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Chan, Kennedy Kam Ho; Xu, Lihua; Cooper, Rebecca; Berry, Amanda; van Driel, Jan H. – Studies in Science Education, 2021
In recent years, teacher noticing has emerged as a construct to capture the dynamic and situational aspects of teaching expertise that underlies teachers' in-the-moment teaching decisions and actions. In mathematics education research, in particular, teacher noticing has been studied to understand how teachers attend to, and make sense of,…
Descriptors: Teaching Methods, Observation, Science Education, Science Instruction
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Nordine, Jeffrey; Fortus, David; Lehavi, Yaron; Neumann, Knut; Krajcik, Joe – Studies in Science Education, 2018
School instruction is critical for helping students use energy as a lens for making sense of phenomena, however, students often struggle to see the usefulness of energy analysis for interpreting the world around them. One reason for this may be an over-reliance on the idea of energy forms in introductory energy instruction, which may…
Descriptors: Energy Education, Systems Approach, Interpretive Skills, Secondary School Science
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Pande, Prajakt; Chandrasekharan, Sanjay – Studies in Science Education, 2017
Multiple external representations (MERs) are central to the practice and learning of science, mathematics and engineering, as the phenomena and entities investigated and controlled in these domains are often not available for perception and action. MERs therefore play a twofold constitutive role in reasoning in these domains. Firstly, MERs stand…
Descriptors: STEM Education, Visualization, Imagination, Cognitive Processes
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Brock, Richard; Taber, Keith S. – Studies in Science Education, 2017
This paper examines the role of the microgenetic method in science education. The microgenetic method is a technique for exploring the progression of learning in detail through repeated, high-frequency observations of a learner's "performance" in some activity. Existing microgenetic studies in science education are analysed. This leads…
Descriptors: Teaching Methods, Science Education, Observation, Data Collection
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Brock, Richard – Studies in Science Education, 2015
Tacit knowledge, that is knowledge not expressible in words, may play a role in learning science, yet it is difficult to study directly. Intuition and insight, two processes that link the tacit and the explicit, are proposed as a route to investigating tacit knowledge. Intuitions are defined as tacit hunches or feelings that influence thought with…
Descriptors: Intuition, Science Education, Epistemology, Cognitive Processes
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Oliver, Mary – Studies in Science Education, 2011
Advances in neuroscience have brought new insights to the development of cognitive functions. These data are of considerable interest to educators concerned with how students learn. This review documents some of the recent findings in neuroscience, which is richer in describing cognitive functions than affective aspects of learning. A brief…
Descriptors: Brain, Cognitive Processes, Scientific Research, Brain Hemisphere Functions
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Zembylas, Michalinos – Studies in Science Education, 2005
The purpose of this paper is to organize and critique the theoretical work done so far on the "relation between the cognitive and the emotional in science learning" and suggest possible directions for research that takes into consideration this relation. In light of the enduring negative effect of much school science on students' emotional…
Descriptors: Constructivism (Learning), Science Education, Emotional Response, Cognitive Processes
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Jegede, Olugbemiro J. – Studies in Science Education, 1995
Discusses how learning occurs and the role of the learning environment as a source of information. Argues that the culture of the learner has a central role in the learning of science using the traditional world view of African students as an example. Contains 124 references. (DDR)
Descriptors: Cognitive Processes, Constructivism (Learning), Cultural Background, Educational Environment
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Bliss, Joan – Studies in Science Education, 1995
Considers the contribution psychology has made to understanding the way children learn science. Reviews the work of Piaget and the subsequent application of his theories to understanding science teaching and learning. Contains 150 references. (DDR)
Descriptors: Cognitive Processes, Constructivism (Learning), Cultural Background, Educational Environment
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Garrett, R. M. – Studies in Science Education, 1986
Reviews studies related to problem solving in science education. Discusses findings in the areas of investigative methods, improvement of problem-solving abilities, task variables (puzzles, problems), and subject variables (cognitive structures, developmental factors, disposition). (ML)
Descriptors: Cognitive Processes, Instructional Improvement, Literature Reviews, Predictor Variables
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Layton, David, Ed. – Studies in Science Education, 1979
Presented are several articles and reviews which are related to science education in the following areas: (1) achievement, mastery, proficiency, competence; (2) personality and the pursuit of science; (3) skill integration, Piaget, and education; (4) recent research grants in the United Kingdom; (5) a listing of theses and dissertations for higher…
Descriptors: Achievement, Annual Reports, Cognitive Processes, Doctoral Degrees
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Driver, Rosalind; Oldham, Valerie – Studies in Science Education, 1986
Reviews the purposes, underlying assumptions, and curriculum development model for the United Kingdom's "Children's Learning in Science Project." Explains the general features and phases of the constructivist approach to learning that the program advocates. Identifies theoretical developments on children's ideas, the constructivist view…
Descriptors: Cognitive Processes, Concept Formation, Elementary School Science, Elementary Secondary Education
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Lovell, Kenneth – Studies in Science Education, 1974
Uses and explains the Piagetian model to provide a conceptual framework for a discussion of intellectual growth in relation to science education and points out inadequacies of the model. (PEB)
Descriptors: Cognitive Development, Cognitive Processes, Concept Formation, Educational Research
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Shayer, M. – Studies in Science Education, 1978
Evaluates the Nuffield Combined Science program in terms of the Piagetian developmental levels required for successful achievement in the various program divisions. (CP)
Descriptors: Cognitive Processes, Curriculum, Educational Research, Evaluation