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Peer reviewedWillson, Victor L. – Journal of Research in Science Teaching, 1990
The use of the expert-novice technique in science education is examined critically. Discussed are four techniques including their methodological limitations. Improvements and alternatives in experimental design are suggested. (Author/CW)
Descriptors: College Science, Higher Education, Learning Strategies, Problem Solving
Peer reviewedBarton, 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
Peer reviewedLather, 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
Peer reviewedRenner, John W.; Marek, Edmund A. – Journal of Research in Science Teaching, 1990
Discussed is the philosophy of the educational purpose of science education, the science involved, and the relationships of students and learning and students and content. A list of 14 references is included. (CW)
Descriptors: Cognitive Development, Cognitive Structures, College Science, Educational Philosophy
Peer reviewedCleminson, Andrew – Journal of Research in Science Teaching, 1990
Examined are two aspects of science education--the nature of science and curriculum reform. Contemporary views on the tentative nature of science and a generative model of learning are synthesized. (KR)
Descriptors: Cognitive Processes, Cognitive Structures, Concept Formation, Curriculum Development
