The use of scientific modeling has been shown to be highly effective in the learning of science content in multiple disciplines for non-English Learners (EL). However, the benefits of using this pedagogy with ELs have not been heavily explored. This article discusses the use of modeling-based evolution and population ecology pedagogical units in a…

This article reports a study in which two researchers collaborated with five teachers to facilitate discourse activities aimed to enhance students' learning from practical activities. The paper explores how certain teacher practices support or hinder students' learning. Four cases from the study were analyzed in depth using…

The aim of this study is to advance current understanding of the transactional processes that characterize students' sense-making practices when they are confronted with multiple representations of scientific phenomena. Data for the study are derived from a design experiment that involves a technology-rich, inquiry-based sequence of…

Inquiry is seen as central to the reform of science teaching and learning, but few teachers have experience with scientific inquiry and thus possess very naive conceptions of it. One promising form of professional development, research experiences for teachers (RETs), allows teachers to experience scientific inquiry in the hopes that these…

Investigates the effect of seven different scientific inquiry activities on visitors' understanding of the science underlying an interactive exhibit. Findings indicate that the interpretation activity was the most effective in facilitating visitors' understanding and the prediction activity was the least effective. Other findings are discussed and…

Reports on an exploratory study of how people see and explain a prominent exhibit (Tornado) at an interactive science museum (the Exploratorium). Data was assembled using a novel, technically mediated activity system (Video Traces). Argues that Video Traces is an effective tool and discusses an expanded Video Traces system. (Author/DKM)

Describes five ways that high school students explain a chemical change. Discusses the differences in conceptual understanding of the students based upon their responses to questions about simple reactions. Presents additional classifications of conceptions of chemical reactions done by other researchers. (TW)