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Showing 1 to 15 of 263 results Save | Export
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Chen, Ying-Chih – Science & Education, 2020
Scientific knowledge is advanced because scientists manage uncertainty. Although managing uncertainty is an essential practice of science, transferring it from expert settings to K-12 classrooms is problematic because, understandably, students are not familiar with the intentions of scientists. Few studies have explored learning science as an…
Descriptors: Dialogs (Language), Persuasive Discourse, Teacher Student Relationship, Grade 5
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Akgun, Selin; Kaya, Ebru – Science & Education, 2020
The paper presents an empirical study on university students' perceptions of nature of science (NOS). NOS is framed in terms of the cognitive, epistemic, and social-institutional systems of science based on the Family Resemblance Approach (FRA) (Erduran and Dagher 2014; Irzik and Nola 2014; Irzik and Nola, SCED 20:591-607, 2011). FRA includes the…
Descriptors: College Students, Scientific Principles, Foreign Countries, Student Attitudes
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de Carvalho, Ítalo Nascimento; El-Hani, Charbel N.; Nunes-Neto, Nei – Science & Education, 2020
The excess of curriculum content is a well-known problem in high school biology. Some strategies to adjust the amount of content to the available classroom time have been proposed, but none has been widely accepted and applied. Furthermore, biology is frequently presented in high school not as an integrated science, but as a collection of…
Descriptors: Scientific Concepts, Secondary School Science, Biology, Curriculum Development
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Ageitos, Noa; Puig, Blanca; Colucci-Gray, Laura – Science & Education, 2019
This article focuses on students' discursive moves and reasoning practices while engaged in a task that requires making explanatory links between sickle cell disease and malaria. Both diseases pertain to key areas of the biology curriculum, namely, genetic variability and natural selection, and are connected to the theory of evolution of living…
Descriptors: Science Instruction, Evolution, Thinking Skills, Diseases
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Brock, Richard; Hay, David – Science & Education, 2019
Whilst many science educators, it is reported, associate knowledge with justified true belief (JTB), epistemologists have observed that the JTB model is an incomplete account of knowledge. Moreover, researchers from several fields have argued that developing scientific expertise involves not only the acquisition of knowledge that can be expressed…
Descriptors: Science Education, Scientific Literacy, Scientific Concepts, Learning Strategies
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Rutt, Alexis; Mumba, Frackson – Science & Education, 2019
Despite its positive impact on students' understanding of the nature of science and science content knowledge, few secondary science teachers incorporate the history of science into their instruction. This article describes the effects of an online history of science course on preservice teachers' perceptions of and content and pedagogical…
Descriptors: Science Instruction, Scientific Literacy, Science Teachers, Secondary School Teachers
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Williams, Cody Tyler; Rudge, David Wÿss – Science & Education, 2019
Concepts related to the nature of science (NOS) have been considered an important part of scientific literacy as reflected in its inclusion in curriculum documents. A significant amount of science education research has focused on improving learners' understanding of NOS. One approach that has often been advocated is an "explicit and…
Descriptors: Scientific Concepts, Scientific Principles, Science Instruction, Science History
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Lorsbach, Anthony W.; Meyer, Allison Antink; Arias, Anna Maria – Science & Education, 2019
This study took place in an introductory science inquiry course for preservice elementary school teachers as a supplement to lessons on critical thinking. The correspondence of Charles Darwin was used to provide historical context to nature of science concepts of the sociocultural embeddedness of science, the subjective and reflective nature of…
Descriptors: Scientific Principles, Science Instruction, Teaching Methods, Inquiry
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Pierson, Ashlyn E.; Clark, Douglas B. – Science & Education, 2019
In light of recent emphasis on K-12 scientific modeling (e.g., Duschl et al. 2007, "Taking science to school: learning and teaching science in grades K-8"; Lehrer and Schauble 2015, "Handbook of child psychology and developmental science"; NRC 2012, "A framework for K-12 science education: practices, crosscutting concepts,…
Descriptors: Modeling (Psychology), Scientific Concepts, Student Attitudes, Beliefs
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Hardahl, Liv Kondrup; Wickman, Per-Olof; Caiman, Cecilia – Science & Education, 2019
This article deals with science content "in the making" and in particular the role of the body in producing scientific phenomena. While accounts of scientists' work have repeatedly demonstrated, how producing phenomena requires immense amounts of time and effort, involving tinkering and manual labor, this is a little empirically studied…
Descriptors: Science Education, Physics, Human Body, Scientific Concepts
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Guy-Gaytán, Candice; Gouvea, Julia S.; Griesemer, Chris; Passmore, Cynthia – Science & Education, 2019
The ability to develop and use models to explain phenomena is a key component of the "Next Generation Science Standards", and without examples of what modeling instruction looks like in the reality of classrooms, it will be difficult for us as a field to understand how to move forward in designing curricula that foreground the practice…
Descriptors: Science Instruction, Models, Curriculum Development, Scientific Concepts
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Causton, Edward – Science & Education, 2019
In this article, I introduce Robert Brandom's inferentialism as an alternative to common representational interpretations of constructivism in science education. By turning our attention away from the representational role of conceptual contents and toward the norms governing their use in inferences, we may interpret knowledge as a capacity to…
Descriptors: Inferences, Science Education, Scientific Concepts, Energy
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Bhakthavatsalam, Sindhuja – Science & Education, 2019
Teaching false theories goes against the general pedagogical and philosophical belief that we must only teach and learn what is true. In general, the goal of pedagogy is taken to be epistemic: to gain knowledge and avoid ignorance. In this article, I argue that for realists and antirealists alike, epistemological and pedagogical goals have to come…
Descriptors: Theories, Teaching Methods, Educational Philosophy, Science Instruction
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Billingsley, Berry; Nassaji, Mehdi – Science & Education, 2019
There are widespread calls for school education to put more emphasis on developing students' appreciation of the power and limitations of science. Without effective teaching, there is a risk that sensationalist media claims will unduly influence students' perceptions of the power of science to already explain and predict aspects of our daily…
Descriptors: Secondary School Students, Secondary School Science, Science Instruction, Student Characteristics
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Melo, Énery; Bächtold, Manuel – Science & Education, 2018
This article presents and discusses an innovative pedagogical device designed for training pre-service teachers on the nature of science. We endorse an approach according to which aspects of the nature of science should be explicitly discussed in order to be understood by learners. We identified quantum physics, and more precisely the principles…
Descriptors: Scientific Principles, Scientific Concepts, Preservice Teachers, Preservice Teacher Education
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