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Exploring Chilean Seventh Grade Students' Conceptions of Earth Dynamics before and after Model- and Inquiry-Based Instruction
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Vergara-Díaz, Claudia; Bustamante, Karla; Pinto, Luisa; Cofré, Hernán – Journal of Geoscience Education, 2020
International research has recognized numerous alternative conceptions and obstacles to learning about Earth dynamics. The objective of this research was to evaluate the impact of a teaching intervention that incorporates models and scientific inquiry to promote understanding about Earth dynamics in a group of seventh grade students at a school in…
Descriptors: Grade 7, Elementary School Students, Early Adolescents, Models
Test on the Effectiveness of the Sum over Paths Approach in Favoring the Construction of an Integrated Knowledge of Quantum Physics in High School
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Malgieri, Massimiliano; Onorato, Pasquale; De Ambrosis, Anna – Physical Review Physics Education Research, 2017
In this paper we present the results of a research-based teaching-learning sequence on introductory quantum physics based on Feynman's sum over paths approach in the Italian high school. Our study focuses on students' understanding of two founding ideas of quantum physics, wave particle duality and the uncertainty principle. In view of recent…
Descriptors: Teaching Methods, Science Instruction, Quantum Mechanics, Physics
Science Teacher Candidates' Perceptions about Roles and Nature of Scientific Models
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Yenilmez Turkoglu, Ayse; Oztekin, Ceren – Research in Science & Technological Education, 2016
Background: Scientific models have important roles in science and science education. For scientists, they provide a means for generating new knowledge or function as an accessible summary of scientific studies. In science education, on the other hand, they are accessible representations of abstract concepts, and are also organizational frameworks…
Descriptors: Preservice Teachers, Science Teachers, Teacher Attitudes, Teacher Role
Confronting the Need for Conceptual Change in Pre-Service Science Education
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Schwartz, Marc S.; Shapiro, Irwin I.; Gregory, Bruce – Higher Education Studies, 2013
During a five-year period the authors taught over 100 students in a graduate course (The Nature of Science) counting toward teacher certification at the Harvard Graduate School of Education. Despite the fact that students had undergraduate degrees in the sciences, most of them found the application of models in science challenging and the…
Descriptors: Preservice Teacher Education, Science Education, Scientific Principles, Concept Formation
Color Visions from the Past in Science Teaching within a Cultural Historical Activity Theory (CHAT) Context
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Kolokouri, Eleni; Plakitsi, Katerina – World Journal of Education, 2012
This study uses history of science in teaching natural sciences from the early grades. The theoretical framework used is Cultural Historical Activity Theory (CHAT), which is a theory with expanding applications in different fields of science. The didactical scenario, in which history of science is used in a CHAT context, refers to Newton's…
Descriptors: Science Instruction, Color, Foreign Countries, Science History
[Nature of Scientific Knowledge Scale: Test and Users' Manual].
Rubba, Peter A., Jr. – 1977
The Nature of Scientific Knowledge Scale (NSKS) is a 48 item, Likert-type instrument designed to assess high school students' understanding of the nature of scientific knowledge. This attitude scale is based on a six-factor model adapted from the factor-explication format used by Victor Showalter. Scientific knowledge is characterized as: (1)…
Descriptors: Attitude Measures, College Students, High School Students, Higher Education