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Showing 1 to 15 of 272 results Save | Export
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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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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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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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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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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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Jin, Hui; Delgado, Cesar; Bauer, Malcolm I.; Wylie, E. Caroline; Cisterna, Dante; Llort, Kenneth F. – Science & Education, 2019
In this article, we report on a three-pronged effort to create a hypothetical learning progression for quantification in science. First, we drew from history and philosophy of science to define the quantification competency and develop hypothetical levels of the learning progression. More specifically, the quantification competency refers to the…
Descriptors: Science Education, History, Philosophy, Scientific Principles
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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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Summers, Ryan; Abd-El-Khalick, Fouad – Science & Education, 2019
Researchers have raised concerns about teachers' ability to embed nature of science (NOS) in their science instruction, a complicated situation that is certainly impacted by the availability of adequate resources to assist K-12 science teachers. In light of the implementation of the ideas from the "Framework for K-12 Science Education"…
Descriptors: Scientific Principles, Science Instruction, Science Teachers, Elementary Secondary Education
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Lederman, Norman G. – Science & Education, 2019
How nature of scientific knowledge (NOSK) or nature of science (NOS) and scientific inquiry (SI) are contextualized, or related to each other, significantly impacts both curriculum and classroom practice, specifically with respect to the teaching and learning of NOSK. NOS and NOSK are considered synonymous here, with NOSK more accurately conveying…
Descriptors: Correlation, Scientific Principles, Scientific and Technical Information, Science Education
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Herman, Benjamin C.; Owens, David C.; Oertli, Robert T.; Zangori, Laura A.; Newton, Mark H. – Science & Education, 2019
In addition to considering sociocultural, political, economic, and ethical factors (to name a few), effectively engaging socioscientific issues (SSI) requires that students understand and apply scientific explanations and the nature of science (NOS). Promoting such understandings can be achieved through immersing students in authentic real-world…
Descriptors: Scientific Principles, Science and Society, Scientific Attitudes, Student Attitudes
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Galili, Igal – Science & Education, 2019
This study considers the short list of Nature of Science (NOS) features frequently published and widely known in the science education discourse. It is argued that these features were oversimplified and a refinement of the claims may enrich or sometimes reverse them. The analysis shows the need to address the range of variation in each particular…
Descriptors: Scientific Principles, Science Education, Science History, Science Instruction
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