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Naidoo, Kara – Research in Science Education, 2017
This study examines the transformation and dynamic nature of one teacher candidate's (Susan) identity as a learner and teacher of science throughout an innovative science methods course. The goal of this paper is to use theoretically derived themes grounded in cultural-historical activity theory (CHAT) and situated learning theory to determine the…
Descriptors: Preservice Teachers, Science Instruction, Elementary School Teachers, Elementary School Science
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Zimmerman, Heather Toomey; McClain, Lucy Richardson; Crowl, Michele – Research in Science Education, 2013
This analysis uses a sociocultural learning theory and parent-child interaction framework to understand families' interactions with one type of scientific tool, the magnifier, during nature walks offered by a nature center. Families were video recorded to observe how they organized their activities where they used magnifiers to explore in the…
Descriptors: Informal Education, Outdoor Education, Recreational Facilities, Science Education
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Fleer, Marilyn – Research in Science Education, 2009
In recent times there has been an enormous interest in Vygotsky's writing on conceptual development, particularly his insights on the differences between everyday and scientific thinking. In drawing upon cultural-historical theory, this paper seeks to examine the relations between everyday concepts and scientific concepts within playful contexts,…
Descriptors: Play, Scientific Concepts, Concept Formation, Child Development
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Carr, Margaret – Research in Science Education, 2001
Outlines four ways in which the relationship between the learner and everyday technology might be analyzed using early childhood studies as examples. The four individual-technology relationships are described as affording, anchoring, distributing, and appropriating. (Contains 58 references.) (DDR)
Descriptors: Elementary Secondary Education, Higher Education, Learning Theories, Science and Society
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Watts, Mike; Jofili, Zelia; Bezerra, Risonilta – Research in Science Education, 1997
Addresses the implementation and evaluation of a constructivist course and extends the argument toward the induction of teachers into critical constructivism through their own action-research projects. Data is taken from a single case study illustrating the changes in the professional life and reflective practice of one teacher in Brazil. (AIM)
Descriptors: Action Research, Cognitive Development, Concept Formation, Constructivism (Learning)
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Roth, Wolff-Michael; McGinn, Michelle K. – Research in Science Education, 1997
Information processing models do not account for much of human competence in everyday scientific and lay contexts. Situated cognition models account better for competence in widely differing situations. In situated cognition models, the purpose of science education must be reconceived as preparing citizens to participate in public enactments of…
Descriptors: Citizen Participation, Cognitive Development, Cultural Context, Educational Objectives
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Gardner, Paul L., Ed. – Research in Science Education, 1990
This book contains selected refereed papers from the 21st Annual Conference of the Australasian Science Education Research Association. The papers are as follows: "A Learning Model for Science Education: Developing Teaching Strategies" (Appleton); "Researching Balance between Cognition and Affect in Science Teaching" (Baird et…
Descriptors: Classroom Research, Concept Formation, Early Childhood Education, Elementary Secondary Education
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Stables, Kay; Kimbell, Richard – Research in Science Education, 2001
Reports on the evaluation of a three-year curriculum initiative introducing technology education through a learner-centered, problem solving and collaborative approach. Draws attention to the critical impact the project had on the pedagogy of teachers. (DDR)
Descriptors: Educational Change, Elementary Secondary Education, Foreign Countries, Learning Theories
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France, Bev; Davies, Janet – Research in Science Education, 2001
Points out that technology education in New Zealand provides an opportunity for societal issues to have equal space with technological capability and knowledge. There is a need for a teaching approach to engage in liberating technological literacy. (Contains 19 references.) (DDR)
Descriptors: Educational Strategies, Elementary Secondary Education, Epistemology, Foreign Countries