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Thomas, Gregory P.; Anderson, David – Research in Science Education, 2013
Despite science learning in settings such as science museums being recognized as important and given increasing attention in science education circles, the investigation of parents' and their children's metacognition in such settings is still in its infancy. This is despite an individual's metacognition being acknowledged as an important influence…
Descriptors: Museums, Science Education, Parent Child Relationship, Parents
Park, Hyun Ju – Research in Science Education, 2007
The theory of conceptual change is criticized because it focuses only on supposed underlying logical structures and rational process processes, and lacks attention to affective aspects as well as motivational constructs in students' learning science. This is a vast underestimation of the complexity and diversity of one's change of conceptions. The…
Descriptors: High School Students, High Schools, Science Teachers, Concept Formation
Peer reviewed
Baird, John R.; Penna, Chris – Research in Science Education, 1996
Explores the nature and extent of perceived challenge in learning and teaching science. Teachers (n=7) and students (n=37) in 5 secondary schools were the subjects of this study. Findings suggest that many students are insufficiently challenged by the science they learn in school and many teachers are insufficiently challenged by the task of…
Descriptors: Attitudes, Cognitive Processes, High School Students, Job Satisfaction
Peer reviewed
Chin, Christine; Brown, David E. – Research in Science Education, 2000
Correlates the kinds of strategies associated with a deep approach to learning science. Analyzes the interactions of two groups of grade 8 students while they were engaged in hands-on science activities during instruction in a chemistry unit. Focuses on two students who showed a deep approach to learning. (Contains 47 references.) (Author/YDS)
Descriptors: Chemistry, Cognitive Style, Concept Formation, Epistemology