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Baytelman, Andreani; Iordanou, Kalypso; Constantinou, Constantinos P. – Journal of Research in Science Teaching, 2020
This study investigates whether university students' epistemic beliefs and prior knowledge about controversial socioscientific issues (SSIs) can predict the different types of arguments that students construct. Two hundred forty-three university students were asked to construct different types of supportive arguments--social, ethical, economic,…
Descriptors: Epistemology, Beliefs, Prior Learning, Persuasive Discourse
Tiberghien, Andrée; Cross, David; Sensevy, Gérard – Journal of Research in Science Teaching, 2014
This paper deals with the joint construction of knowledge by the teacher and the students in a physics classroom. It is focused on the status of epistemic certainty/uncertainty of knowledge. The same element of knowledge can be introduced as possible and thus uncertain and then evolve towards a status of epistemic certainty; the status of other…
Descriptors: Knowledge Level, Physics, Science Instruction, Epistemology
Sherin, Bruce L.; Krakowski, Moshe; Lee, Victor R. – Journal of Research in Science Teaching, 2012
This article is concerned with "commonsense science knowledge", the informally gained knowledge of the natural world that students possess prior to formal instruction in a scientific discipline. Although commonsense science has been the focus of substantial study for more than two decades, there are still profound disagreements about its nature…
Descriptors: Cognitive Structures, Scientific Concepts, Concept Formation, Misconceptions
Zeineddin, Ava; Abd-El-Khalick, Fouad – Journal of Research in Science Teaching, 2010
Reasoning skills are major contributors to academic and everyday life success. Epistemological commitments (ECs) are believed to underlie reasoning processes and, when considered, could do much in delineating the complex nature of scientific reasoning. This study examined the relationship between ECs and scientific reasoning among college science…
Descriptors: College Science, Undergraduate Students, Thinking Skills, Science Process Skills

Windschitl, Mark; Andre, Thomas – Journal of Research in Science Teaching, 1998
Investigates the effects of a constructivist versus objectivist learning environment on college students' conceptual change using a computer simulation of the human cardiovascular system as an instructional tool. Contains 33 references. (DDR)
Descriptors: Computer Uses in Education, Concept Formation, Constructivism (Learning), Educational Strategies