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The Epistemic Dimension in the Approach to Questioning in Chemistry Classes: A Comparative Study of Pedagogical Practice in Different Social Contexts
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da Silva, Rivaldo Lopes; dos Santos, Bruno Ferreira – International Journal of Science Education, 2021
The study of questions has occupied a prominent role in the research into classroom discourse. For science teaching, questions are fundamental since they can connect students with the patterns of scientific thinking. In this article, we developed analytical tools to investigate the epistemic dimension of questions in chemistry teaching. We draw…
Descriptors: Questioning Techniques, Science Instruction, Chemistry, Teaching Methods
Why the Covalent Bond Is Such a Complex Concept: A Conceptual Profile Proposal
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Baltieri, Ricardo Santos; Bego, Amadeu Moura; Cebim, Marco Aurélio – International Journal of Science Education, 2021
The learning process of scientific concepts has been investigated and discussed in several studies in recent decades. However, the understanding of this process may be different depending on the psycho-pedagogical approach adopted. From the perspective of the conceptual profile, the same concept can present more than one mode of thinking and way…
Descriptors: Scientific Concepts, Difficulty Level, Chemistry, Misconceptions
Teachers' Knowledge in Argumentation: Contributions from an Explicit Teaching in an Initial Teacher Education Programme
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de Sá Ibraim, Stefannie; Justi, Rosária – International Journal of Science Education, 2016
Many researchers have highlighted the important role of teachers in creating and managing argumentative, as well as the need for teachers, during their training, to have opportunities to develop knowledge about arguments, enabling them to work from the perspective of argumentation. This study investigates to what extent a context of explicit…
Descriptors: Teacher Education Programs, Persuasive Discourse, Foreign Countries, Science Instruction
Pre-University Chemistry Students in a Mimicked Scholarly Peer Review
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van Rens, Lisette; Hermarij, Philip; Pilot, Albert; Beishuizen, Jos; Hofman, Herman; Wal, Marjolein – International Journal of Science Education, 2014
Peer review is a significant component in scientific research. Introducing peer review into inquiry processes may be regarded as an aim to develop student understanding regarding quality in inquiries. This study examines student understanding in inquiry peer reviews among pre-university chemistry students, aged 16-17, when they enact a design of a…
Descriptors: Peer Evaluation, Chemistry, Secondary School Students, Secondary School Science
The Relationships between Modelling and Argumentation from the Perspective of the Model of Modelling Diagram
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Mendonça, Paula Cristina Cardoso; Justi, Rosária – International Journal of Science Education, 2013
Some studies related to the nature of scientific knowledge demonstrate that modelling is an inherently argumentative process. This study aims at discussing the relationship between modelling and argumentation by analysing data collected during the modelling-based teaching of ionic bonding and intermolecular interactions. The teaching activities…
Descriptors: Foreign Countries, Models, Persuasive Discourse, Science Instruction
History and Philosophy of Science through Models: Some Challenges in the Case of "The Atom".
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Justi, Rosaria; Gilbert, John – International Journal of Science Education, 2000
Suggests that the contribution of history and philosophy of science (HPS) to science education can be enhanced through a consideration of scientific models. Analyzes the curriculum and textbooks for 14-16 year olds in Brazil and the United Kingdom and identifies the use of hybrid models. (Contains 35 references.) (Author/YDS)
Descriptors: Atomic Theory, Chemistry, Elementary Secondary Education, Foreign Countries