NotesFAQContact Us
Collection
Advanced
Search Tips
Source
Science & Education859
Laws, Policies, & Programs
Equal Access1
What Works Clearinghouse Rating
Showing 31 to 45 of 859 results Save | Export
Peer reviewed Peer reviewed
Direct linkDirect link
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
Peer reviewed Peer reviewed
Direct linkDirect link
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
Peer reviewed Peer reviewed
Direct linkDirect link
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
Peer reviewed Peer reviewed
Direct linkDirect link
Smith, Mike U.; Siegel, Harvey – Science & Education, 2019
Can a teacher aim for students to "believe" evolution without indoctrinating them? Recent discussions of indoctrination in evolution education suggest that such teaching must inevitably indoctrinate but is "warranted" in some cases; while science educators concerned about teaching for "belief" argue that such teaching…
Descriptors: Evolution, Beliefs, Science Teachers, Science Education
Peer reviewed Peer reviewed
Direct linkDirect link
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
Peer reviewed Peer reviewed
Direct linkDirect link
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
Peer reviewed Peer reviewed
Direct linkDirect link
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
Peer reviewed Peer reviewed
Direct linkDirect link
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
Peer reviewed Peer reviewed
Direct linkDirect link
Farris, Amy Voss; Dickes, Amanda C.; Sengupta, Pratim – Science & Education, 2019
Studies of scientific practice demonstrate that the development of scientific models is an enactive and emergent process (e.g., Pickering 1995; Chandrasekharan and Nersessian 2017). Scientists make meaning through processes such as perspective taking, finding patterns, and following intuitions. In this paper, we focus on how a group of fourth…
Descriptors: Measurement, Grade 4, Elementary School Students, Models
Peer reviewed Peer reviewed
Direct linkDirect link
Sikorski, Tiffany-Rose – Science & Education, 2019
In the spirit of model revision, researchers continue to refine the notion of a learning progression. Despite many advances in learning progressions research, one key design element has eluded scholarly critique, the upper anchor. Drawing on science education research and studies of science, this essay argues for a shift from the predominant model…
Descriptors: Sequential Learning, Learning Processes, Science Education, Models
Peer reviewed Peer reviewed
Direct linkDirect link
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
Peer reviewed Peer reviewed
Direct linkDirect link
Pleasants, Jacob; Clough, Michael P.; Olson, Joanne K.; Miller, Glen – Science & Education, 2019
Science and technology are so intertwined that "technoscience" has been argued to more accurately reflect the progress of science and its impact on society, and most socioscientific issues require technoscientific reasoning. Education policy documents have long noted that the general public lacks sufficient understanding of science and…
Descriptors: Technology Education, Science Education, STEM Education, Technological Literacy
Peer reviewed Peer reviewed
Direct linkDirect link
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
Peer reviewed Peer reviewed
Direct linkDirect link
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
Peer reviewed Peer reviewed
Direct linkDirect link
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
Pages: 1  |  2  |  3  |  4  |  5  |  6  |  7  |  8  |  9  |  10  |  11  |  ...  |  58