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Direct linkBrown, Patrick – Science and Children, 2023
Science and engineering practices (SEPs) and crosscutting concepts (CCs) constitute a significant part of "A Framework for K-12 Science Education" (NRC 2012). As teachers, the role of the authors is to highlight the pivotal role that both scientific knowledge and the practices used to generate knowledge play in learning. This article…
Descriptors: STEM Education, Teaching Methods, Scientific Research, Concept Formation
Nie, Ying; Xiao, Yang; Fritchman, Joseph C.; Liu, Qiaoyi; Han, Jing; Xiong, Jianwen; Bao, Lei – International Journal of Science Education, 2019
Knowledge integration is essential to achieve deep conceptual understanding, which requires students to develop well-connected knowledge structures through the central idea of a concept. To effectively represent and analyze knowledge integration, a conceptual framework model on force and motion is developed to map learners' knowledge structures in…
Descriptors: Physics, Middle School Students, Teaching Methods, Science Instruction
Download full textLeong, Sarisavinarinawatie Shahrani Muhammad; Said, Hardimah Mohd; Shahrill, Masitah; Perera, J. S. H. Quintus – International Journal of Environmental and Science Education, 2016
This paper aims to explore how the use of lesson study approach with a constructivist framework could enhance Year 9 students' conceptions of pressure specifically on the topic of manometer reading in determining gas pressure. A diagnostic test was first administered to three Year 10 classes to help teachers identify student difficulties in…
Descriptors: Science Instruction, Scientific Concepts, Teaching Methods, Program Effectiveness
Gonen, Selahattin; Kocakaya, Serhat – Turkish Online Journal of Distance Education, 2010
Students enter the classrooms with a preexisting knowledge of science concepts. These science concepts sometimes show inconsistency with the accepted ones by the scientists and called as misconceptions. Studies applied science field have to get possession of abilities that not only detect these misconceptions also help to solve these problems.…
Descriptors: Physics, Science Education, Science Curriculum, Misconceptions
Dial, Katrina; Riddley, Diana; Williams, Kiesha; Sampson, Victor – Science Teacher, 2009
The law of conservation of mass can be counterintuitive for most students because they often think the mass of a substance is related to its physical state. As a result, students may hold a number of alternative conceptions related to this concept, including, for example, the believe that gas has no mass, that solids have greater mass than fluids,…
Descriptors: Conservation (Concept), Misconceptions, Scientific Concepts, Science Instruction
Pinkerton, K. David – 1997
Any number of successful teaching strategies use a mixture of methods rich in language use to enhance conceptual learning. Not all language-rich teaching leads to equivalent conceptual gain. A year-long study was conducted in three high school physics classes to provide empirical support for the existence of effects of varying level of…
Descriptors: Cognitive Processes, Comparative Analysis, High Schools, Instructional Effectiveness
