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Torres, Joana; Vasconcelos, Clara – Education Sciences, 2021
Currently, it is considered fundamental to improve students' views of the nature of science (NOS) in science classes. In addition, models are also important in science education, not only as contributors for students to develop their views of the NOS, but also for them to develop conceptual knowledge, as well as inquiry skills. Teachers greatly…
Descriptors: Models, Scientific Principles, Science Education, Elementary Secondary Education
Reinisch, Bianca; Krüger, Dirk – Research in Science Education, 2018
In research on the nature of science, there is a need to investigate the role and status of different scientific knowledge forms. Theories and models are two of the most important knowledge forms within biology and are the focus of this study. During interviews, preservice biology teachers (N = 10) were asked about their understanding of theories…
Descriptors: Scientific Principles, Biology, Preservice Teachers, Science Teachers
Beck, Christina; Nerdel, Claudia – Contributions from Science Education Research, 2019
Dealing with multiple external representations (MERs) in science education is the key to students' understanding of science communication and becoming scientifically literate. It is generally accepted that learning scientific concepts, processes, and principles requires understanding and interacting with MERs. Science can be understood as a…
Descriptors: Biology, Science Instruction, Models, Visual Aids
Robischon, Marcel A. – American Biology Teacher, 2014
Gas diffusion, as a basis for complex biological processes such as respiration, is a core principle for understanding fundamental physiology. Students, however, often find these concepts challenging, in particular when expressed formally as in Fick's law of gas diffusion. This introduction to Fick's law uses the representations of…
Descriptors: Science Instruction, Biology, Physiology, Scientific Concepts
Krell, Moritz; Upmeier zu Belzen, Annette; Krüger, Dirk – Research in Science Education, 2014
It is argued that knowledge about models is an important part of a profound understanding of Nature of Science. Consequently, researchers have developed different "levels of understanding" to analyse students', teachers', or experts' comprehension of this topic. In some approaches, "global" levels of understanding have been…
Descriptors: Foreign Countries, Models, Secondary School Students, Biology
Lau, Kwok-chi – American Biology Teacher, 2013
This article presents a tangible model used to help students tackle some misconceptions about enzyme actions, particularly the induced-fit model, enzyme-substrate complementarity, and enzyme inhibition. The model can simulate how substrates induce a change in the shape of the active site and the role of attraction force during enzyme-substrate…
Descriptors: Models, Biochemistry, Misconceptions, Scientific Methodology
Svoboda, Julia; Passmore, Cynthia – Science & Education, 2013
Modeling, like inquiry more generally, is not a single method, but rather a complex suite of strategies. Philosophers of biology, citing the diverse aims, interests, and disciplinary cultures of biologists, argue that modeling is best understood in the context of its epistemic aims and cognitive payoffs. In the science education literature,…
Descriptors: Biology, Models, Science Education, Educational Strategies
Bogiages, Christopher A.; Lotter, Christine – Science Teacher, 2011
In their research, scientists generate, test, and modify scientific models. These models can be shared with others and demonstrate a scientist's understanding of how the natural world works. Similarly, students can generate and modify models to gain a better understanding of the content, process, and nature of science (Kenyon, Schwarz, and Hug…
Descriptors: Scientific Principles, Biology, Science Education, Science Instruction
Gobert, Janice D.; O'Dwyer, Laura; Horwitz, Paul; Buckley, Barbara C.; Levy, Sharona Tal; Wilensky, Uri – International Journal of Science Education, 2011
This research addresses high school students' understandings of the nature of models, and their interaction with model-based software in three science domains, namely, biology, physics, and chemistry. Data from 736 high school students' understandings of models were collected using the Students' Understanding of Models in Science (SUMS) survey as…
Descriptors: Test Content, Scientific Principles, Physics, Chemistry
Koksal, Mustafa Serdar – Asia-Pacific Forum on Science Learning and Teaching, 2009
The "explicit-reflective-embedded" approach is an effective way of teaching nature of science (NOS). But, the studies have not provided a clear or explicit definition of the approach in terms of an instructional design framework. The approach has two sides including embedding into content knowledge and purposively teaching the NOS aspects as a…
Descriptors: Delphi Technique, Instructional Design, Scientific Principles, Biology
Melville, Wayne; Fazio, Xavier – Science Teacher, 2007
Due to his work to determine how cholera was spread in the 18th century, John Snow (1813-1858) has been hailed as the father of modern epidemiology. This article presents an inquiry model based on his life and work, which teachers can use to develop a series of biology lessons involving the history and nature of science. The lessons presented use…
Descriptors: Scientific Principles, Science Programs, Epidemiology, Science Instruction

Cartier, Jennifer L.; Stewart, Jim – Science and Education, 2000
Describes a high school biology curriculum designed to give students opportunities to learn about genetic inquiry in part by providing them with authentic experiences doing inquiry in the discipline. (Contains 29 references.) (Author/WRM)
Descriptors: Biology, Epistemology, Genetics, Hands on Science

Bortone, Stephen A. – American Biology Teacher, 1979
Presents a model for teaching the principles of evolution. The model presents three major factors that direct changes and affect an individual's fitness. Uses and adaptations of the model are suggested. (Author/SA)
Descriptors: Biological Influences, Biology, College Science, Evolution
National Aquarium in Baltimore, MD. Dept. of Education. – 1997
"Living in Water" is a classroom-based, scientific study of water, aquatic environments, and the plants and animals that live in water. The lessons in this curriculum integrate basic physical, biological, and earth sciences, and mathematics. The integration of language arts is also considered essential to its success. These lessons do not require…
Descriptors: Biological Sciences, Biology, Classification, Earth Science