Machine learning (ML) has become commonplace in educational research and science education research, especially to support assessment efforts. Such applications of machine learning have shown their promise in replicating and scaling human-driven codes of students' work. Despite this promise, we and other scholars argue that machine learning has…

This study uses a new-to-educational-research methodology, based on the legal process, to build a case that U.S. students have been largely ignored in discussion and planning for their own, presumed futures. A variety of evidence, from two large and distinct data bases, is drawn together to show: (1) students perceive their classrooms in ways…

This study employed hierarchical linear models (HLM) to investigate Peer-Led Guided Inquiry (PLGI), a teaching practice combining cooperative learning and inquiry and tailored for a large class. Ultimately, the study provided an example of the effective introduction of a reform pedagogical approach in a large class setting. In the narrative, the…

This article is situated within a theoretical framework, "instructional congruence," articulating issues of student diversity with the demands of academic disciplines. In the context of a large-scale study targeting elementary school science, the article describes a research instrument that aims to combine the strengths of both quantitative and…

This paper is an analysis of the available literature to ascertain the use of models in science education research. The necessity and value of such schemes, procedures appropriate to develop relevant models, and the criteria for evaluating such models are discussed. (Author/MA)

Criticizes weaknesses in the Gagne research model for checking the validity of learning hierarchies, and proposes a new model which is designed to overcome these weaknesses. (JR)

The purpose of this investigation was to test extensions of a model of concept learning. The investigators examined the applicability of a mathematical model to the learning of selected science concepts. Findings suggest that certain extensions of the model may apply for a complex concept identification task. (Author/MA)

Hypothesized that instructional methods employing concrete models and exemplars of a concept will lead to better student understanding at both the concrete and formal operational levels of cognitive development. However, concrete operational students did not profit from the instructional methods and results were not clear for early formal…

An instrument to assess specific attitudes toward humanistic teaching strategies as well as toward science teaching was designed. (Author/GA)

This position paper briefly highlights the more pervasive research and applications problems in science education and suggests a possible way to organize ideas so that psychological paradigms will have educational value. (CS)

Comments that a previously published educational research article did not include sufficient background information about previous research. (MLH)

Points out the fact that Piaget's objections to tests as ways of identifying cognitive structures and processes have been largely ignored in most of the replication studies conducted by English and American psychologists. (PEB)

The paper focuses on problems science educators and researchers must face before the advantage of paradigms can be realized. Examples of the role of paradigms in physics research are presented. A critique of paradigm use in physics is presented. Future variations of paradigms for science education are discussed. (Author/RE)

The purpose of this article is to introduce a definition of science that may be useful as an alternative to those that are typically found in the literature, and to present research indicating its potential effectiveness. (PR)

The first part of the paper describes the nature of scientific revolutions and how paradigms of scientists drive these revolutions. Against their background, the second part describes studies of the impact of paradigm-based research on the classroom. The third part speculates on the likelihood of a science teaching revolution. (Author/RE)