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Duncan, Ravit Golan; Chinn, Clark A.; Barzilai, Sarit – Journal of Research in Science Teaching, 2018
Practices of generating, analyzing, and using evidence play a central role in the Framework for K-12 Science Education and the NGSS. However, the construct of evidence remains largely underspecified in these documents, providing insufficient guidance on how to engage students with the broad and complex nature of evidentiary reasoning. This creates…
Descriptors: Science Education, Elementary Secondary Education, Evidence Based Practice, Standards
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Kampourakis, Kostas – Journal of Research in Science Teaching, 2016
Teaching about nature of science (NOS) is considered as an important goal of science education in various countries. Extensive empirical research about how some aspects of NOS can be effectively taught is also available. The most widely adopted conceptualization of NOS is based on a small number of general aspects of NOS, which fall into two…
Descriptors: Science Education, Scientific Principles, Science Instruction, Teaching Methods
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Gunckel, Kristin L.; Tolbert, Sara – Journal of Research in Science Teaching, 2018
The push for STEM has raised the visibility of engineering as a discipline that all students should learn. With the release of the "Framework for K-12 Science Education" and the Next Generation Science Standards (NGSS), engineering now has an official place in the science curriculum. In both the "Framework" and the NGSS,…
Descriptors: Engineering Education, Science Instruction, Standards, Elementary Secondary Education
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Anderson, Dianne L.; Fisher, Kathleen M.; Smith, Mike U. – Journal of Research in Science Teaching, 2010
Biology instructors from middle school to university level recognize that natural selection is an essential topic in the curriculum. Numerous studies have shown the prevalence of many alternative conceptions about evolution that persist despite instruction in student populations all over the world. Having valid, reliable and easily used…
Descriptors: Biology, Teaching Methods, Science Education, Science Instruction
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Hurd, Paul DeHart – Journal of Research in Science Teaching, 1993
This comment was written in the spirit of restoring the productivity and visibility of science education research and to frame a more provocative and formative role in directing efforts to modernize teaching. (PR)
Descriptors: Educational Change, Educational Research, Elementary Secondary Education, Science Curriculum
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Duschl, Richard A.; Gitomer, Drew H. – Journal of Research in Science Teaching, 1991
A model of the character and mechanism for knowledge restructuring is presented and a model of educational practice designed to facilitate this form of restructuring is described. A broadened and integrated view of assessment and instruction called a portfolio culture, central to the educational model, is discussed. (KR)
Descriptors: Cognitive Development, Elementary Secondary Education, Epistemology, Evaluation Methods
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Wandersee, James H. – Journal of Research in Science Teaching, 1992
After proposing and defining the superordinate concept of "historicality," fundamental interrelationships between time, events, memory, meaning, personal knowledge, public knowledge, and the histories of science are explored. Relevant research findings that demonstrate the confluence of scholarly thought concerning historicality across…
Descriptors: Cognitive Development, Concept Formation, Elementary Secondary Education, Hermeneutics
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Charron, Elisabeth – Journal of Research in Science Teaching, 1991
There is a need for research that depicts better-differentiated social contexts for science education in their full complexity. Social scientists have developed a promising model for research in context. Three critical conceptual and methodological strands of the model are discussed, along with their implications for science education research.…
Descriptors: Cultural Influences, Educational Research, Educational Trends, Elementary Secondary Education
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Barton, Angela Calabrese; Osborne, Margery D. – Journal of Research in Science Teaching, 1998
Presents the focus of this theme issue that is devoted to examining critical, feminist, and poststructural theories and the implications these theories have for considering the ideal, a science education for all children. (PVD)
Descriptors: Consciousness Raising, Critical Theory, Cultural Differences, Educational Change
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Cavazos, Lynnette; Hazelwood, Constanza Chiappe; Howes, Elaine V.; Kurth, Lori; Lane, Paula; Markham, Laura; Richmond, Gail; Roth, Kathleen J. – Journal of Research in Science Teaching, 1998
The WISE Group is a group of women who have been exploring feminism and relationships among teaching, research, and activist goals. The Call to Action illustrates the different arguments about science teaching and learning, one from a more traditional perspective and another from a feminist perspective. The primary goal of activism is to challenge…
Descriptors: Consciousness Raising, Cultural Differences, Educational Change, Elementary Secondary Education
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Lather, Patti – Journal of Research in Science Teaching, 1998
The article to which this essay responds advises risky practices that trouble traditional distinctions between science and not-science (things not scientific in nature), particularly its argument to politicize science as a way to organize teaching. Raises questions about science as a regime of truth in a place where such questions carry much…
Descriptors: Consciousness Raising, Content Area Writing, Critical Theory, Educational Change
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Zoller, Uri – Journal of Research in Science Teaching, 1990
Selective illustrative examples of students' learning difficulties and misconceptions in first-year general and organic chemistry are presented in the students' terms, followed by strategies the author uses to overcome the difficulties. Suggests that student misconceptions in first-year chemistry are not interrelated logically and are not prone to…
Descriptors: Chemistry, Cognitive Mapping, Cognitive Structures, College Science
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Cullen, John – Journal of Research in Science Teaching, 1990
Provides examples of how concept mapping can be used to help overcome misconceptions in college chemistry. (PR)
Descriptors: Chemistry, Cognitive Mapping, Cognitive Structures, College Science