Publication Date
| In 2024 | 0 |
| Since 2023 | 1 |
| Since 2020 (last 5 years) | 4 |
| Since 2015 (last 10 years) | 5 |
| Since 2005 (last 20 years) | 9 |
Descriptor
| Concept Formation | 10 |
| Science Education | 10 |
| Literature Reviews | 5 |
| Scientific Concepts | 5 |
| Educational Research | 3 |
| Journal Articles | 3 |
| Models | 3 |
| Science Instruction | 3 |
| Science Process Skills | 3 |
| Teaching Methods | 3 |
| Cognitive Processes | 2 |
| More ▼ | |
Source
| Studies in Science Education | 10 |
Author
Publication Type
| Information Analyses | 10 |
| Journal Articles | 10 |
| Reports - Evaluative | 4 |
| Reports - Research | 3 |
Education Level
| Higher Education | 3 |
| Elementary Education | 2 |
| Elementary Secondary Education | 2 |
| Postsecondary Education | 2 |
| Secondary Education | 2 |
| Adult Education | 1 |
| Early Childhood Education | 1 |
| Kindergarten | 1 |
| Primary Education | 1 |
Audience
| Practitioners | 1 |
| Researchers | 1 |
Location
Laws, Policies, & Programs
Assessments and Surveys
| Draw a Person Test | 1 |
What Works Clearinghouse Rating
Direct linkPotvin, Patrice – Studies in Science Education, 2023
This article presents a critical and systematic review of the science education research literature that explores the response of learners to contradicting information (anomalous data). The review is framed in the cognitive conflict process model (CCPM) and provides an analysis of (1) the types and frequency of possible responses, (2) the…
Descriptors: Science Education, Science Process Skills, Cognitive Processes, Difficulty Level
Weiss, Kathleen A.; McDermott, Mark A.; Hand, Brian – Studies in Science Education, 2022
Educational initiatives in multiple disciplinary areas call for student engagement in the practice of argumentation (CCSSI, 2010a, 2010b; Mullis & Martin, 2017; NGSS Lead States, 2013; OECD, 2018). In science education, immersive argument-based inquiry (ABI) is one category of approaches which integrates argumentation in all classroom activity…
Descriptors: Science Education, Persuasive Discourse, Inquiry, Active Learning
Potvin, Patrice; Nenciovici, Lucian; Malenfant-Robichaud, Guillaume; Thibault, François; Sy, Ousmane; Mahhou, Mohamed Amine; Bernard, Alex; Allaire-Duquette, Geneviève; Blanchette Sarrasin, Jérémie; Brault Foisy, Lorie-Marlène; Brouillette, Nancy; St-Aubin, Audrey-Anne; Charland, Patrick; Masson, Steve; Riopel, Martin; Tsai, Chin-Chung; Bélanger, Michel; Chastenay, Pierre – Studies in Science Education, 2020
In this article, we propose an analysis of the state of, and trends in, the field of conceptual change research in science education through the lens of its models. Using a quantitative approach, we reviewed all conceptual change articles (n = 245) published in five major journals in the field of science education in search of the support that…
Descriptors: Scientific Concepts, Concept Formation, Science Instruction, Science Education
Chang, Hsin-Yi; Lin, Tzung-Jin; Lee, Min-Hsien; Lee, Silvia Wen-Yu; Lin, Tzu-Chiang; Tan, Aik-Ling; Tsai, Chin-Chung – Studies in Science Education, 2020
In this study, we reviewed 76 journal articles on employing drawing assessment as a research tool in science education. Findings from the systematic review suggest four justifications for using drawing as a type of research tool, including assessment via drawing as (a) an alternative method considering young participants' verbal or writing…
Descriptors: Science Education, Formative Evaluation, Student Evaluation, Cognitive Tests
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
Hadenfeldt, Jan Christoph; Liu, Xiufeng; Neumann, Knut – Studies in Science Education, 2014
This manuscript presents a systematic review of the research on how students conceptualise matter. Understanding the structure and properties of matter is an essential part of science literacy. Over the last decades the number of studies on students' conceptions of matter published in peer-reviewed journals has increased significantly. These…
Descriptors: Educational Research, Science Education, Scientific Concepts, Scientific Literacy
Martinez-Garza, Mario; Clark, Douglas B.; Nelson, Brian C. – Studies in Science Education, 2013
This review synthesises research on digital games and science learning as it supports the goals for science proficiency outlined in the report by the US National Research Council on science education reform. The review is organised in terms of these research-based goals for science proficiency in light of their alignment with current science…
Descriptors: Computer Games, Video Games, Science Education, Science Achievement
Hingant, Benedicte; Albe, Virginie – Studies in Science Education, 2010
This literature review provides an overview of recent studies on the introduction of nanosciences and nanotechnologies in secondary education. Four salient research topics have emerged: questions and reflections preceding curriculum development on nanosciences and nanotechnologies lessons; research on students' conceptualisations of nano-related…
Descriptors: Technology, Technological Advancement, Science Education, Secondary Education
Kind, Vanessa – Studies in Science Education, 2009
Pedagogical content knowledge (PCK), since its inception as teacher-specific professional knowledge, has been researched extensively. Drawing on a wide range of literature, this paper seeks to clarify how the potential offered by PCK could be utilised to further develop science teacher education. An analysis of PCK models proposed by various…
Descriptors: Science Teachers, Pedagogical Content Knowledge, Science Education, Teacher Education
Peer reviewedOsborne, Roger; Wittrock, Merlin – Studies in Science Education, 1985
Suggesting that learning be considered as a generative process, attempts to: (1) place generative learning ideas in the context of other viewpoints of learning; (2) explicate key postulates of the generative learning model; and (3) examine implications of these theoretical ideas for teaching, learning, curriculum development, and research. (JN)
Descriptors: Concept Formation, Curriculum Development, Elementary Secondary Education, Learning
