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Kuo, Eric; Hallinen, Nicole R.; Conlin, Luke D. – International Journal of Science Education, 2017
One aim of school science instruction is to help students become adaptive problem solvers. Though successful at structuring novice problem solving, step-by-step problem-solving frameworks may also constrain students' thinking. This study utilises a paradigm established by Heckler [(2010). Some consequences of prompting novice physics students to…
Descriptors: Science Instruction, Physics, Epistemology, Problem Solving
Smolkin, Laura B.; McTigue, Erin M.; Yeh, Yi-fen Y. – International Journal of Science Education, 2013
Given the importance of explanation in science texts for children, this research explored Coh-Metrix as a tool for rapidly determining the presence of explanations in science trade books. Variables from Coh-Metrix specifically addressing cause ("causal content," "causal cohesion," and "positive causal connectives")…
Descriptors: Science Education, Correlation, Textbook Research, Textbook Content
Sins, Patrick H. M.; Savelsbergh, Elwin R.; van Joolingen, Wouter R.; van Hout-Wolters, Bernadette H. A. M. – International Journal of Science Education, 2009
While many researchers in science education have argued that students' epistemological understanding of models and of modelling processes would influence their cognitive processing on a modelling task, there has been little direct evidence for such an effect. Therefore, this study aimed to investigate the relation between students' epistemological…
Descriptors: Educational Practices, Computer Simulation, Cognitive Processes, Epistemology