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Showing 1 to 15 of 51 results Save | Export
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Penuel, William R.; Turner, Michael L.; Jacobs, Jennifer K.; Horne, Katie; Sumner, Tamara – Science Education, 2019
The vision for science proficiency presented in "A Framework for K-12 Science Education" calls for significant shifts in both teaching and assessment. In this paper, we describe an effort to develop and validate a set of "proximal transfer tasks" for high school biology classrooms where teachers were implementing a…
Descriptors: Teaching Methods, Science Instruction, Guidelines, Elementary Secondary Education
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Bungum, Berit; Bøe, Maria Vetleseter; Henriksen, Ellen Karoline – Science Education, 2018
Quantum physics challenges our views of the physical world and describes phenomena that cannot be directly observed. The use of language is hence essential in the teaching of quantum physics. With a sociocultural view of learning, we investigate characteristics of preuniversity students' small-group discussions and their potential for enhancing…
Descriptors: Quantum Mechanics, Group Discussion, Science Achievement, Scientific Literacy
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Wade-Jaimes, Katherine; Demir, Kadir; Qureshi, Azhar – Science Education, 2018
Modeling is considered an important scientific practice, and modeling instruction has the potential to support conceptual change in students in physics. However, when students are not taught how to think about modeling, and how to develop and use models, the learning potential of modeling may be limited. This paper argues that the use and explicit…
Descriptors: Energy Education, High School Students, Physics, Educational Strategies
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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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Chang, Hsin-Yi – Science Education, 2018
Research has indicated the importance of representational competence for learning science. Issues related to the nature of students' representational competence, such as how they demonstrate representational competence across different domains of science, require investigation. In the present study, four aspects of representational competence…
Descriptors: Competence, Science Education, Scientific Concepts, Visualization
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Kapon, Suulamit – Science Education, 2017
Learning science involves an ongoing process in which learners construct and reconstruct self-explanations and evaluate their relative soundness. This work coordinates and aligns complementary methodological and theoretical approaches to learning to both unpack sensemaking and better understand the conditions that facilitate it. I conceptualize…
Descriptors: Science Instruction, Teaching Methods, Scientific Concepts, Guidelines
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Patron, Emelie; Wikman, Susanne; Edfors, Inger; Johansson-Cederblad, Brita; Linder, Cedric – Science Education, 2017
Visual representations are essential for communication and meaning-making in chemistry, and thus the representational practices play a vital role in the teaching and learning of chemistry. One powerful contemporary model of classroom learning, the variation theory of learning, posits that the way an object of learning gets handled is another vital…
Descriptors: Visual Stimuli, Chemistry, Science Instruction, Teaching Methods
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Samon, Sigal; Levy, Sharona T. – Science Education, 2017
The study explores how a complexity approach empowers science learning. A complexity approach represents systems as many interacting entities. The construct of micro-macro compatibility is introduced, the degree of similarity between behaviors at the micro- and macro-levels of the system. Seventh-grade students' learning about gases was studied…
Descriptors: Difficulty Level, Systems Approach, Science Education, Secondary School Students
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Brown, Bryan A.; Cooks, Jamal; Cross, Keith – Science Education, 2016
This study used the construct of "lyricism" as an instructional practice to explore the identity connections and cognitive learning potential embedded in instruction in a culturally relevant context. Through a 5-week mixed methods study of students using the principles of lyricism (e.g., metaphor, double entendre, personification,…
Descriptors: Culturally Relevant Education, Mixed Methods Research, Educational Principles, Figurative Language
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Tenenbaum, Harriet R.; To, Cheryl; Wormald, Daniel; Pegram, Emma – Science Education, 2015
Darwinian evolution is difficult to understand because of conceptual barriers stemming from intuitive ideas. This study examined understanding of evolution in 52 students (M = 14.48 years, SD = 0.89) before and after a guided field trip to a natural history museum and in a comparison group of 18 students (M = 14.17 years, SD = 0.79) who did not…
Descriptors: Science Education, Scientific Concepts, Evolution, Genetics
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Jornet, Alfredo; Roth, Wolff-Michael – Science Education, 2015
The aim of this study is to advance current understanding of the transactional processes that characterize students' sense-making practices when they are confronted with multiple representations of scientific phenomena. Data for the study are derived from a design experiment that involves a technology-rich, inquiry-based sequence of…
Descriptors: Science Instruction, Scientific Concepts, Scientific Principles, Concept Formation
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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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Van Dijk, Esther M. – Science Education, 2014
This paper is concerned with the conceptualization of pedagogical content knowledge (PCK) for teaching about the nature of science. In contrast to the view that science teachers need to develop a specific "PCK for nature of science," an alternative, more comprehensive notion of PCK for science teaching is suggested. The point of…
Descriptors: Scientific Literacy, Pedagogical Content Knowledge, Scientific Principles, Science Teachers
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Allchin, Douglas; Andersen, Hanne Moller; Nielsen, Keld – Science Education, 2014
Research has now demonstrated that students can learn nature of science concepts variously through student-led investigations, contemporary cases, and historical cases. Here we articulate more precisely the merits, deficits, and context of each approach and begin to profile how to integrate them as complementary methods. Emphasis now needs to…
Descriptors: Teaching Methods, Science Instruction, Inquiry, Integrated Activities
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Won, Mihye; Yoon, Heojeong; Treagust, David F. – Science Education, 2014
The purpose of this study was to understand how students utilized multiple representations to learn and explain science concepts, in this case the human breathing mechanism. The study was conducted with Grade 11 students in a human biology class. Semistructured interviews and a two-tier diagnostic test were administered to evaluate students'…
Descriptors: Science Instruction, Secondary School Science, Grade 11, Biology
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