Science teachers' professional learning about student motivation can play a key role in developing their ability to nurture student motivation and cope with motivational challenges. To advance the understanding of how on-the-job discussions facilitate teacher learning about student motivation, this study investigated how elementary-school science…

There have been many practical obstacles for teachers to implement evidence-based educational technology, especially in STEM classrooms. By implementing learning principles related to Cognitive Load Theory, we developed an innovative Technology-Assisted Guided Learning (TAGL) approach and its web-based instructional tool, combining expertise from…

The importance of "size and scale" in nanoscience and engineering has been recognized by both scientists and science educators. A solid understanding of this concept is key to the learning of nanoscience. Students, however, have been reported to have considerable difficulty grasping this concept; yet little is known regarding their state…

This investigation explores the effectiveness of a teacher preparation program aligned with situated learning theory on preservice science teachers' use of technology during their student teaching experiences. Participants included 26 preservice science teachers enrolled in a 2-year Master of Teaching program. A specific program goal was to…

This study examined the influence of field placements settings with varying demographic profiles on preservice elementary teachers. Data were gathered at three points during the participants' final year in their teacher preparation program in order to chart changes over time in science teaching self-efficacy beliefs. These measures were…

In this defense of Piagetian constructivism, sociocultural constructivism is critiqued as nihilistic, culturally relative, and dangerous when placed in the context of real science classrooms. (PR)

Argues that the Piaget's epistemic subject is not supported by evidence and contains weaknesses. Concludes that the epistemic subject is dead and that continued acceptance of this aspect of Piagetian theory would be counterproductive. (PR)

This study examined how 770 nonscience majors, enrolled in a core-curriculum science course, conceptualized their motivation to learn science. The students responded to the Science Motivation Questionnaire, a 30-item Likert-type instrument designed to provide science education researchers and science instructors with information about students'…

The paper focuses on problems science educators and researchers must face before the advantage of paradigms can be realized. Examples of the role of paradigms in physics research are presented. A critique of paradigm use in physics is presented. Future variations of paradigms for science education are discussed. (Author/RE)

Discusses differences between the epistemic and the psychological subject, the relationship between the epistemic subject and the ideal gas law, the development of general cognitive operations, and the empirical testability of Piaget's epistemic subject. (PR)

Supports the assertion that constructivism is a sound theory that explains the practice of science and science pedagogy, and responds to critics of constructivism. Offers a constructivist account of some long-standing epistemological issues. Contains 40 references. (DDR)

Author argues that constructivism is flawed because of its inability to come to grips with the essential issues of culture, power, and discourse in the classroom. Presents an account of a sociocultural approach to teaching based on the notions that learning is situated in contexts, students have their own cultural perspectives, and classroom…

Pre-service teachers face many challenges as they learn to teach in ways that are different from their own educational experiences. Pre-service teachers often enter teacher education courses with pre-conceptions about teaching and learning that may or may not be consistent with contemporary learning theory. To build on preservice teachers' prior…

Reports a study of 922 college students that classified the students based on performance on formal operational reasoning tasks. Students were also administered seven logic tasks. Response patterns were analyzed and found to be similar to patterns derived from the multiple-hypothesis theory of advanced scientific reasoning and different from those…

Presented is a paradigm for science education research. The paradigm advances the reception learning theory, where regularities to be learned are presented explicitly to the learner. A tool for the study of knowledge production in science education, the Gowin "V," is presented. (RE)