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Showing 1 to 15 of 279 results Save | Export
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Christensen, Dana; Lombardi, Doug – Science & Education, 2020
Computational thinking is a contemporary science and engineering practice that has been introduced to the US science classrooms due to its emphasis in the "Next Generation Science Standards" (NGSS). However, including computational thinking into science instruction may be challenging. Therefore, for biological evolution (an essential…
Descriptors: Biology, Evolution, Thinking Skills, Teaching Methods
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Ortiz-Revilla, Jairo; Adúriz-Bravo, Agustín; Greca, Ileana M. – Science & Education, 2020
In primary and secondary schools, the disciplines encompassed in "STEM"--Science, Technology, Engineering and Mathematics--have usually been studied as separate subjects, with little effort directed towards non-anecdotal integration. "Integrated STEM education" is one of the most recent interdisciplinary proposals and, under…
Descriptors: STEM Education, Interdisciplinary Approach, Epistemology, Social Justice
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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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Mesci, Günkut; Schwartz, Renee S.; Pleasants, Brandy Ann-Skjold – Science & Education, 2020
The goal of this study was to explore the influencing factors of pre-service science teachers' pedagogical content knowledge (PCK) for targeted aspects of nature of science (NOS) and nature of scientific inquiry (NOSI) in a 13-month teacher development program, through multiple data sources. The program included a research experience, a course on…
Descriptors: Preservice Teachers, Science Teachers, Pedagogical Content Knowledge, Scientific Principles
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Emran, Ameer; Spektor-levy, Ornit; Paz Tal, Ofra; Ben Zvi Assaraf, Orit – Science & Education, 2020
A thorough understanding of the concept of the nature of science (NOS) is essential to the development of scientific literacy among students, as it provides the students with the tools and capacity to interpret the scientific knowledge they will encounter. This study focuses on how social factors may influence 1010 Israeli 9th grade students'…
Descriptors: Student Attitudes, Scientific Literacy, Scientific Principles, Gender Differences
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Milanovic, Vesna D.; Trivic, Dragica D. – Science & Education, 2020
The aim of this research was to establish the effects of argumentation and the quality of arguments related to history of the development of organic chemistry: (i) on the level of the pupils' knowledge about the composition, structure and general properties of organic compounds; and (ii) on their perception of the key aspect of NOS that scientific…
Descriptors: Secondary School Students, Early Adolescents, Persuasive Discourse, Science Process Skills
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Mesci, Günkut – Science & Education, 2020
The purpose of this paper is to investigate the effectiveness of pedagogical content knowledge (PCK)-based nature of science (NOS) teaching on pre-service science teachers' (PSTs) NOS views. The study is grounded by conceptual change and experiential learning theory. It is also framed by the teacher professional knowledge and skill (TPK&S) PCK…
Descriptors: Preservice Teachers, Science Teachers, Pedagogical Content Knowledge, Scientific Principles
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Cheung, Kason Ka Ching – Science & Education, 2020
Nature of science (NOS) has become one of the major emphases in curriculum and assessment. This study explores "what" NOS is included and how this is achieved in the Hong Kong biology curriculum and 7-year high-stakes assessments. While conceptualizations of the official definition of NOS differ, this study employs the family resemblance…
Descriptors: Scientific Principles, Curriculum Development, Biology, High Stakes Tests
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Jiménez-Liso, Maria Rut; López-Banet, Luisa; Dillon, Justin – Science & Education, 2020
We propose explicit and implicit approaches for the teaching of acid-base chemistry based on research into the history and nature of science (NoS). To support these instructional proposals, we identify four rationales for students to understand acid-base processes: daily life, socio-scientific, curriculum, and history of science. The extensive…
Descriptors: Chemistry, Science Instruction, Teaching Methods, Scientific Concepts
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Landa, Ilse; Westbroek, Hanna; Janssen, Fred; van Muijlwijk, Jacqueline; Meeter, Martijn – Science & Education, 2020
The importance of learning "chemical ways of thinking" is widely recognized. Various frameworks have been developed to address the essence of chemistry and chemical thinking. However, very few studies have focused on how chemical ways of thinking can be defined. To elaborate chemical ways of thinking, this paper draws on scientific…
Descriptors: Science Instruction, Chemistry, Scientific Concepts, Concept Formation
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Mohan, Ashwin; Kelly, Gregory J. – Science & Education, 2020
The past decade has seen multiple debates and discussions over the appropriate framing of Nature of Science (NOS) for science education. These debates have stemmed from a diversity of philosophical views on what science fundamentally is. In post-secondary STEM education, the goals of a science education rest in having students socialize into…
Descriptors: Scientific Principles, Scientists, Science Education, STEM Education
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Lampert, Yvonne – Science & Education, 2020
This paper draws attention to basic philosophical perspectives which are of theoretical and methodological interest for science education, general education and curriculum research. It focuses on potential contributions philosophy class can offer if philosophy education opens up for science and for a collaboration of teachers in the context of…
Descriptors: Scientific Principles, Science Education, Secondary School Science, Philosophy
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Eren-Sisman, Ece N.; Çigdemoglu, Ceyhan; Kanli, Uygar; Köseoglu, Fitnat – Science & Education, 2020
The purpose of this study is twofold: first, to delve into professional development (PD) of science teachers' views about nature of science (NOS) throughout activities linking NOS aspects to science centers (SCs), and second, to reveal how a science teacher uses NOS aspects while teaching in SCs. An instrumental qualitative case study method with…
Descriptors: Science Teachers, Faculty Development, Science Teaching Centers, Scientific Principles
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Park, Wonyong; Yang, Seungran; Song, Jinwoong – Science & Education, 2019
The social reaction to the recent detection of the Higgs boson and gravitational waves provided evidence that public interest in modern physics has reached a high point. Although these modern physics topics are being introduced into the upper secondary physics curricula in a growing number of countries, their potential for teaching various aspects…
Descriptors: Science Instruction, Scientific Principles, Physics, Secondary School Students
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Fuselier, Linda; McFadden, Justin; King, Katherine Ray – Science & Education, 2019
From literature on understandings of the "nature of science" (NOS), we know that sometimes scientists and others that participate in teaching and mentoring in the sciences lack an informed view of the philosophical underpinnings of their discipline. In this study, we ask whether biologists who are also teachers or mentors for college…
Descriptors: Scientific Principles, Scientists, Science Teachers, Mentors
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