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Direct linkTekkumru-Kisa, Miray; Akcil-Okan, Ozlem; Kisa, Zahid; Southerland, Sherry – Journal of Research in Science Teaching, 2023
Recent instructional reforms in science education aim to change the way students engage in learning in the discipline, as they describe that students are to engage with disciplinary core ideas, crosscutting concepts, and the practices of science to make sense of phenomena (NRC, 2012). For such sensemaking to become a reality, there is a need to…
Descriptors: Science Instruction, Teaching Methods, Educational Change, Thinking Skills
Fick, Sarah J.; Arias, Anna Maria – Journal of Research in Science Teaching, 2022
New reforms in science education call for three-dimensional learning by integrating disciplinary core ideas, science and engineering practices, and "crosscutting concepts" (CCCs). These reforms defined the new term, crosscutting concept (CCC), as a lens that has explanatory power across disciplines. To describe how researchers are…
Descriptors: Science Education, Scientific Concepts, Educational Change, Teaching Methods
Peer reviewedAnderson, O. Roger – Journal of Research in Science Teaching, 1992
This paper examines how some fundamental mechanisms of nervous system activity can explain human information processing and the acquisition of knowledge and provides additional theoretical support for constructivist applications to science education reform. The implications for scientific epistemology and conceptual change processes in science…
Descriptors: Cognitive Processes, Educational Change, Epistemology, Higher Education
Peer reviewedGlasson, George E.; Lalik, Rosary V. – Journal of Research in Science Teaching, 1993
This study investigated whether Science Curriculum Improvement Study or more recent interpretations of the learning cycle could be used by teachers to engage students in social constructivist learning. Two researchers and six science teachers implemented instruction based on the reciprocal use of language and action. Changing beliefs and practices…
Descriptors: Constructivism (Learning), Educational Change, Educational Research, Elementary Education
Peer reviewedMarek, Edmund A.; And Others – Journal of Research in Science Teaching, 1990
This study examined the relationship that exists between high school teachers' (n=25) understanding of the Piagetian developmental model of intelligence; its inherent teaching procedure, the learning cycle, and classroom teaching practices. The teachers who exhibited a sound understanding of the model were more likely to effectively implement the…
Descriptors: Educational Change, Educational Research, High Schools, Inservice Education
O'Neill, D. Kevin; Polman, Joseph L. – Journal of Research in Science Teaching, 2004
In recent years, a number of curriculum reform projects have championed the notion of having students do science in ways that move beyond hands-on work with authentic materials and methods, or developing a conceptual grasp of current theories. These reformers have argued that students should come to an understanding of science through doing the…
Descriptors: Teaching Methods, Scientists, Investigations, Educational Change
