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Showing 61 to 75 of 859 results Save | Export
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Besse, M.; Fragnière, S.; Müller, A.; Piguet, M.; Dubois, L.; Miéville, D.; Schoeb, S.; Schumacher, D. – Science & Education, 2019
This article is about an intervention introducing prehistoric life in primary education. Its objectives were to foster openness and interest for prehistory and archaeology, as well as content knowledge and conceptual learning with a focus on four main facets: basic knowledge about prehistoric life; conceptual learning/change regarding prehistory;…
Descriptors: Archaeology, Workshops, Primary Education, Intervention
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Stuart, Michael T. – Science & Education, 2019
Imagination is necessary for scientific practice, yet there are no in vivo sociological studies on the ways that imagination is taught, thought of, or evaluated by scientists. This article begins to remedy this by presenting the results of a qualitative study performed on two systems biology laboratories. I found that the more advanced a…
Descriptors: Scientific Methodology, Science Process Skills, Imagination, Problem Solving
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Boesch, Brandon – Science & Education, 2019
It is widely argued that the skills of scientific expertise are tacit, meaning that they are difficult to study. In this essay, I draw on work from the philosophy of action about the nature of skills to show that there is another access point for the study of skills--namely, skill transmission in science education. I will begin by outlining…
Descriptors: Science Education, Science Process Skills, Teaching Methods, Models
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Fasce, Angelo; Picó, Alfonso – Science & Education, 2019
In this study, we explore the relation between scientific literacy (knowledge about scientific theories, trust in science, and critical thinking) and unwarranted beliefs (pseudoscience, the paranormal and conspiracy theories). The results show heterogeneous interactions between six constructs: (1) conspiracy theories poorly interact with…
Descriptors: Scientific Literacy, Correlation, Trust (Psychology), Critical Thinking
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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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Ariely, Moriah; Livnat, Zohar; Yarden, Anat – Science & Education, 2019
Learning the unique linguistic forms and structures that construct and communicate scientific principles, knowledge, and beliefs is important for developing students' disciplinary literacy. The use of scientific language is apparent in the texts that scientists produce to communicate their findings to other scientists--the research articles. Texts…
Descriptors: Science Instruction, Literacy, Language Usage, High School Students
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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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Caiman, Cecilia; Jakobson, Britt – Science & Education, 2019
The aim of this study was to examine the role of aesthetic practice in elementary school and the consequences for children's meaning-making in science. More specifically, we intended to scrutinise what science learning emerges within the process, to target the consequences of adopting art practice in science class and to explore these two…
Descriptors: Elementary School Science, Science Instruction, Aesthetics, Teaching Methods
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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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Flynn, Simon; Hardman, Mark – Science & Education, 2019
In recent years, researchers within science education have started to consider the impact of narrative upon teaching and learning in science. This article investigates the possibilities of interactive fiction as a means by which students can be provided with feedback on their understanding in science, and explores the mechanisms which might allow…
Descriptors: Science Instruction, Teaching Methods, Fiction, Books
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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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Lindholm, Markus – Science & Education, 2018
Curiosity is a wonder of the human mind. It goes to the heart of modernity, as a driving force for learning, novel insights, and innovation, both for individuals and communities. In societies dependent on science and development, finding out what promotes or hampers curiosity and wonder in school curricula and science education is accordingly…
Descriptors: Science Education, Inquiry, Teaching Methods, Preschool Children
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Alameh, Sahar; Abd-El-Khalick, Fouad – Science & Education, 2018
Stemming from the realization of the importance of the role of explanation in the science classroom, the Next Generation Science Standards (NGSS Lead States 2013) call for appropriately supporting students to learn science, argue from evidence, and provide explanations. Despite the ongoing emphasis on explanations in the science classroom, there…
Descriptors: Science Education, Scientific Concepts, Concept Formation, Teaching Methods
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Ampatzidis, Georgios; Ergazaki, Marida – Science & Education, 2018
This article reports on the theoretical output of a design research study, which concerns the design of a learning environment (LE) for helping students challenge the 'balance of nature'-idea and reach an up-to-date understanding about ecosystems' contingency. Our focus is set on whether it is feasible to articulate an empirically tested theory of…
Descriptors: Teaching Methods, Ecology, Natural Resources, Models
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Aguiar, Orlando; Sevian, Hannah; El-Hani, Charbel N. – Science & Education, 2018
In this article, we draw upon the Conceptual Profile Theory to discuss the negotiation of meanings related to the energy concept in an 11th grade physics classroom. This theory is based on the heterogeneity of verbal thinking, that is, on the idea that any individual or society does not represent concepts in a single way. According to this…
Descriptors: Energy, Teaching Methods, Science Instruction, Scientific Concepts
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