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Plummer, Julia D.; Palma, Christopher; Rubin, KeriAnn; Flarend, Alice; Ong, Yann Shiou; Ghent, Chrysta; Gleason, Timothy; McDonald, Scott; Botzer, Brandon; Furman, Tanya – Science Education, 2020
We previously proposed a hypothetical learning progression around the disciplinary core idea of the Solar System and its formation as a first step in a research program to begin to fill this gap and address questions of student learning in this domain. In this study, we evaluate the effectiveness of two dimensions within the learning progression,…
Descriptors: Astronomy, Grade 6, Science Instruction, Student Attitudes
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Fick, Sarah J. – Science Education, 2018
Science education reforms focus on the integration of three dimensions: disciplinary core ideas (DCIs), scientific and engineering practices (SEPs), and crosscutting concepts (CCCs). While research has examined the role of DCIs and SEPs in teaching and learning, little research has explored how the CCCs might be integrated. This research proposes…
Descriptors: Teaching Methods, Learning Processes, Science Instruction, Class Activities
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Van Schijndel, Tessa J. P.; Raijmakers, Maartje E. J. – Science Education, 2016
The present study fills a gap in existing visitor research by focusing on the preschool age group. The study explores relationships between parent explanation, children's exploratory behavior, and their domain-specific learning in a shadow exhibition. In addition, the effect of a preceding theater show on child and parent behaviors is examined. In…
Descriptors: Parent Child Relationship, Correlation, Preschool Children, Nonverbal Communication
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Underwood, Sonia M.; Reyes-Gastelum, David; Cooper, Melanie M. – Science Education, 2015
Longitudinal studies can provide significant insights into how students develop competence in a topic or subject area over time. However, there are many barriers, such as retention of students in the study and the complexity of data analysis, that make these studies rare. Here, we present how a statistical framework, discrete-time survival…
Descriptors: Science Instruction, College Science, Chemistry, Barriers
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Vogelezang, Michiel; Van Berkel, Berry; Verdonk, Adri – Science Education, 2015
Between 1970 and 1990, the Dutch working group "Empirical Introduction to Chemistry" developed a secondary school chemistry education curriculum based on the educational vision of the mathematicians van Hiele and van Hiele-Geldof. This approach viewed learning as a process in which students must go through discontinuous level transitions…
Descriptors: Chemistry, Science Instruction, Qualitative Research, Secondary School Students
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Stroupe, David – Science Education, 2014
The Next Generation Science Standards and other reforms call for students to learn science-as-practice, which I argue requires students to become epistemic agents--shaping the knowledge and practice of a science community. I examined a framework for teaching--ambitious instruction--that scaffolds students' learning of science-as-practice as…
Descriptors: Science Instruction, Educational Practices, Communities of Practice, Teaching Methods
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Tang, Kok-Sing; Delgado, Cesar; Moje, Elizabeth Birr – Science Education, 2014
This paper presents an integrative framework for analyzing science meaning-making with representations. It integrates the research on multiple representations and multimodal representations by identifying and leveraging the differences in their units of analysis in two dimensions: timescale and compositional grain size. Timescale considers the…
Descriptors: Science Education, Scientific Attitudes, Learning Processes, Time on Task
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Zangori, Laura; Forbes, Cory T. – Science Education, 2014
Elementary science standards emphasize that students should develop conceptual understanding of the characteristics and life cycles of plants (National Research Council, 2012), yet few studies have focused on early learners' reasoning about seed structure and function. The purpose of this study is twofold: to (a) examine third-grade…
Descriptors: Elementary School Science, Elementary School Students, Grade 3, Plants (Botany)
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Acher, Andres; Arca, Maria; Sanmarti, Neus – Science Education, 2007
Modeling is being used in teaching learning science in a number of ways. It will be considered here as a process whereby children of primary school age exercise their capacity of organizing recognizable and manageable forms during their understanding of complex phenomenologies. The aim of this work is to characterize this process in relation to…
Descriptors: Elementary Education, Case Studies, Learning Processes, Science Instruction
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Sequeira, Manuel; Leite, Laurinda – Science Education, 1991
Authors describe some alternative conceptions held by Portuguese physics students about mechanics and compare students' scientific conceptions with the evolution of historical ideas. Authors contend that teacher knowledge about the history of science can facilitate teaching for conceptual change in physics. (over 20 references) (Authors/PR)
Descriptors: Educational Research, Foreign Countries, Learning Processes, Misconceptions
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Banet; Enrique; Ayuso, Enrique – Science Education, 2000
Examines the knowledge that secondary school students have concerning some basic aspects related to the location of inheritance information before they are taught about genetics. Discusses the effects of traditional instruction in Spain on students' learning. (Author/CCM)
Descriptors: Biological Sciences, Foreign Countries, Genetics, Heredity
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De Posada, Jose Maria – Science Education, 1997
Explores common schemes used by Spanish 10-12th grade students in concrete and abstract contextual situations to explain the internal structure of metals, the causes of electric conduction of metals, and the nature of this current. Concludes that students' conceptions change progressively as they are exposed to additional relevant information in…
Descriptors: Chemistry, Concept Formation, Constructivism (Learning), Electricity
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Rogan, John M. – Science Education, 1988
Considers variables which affect the acquisition of the kinetic theory of heat by children who hold alternative viewpoints. Suggests that the articulation of different viewpoints in no way hinders the acquisition of the desired conceptual framework. Emphasizes the benefit to low-reasoning students in particular. (CW)
Descriptors: Cognitive Structures, Concept Formation, Heat, Kinetic Molecular Theory
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Von Pfuhl Rodrigues, Dulce Madalena Autran – Science Education, 1980
Presented is an experiment investigating children's awareness of regularities in physical phenomena and their capacity for expressing these regularities. Hypothesized and confirmed is that children can use statements with the form and purpose of a physical law. Cartoons related to Archimedes' principle (and connected gravitation and fluid…
Descriptors: Cartoons, Cognitive Development, Educational Research, Elementary Education
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Posner, George J.; And Others – Science Education, 1982
A general model of conceptual change which is largely derived from current philosophy of science, but which can illuminate learning as well, is described. Some features of this model are illustrated by interviews with students studying special relativity in physics. Finally, some pedagogical implications are presented. (Author/PB)
Descriptors: Cognitive Development, Cognitive Processes, Concept Formation, Conservation (Concept)
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