generated from previous research employing Distributed Cognition, the particular focus of this study has been placed on the "public space of…
Descriptors: Evidence, Video Technology, Interaction, Classrooms
Milne, Catherine; Scantlebury, Kathryn; Blonstein, Jason; Gleason, Susan – Research in Science Education, 2011
Science education research has examined the benefits of coteaching for learning to teach in elementary and secondary school contexts where coteachers bring variable levels of experience to the work of coteaching. Coteaching as a pedagogical strategy is being implemented at the university level but with limited research. Drawing from the field of…
Descriptors: Science Instruction, Education Courses, Science Teachers, Science Education
Peer reviewedDavidowitz, Bette; Rollnick, Marissa – Research in Science Education, 2003
Explores the Competency Tripod model and flow diagrams as two sources for enabling students' metacognition in a second year undergraduate chemistry laboratory. Results indicate that all four students engaged in metacognitive practices, all believed that flow diagrams are extremely useful, and all understood the Competency Tripod model, but only…
Descriptors: Case Studies, Chemistry, Higher Education, Learning
