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Steven T. Kalinowski; Avital Pelakh – Journal of Research in Science Teaching, 2024
This article presents a simple, cognitive theory of science and learning. The first section of the paper develops the theory's two main propositions: (i) A wide range of scientific activities rely heavily on one type of reasoning, hypothetical thinking, and (ii) This type of reasoning is also useful to students for learning science content. The…
Descriptors: Epistemology, Science Education, Scientific Research, Taxonomy
Ke, Li; Schwarz, Christina V. – Journal of Research in Science Teaching, 2021
Teachers' instructional practices are critical for guiding students' engagement in scientific practices within the classroom knowledge building community. In this study, we seek to understand how teachers' instructional supports of epistemic aspects involved in scientific modeling may influence students' meaningful engagement in the practice. In…
Descriptors: Epistemology, Case Studies, Learner Engagement, Teaching Methods
Tan, Edna; Faircloth, Beverly – Journal of Research in Science Teaching, 2023
This study investigates how recently resettled refugee youth took up STEM-rich making experiences at an after-school community club in relation to negotiating their resettlement process. Using critical participatory ethnography grounded in sustained engagement with and in community, authors 1 and 2 worked with refugee youth through sustained…
Descriptors: Refugees, Epistemology, STEM Education, After School Programs
Chen, Ying-Chih; Techawitthayachinda, Ratrapee – Journal of Research in Science Teaching, 2021
Science teachers usually view students' uncertainty as a barrier to overcome, a negative experience to be avoided, a deficiency in need of remedy. Building on the theory of deep learning in science as a generative and sensemaking process, the purpose of this design-based study is to identify tactics for teachers to manage their students' epistemic…
Descriptors: Science Teachers, Science Instruction, Epistemology, Ambiguity (Context)
Watkins, Jessica; Hammer, David; Radoff, Jennifer; Jaber, Lama Z.; Phillips, Anna M. – Journal of Research in Science Teaching, 2018
Not understanding is central to scientific work: what scientists do is learn about the natural world, which involves seeking out what they do not know. In classrooms, however, the position of not-understanding is generally a liability; confusion is an unfortunate condition to resolve as quickly as possible, or to conceal. In this article, we argue…
Descriptors: Science Education, Science Process Skills, Comprehension, Ambiguity (Context)
Wendell, Kristen B.; Swenson, Jessica E. S.; Dalvi, Tejaswini S. – Journal of Research in Science Teaching, 2019
As engineering learning experiences increasingly begin in elementary school, elementary teacher preparation programs are an important site for the study of teacher development in engineering education. In this article, we argue that the stances that novice teachers adopt toward engineering learning and knowledge are consequential for the…
Descriptors: Epistemology, Science Instruction, Beginning Teachers, Elementary School Teachers

Thomas, Gregory P.; McRobbie, Campbell J. – Journal of Research in Science Teaching, 2001
Uses a constructivist framework in conjunction with an interpretive methodology to investigate the effect of an intervention using the metaphor "learning is constructing" on students' metacognition and learning process. Believes that contextual factors are key determinants of students' propensity towards enhancing their metacognition and…
Descriptors: Chemistry, Constructivism (Learning), Epistemology, Learning Processes

Anderson, 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

Brickhouse, Nancy W.; Dagher, Zoubeida R.; Letts, William J. IV; Shipman, Harry L. – Journal of Research in Science Teaching, 2000
Examines the growth in students' understanding about the nature of astronomy in a one-semester college course. Discusses how students respond to instruction with regard to the extent to which they demand and examine evidence used for justifying claims, integrate scientific and religious views, and distinguish between scientific and nonscientific…
Descriptors: Attitudes, Concept Formation, Epistemology, Higher Education
von Aufschnaiter, Claudia; von Aufschnaiter, Stefan – Journal of Research in Science Teaching, 2003
In the literature, learners' cognitive development is mainly discussed with respect to changes in learners' content-dependent knowledge (conceptual change or growth). Additional dimensions of time and complexity may also be taken into account to describe cognitive processes in at least three dimensions. We discuss these three dimensions of…
Descriptors: Cognitive Development, Advanced Students, Cognitive Processes, Cognitive Structures

Reif, Frederick; Larkin, Jill H. – Journal of Research in Science Teaching, 1991
Scientific and everyday knowledge domains are compared so as to reveal the distinctive differences between their goals and the cognitive processes used to attain them. The main goals, working goals, learning difficulties, knowledge structure, concept specification, knowledge organization, role of school science, program-solving instruction, formal…
Descriptors: Cognitive Structures, Concept Formation, Epistemology, Higher Education

Akerson, Valarie L.; Abd-El-Khalick, Fouad; Lederman, Norman G. – Journal of Research in Science Teaching, 2000
Discusses the influence of a reflective, explicit, activity-based approach to nature of science (NOS) instruction used in an elementary science methods course on preservice teachers' views of some aspects of the nature of science. Finds that participants made substantial gains in their views of some of the target NOS aspects. Advocates a…
Descriptors: Concept Formation, Elementary Education, Epistemology, Knowledge Base for Teaching