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Direct linkHa, Heesoo – Research in Science Education, 2022
One main obstacle for instructors in inviting students to design knowledge construction is the tension between prioritizing students' ideas and maintaining the scientific validity of the activity. In this study, as a way of supporting students in shaping their own knowledge construction, the establishment of an audience for knowledge was enacted…
Descriptors: Biology, Science Instruction, Teaching Methods, Validity
Yafeng Zheng; Shebing Sun; Yang Yang; Chang Xu – Research in Science Education, 2024
This study explored the differences in the effects of directive versus reflective feedback on elementary school students' conceptual understanding and epistemological beliefs in a simulation-based online science inquiry environment, by comparing more fine-grained differences in the inquiry behaviors of students who received the two types of…
Descriptors: Feedback (Response), Elementary School Students, Scientific Concepts, Epistemology
Yerdelen-Damar, Sevda; Eryilmaz, Ali – Research in Science Education, 2021
This study investigated the effect of the metacognitive instruction in which students' epistemic cognitions were explicitly addressed, on tenth-grade students' conceptual understandings regarding force and motion. The participants of the study included 107 (49 female, 58 male) tenth-grade students at two public high schools. A quasi-experimental…
Descriptors: High School Students, Grade 10, Metacognition, Epistemology
Yang, Fang-Ying; Liu, Shiang-Yao; Hsu, Chung-Yuan; Chiou, Guo-Li; Wu, Hsin-Kai; Wu, Ying-Tien; Chen, Sufen; Liang, Jyh-Chong; Tsai, Meng-Jung; Lee, Silvia W.-Y.; Lee, Min-Hsien; Lin, Che-Li; Chu, Regina Juchun; Tsai, Chin-Chung – Research in Science Education, 2018
The purpose of this study was to develop and validate an online contextualized test for assessing students' understanding of epistemic knowledge of science. In addition, how students' understanding of epistemic knowledge of science interacts with learner factors, including time spent on science learning, interest, self-efficacy, and gender, was…
Descriptors: Science Education, Knowledge Level, Student Interests, Self Efficacy
Schizas, Dimitrios; Papatheodorou, Efimia; Stamou, George – Research in Science Education, 2018
This study conducts a textbook analysis in the frame of the following working hypothesis: The transformation of scientific knowledge into school knowledge is expected to reproduce the problems encountered with the scientific knowledge itself or generate additional problems, which may both induce misconceptions in textbook users. Specifically, we…
Descriptors: Science Instruction, Textbook Evaluation, Textbooks, Textbook Content
Peker, Deniz; Wallace, Carolyn S. – Research in Science Education, 2011
The purpose of this qualitative interpretive research study was to examine high school students' written scientific explanations during biology laboratory investigations. Specifically, we characterized the types of epistemologies and forms of reasoning involved in students' scientific explanations and students' perceptions of scientific…
Descriptors: Constructivism (Learning), Student Attitudes, Science Laboratories, Biology
