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Howitt, Susan M.; Wilson, Anna N. – Science Education, 2018
Scientists use judgment in deciding what and how much data to present in publications but science degrees rarely address this issue. Instead, scientific knowledge is presented as certain and students have limited opportunities to use their own judgment in the laboratory. A consequence of this may be that students approach science with a moral…
Descriptors: Ethics, Epistemology, Moral Development, Student Development
Palmer, David – Science Education, 2011
Low teacher self-efficacy is an important factor constraining the teaching of science at the elementary level. This study was designed to investigate the effectiveness of particular sources of efficacy information for enhancing the science teaching self-efficacy of practicing elementary teachers. Twelve teachers participated in an intervention…
Descriptors: Feedback (Response), Intervention, Self Efficacy, Science Instruction

Zady, Madelon F.; Portes, Pedro R.; Ochs, V. Dan – Science Education, 2003
Examines the cognitive supports that underlie achievement in science using a cultural historical framework and the activity setting (AS) construct with five features: personnel, motivation, scripts, task demands, and beliefs. Reports four emergent phenomena--science activities, the building of learning, meaning in lessons, and the conflict over…
Descriptors: Academic Achievement, Cognitive Development, Elementary Education, Learning Processes
Krnel, Dusan; Glazar, Sasa S.; Watson, Rod – Science Education, 2003
The development of the concept of matter was explored in children aged 3-13. Eighty four children were asked to classify four sets of objects and matter and to explain their classifications during interviews. Younger children tended to classify using a mixture of extensive properties (properties of objects) and intensive properties (properties of…
Descriptors: Scientific Concepts, Cognitive Development, Concept Formation, Science Instruction

Villani, A. – Science Education, 1992
Uses Laudan's model of scientific change to obtain corresponding features on conceptual change in science learning. Discusses some practical consequences for science education. (MDH)
Descriptors: Cognitive Development, Concept Formation, Elementary Secondary Education, Learning Strategies

Anderson, O. Roger – Science Education, 1997
Synthesizes current thought in neuropsychology, philosophy of cognition, and science education. Suggests that dualistic views and those based solely on biological structural-functional analyses may be insufficient to explain the active role of the learner. Presents 10 principles of neurocognition as a context for analysis of learner-centered…
Descriptors: Active Learning, Cognitive Development, Educational Change, Educational Strategies

Ehindero, O. J. – Science Education, 1984
Investigated whether instructing children in the component skills underlying Piagetian transitivity tasks would increase their performance on both transitivity-related tasks and on reasoning tasks not directly related to transitivity. Results indicate that incorporating the quantification of certain abstract symbols, training can influence…
Descriptors: Cognitive Development, Cognitive Processes, Elementary Education, Elementary School Science

Wheeler, Alan E.; Kass, Heidi – Science Education, 1978
Reports a study of 99 twelfth graders to determine the nature and extent of misconceptions in chemical equilibirum and its relationship to achievement on tasks involving concrete and formal thought. Results indicate assessment of the student's cognitive level of development should be attempted prior to introducing formal level chemical…
Descriptors: Chemical Equilibrium, Chemistry, Cognitive Development, Educational Research

Shuell, Thomas J. – Science Education, 1987
Addresses the importance of recognizing the prior knowledge and misconceptions of science educators. Provides perspectives on the nature of knowledge, conceptions of learning, nature of science and of teaching, and the relationship between general principles of learning and teaching. (ML)
Descriptors: Cognitive Development, Cognitive Processes, Cognitive Psychology, Epistemology

Anderson, David; Lucas, Keith B.; Ginns, Ian S.; Dierking, Lynn D. – Science Education, 2000
Reports on part of a larger study of how 11- and 12-year-old students construct knowledge of electricity and magnetism by drawing on aspects of their experiences during the course of a school visit to an interactive science museum and subsequent classroom activities linked to the science museum exhibits. (Contains 24 references.) (Author/YDS)
Descriptors: Cognitive Development, Concept Mapping, Electricity, Elementary Education

Stenhouse, David – Science Education, 1986
Offers perspectives on how conceptual changes actually take place in students. Proposes that elements of Kuhn's concept of scientific paradigms and Wittgenstein's concept of the "language-game" be considered in an analysis of conceptual change. Explains how components of these models relate to science learning. (ML)
Descriptors: Cognitive Development, Concept Formation, Elementary School Science, Elementary Secondary Education

Brandwein, Paul F. – Science Education, 1979
Presents a general theory of instruction which suggests that the teacher's function is to create a new environment in which effective instructed learning occurs. Illustrations for this theory with reference to science instruction and a review of prior statements identifiable as theory are also included. (HM)
Descriptors: Cognitive Development, Educational Theories, Instruction, Learning
A Study of Consistency in the Use of Students' Conceptual Frameworks Across Different Task Contexts.

Clough, Elizabeth Engel; Driver, Rosalind – Science Education, 1986
Explores the issue of the consistency of use of students' conceptions across different tasks which probed understandings of aspects of pressure, heat, and biological evolution. Findings indicate that children have alternative frameworks for all investigated areas. (ML)
Descriptors: Biology, Cognitive Development, Concept Formation, Evolution

Holliday, William G.; And Others – Science Education, 1985
Presents a summary of science education research for 1983. The 422 reports reviewed were placed into one of seven clusters for analysis/discussion: learning and instruction; curriculum development and evaluation; cognitive development studies; test development; teacher education; science education research completed in foreign countries; and…
Descriptors: Cognitive Development, Curriculum Development, Elementary Secondary Education, Higher Education

Raven, Ronald J. – Science Education, 1987
Discusses a study which compared differences in ratio construction made by high school freshman and junior students. Reports that more freshmen than juniors selected solutions involving one variable, whereas juniors chose solutions that coordinated two variables in a mathematical or verbal rule. Reviews implications in problem solving and concept…
Descriptors: Cognitive Development, Cognitive Processes, Formal Operations, Instructional Improvement