The core function of science education is to equip students with scientific literacy, enabling them to understand complex environmental challenges and actively engage in proenvironmental behaviors. Therefore, understanding students' conceptions of environmental education is crucial for advancing environmental education. In this study, we explored…

An understanding of how sensemaking unfolds when elementary students engage in engineering design tasks is crucial to advancing engineering teaching and learning at K-12 levels. Sensemaking has been widely studied in the context of science as a discipline. In this paper, we seek to contribute to the more nascent efforts to build theory about the…

Advances the thesis that philosophical questioning should precede or accompany children's participation in science activities in the elementary grades. (CP)

Examines how problem solving in the domain of Mendelian genetics proceeds in situations where solvers' mental models are insufficient to solve problems at hand (model-revising problem solving). The study addressed the heuristics characteristic of successful model-revising problem solving and other aspects of student model use. (LZ)

Tests the applicability of Ausubel's theory to the meaningful learning of intellectual skills. Results of three studies of high school students indicate that advance organizers enhance learning of skills related to solubility product problems. This effect was removed if prior teaching in relevant background knowledge was included. (Author/WB)

Investigated use of concept and Vee-mapping strategies with regular seventh- and eighth-grade science students (N=155), focusing on changes in student acquisition of science knowledge and problem-solving performance. Includes methods of teaching Vee mapping, evaluating the maps, anectdotal records of Piagetian clinical interviews, findings, and…

Discussed is a constructivist model of science learning and its possible use in the treatment of science misconceptions. Science learning as conceptual and methodological change is described. (KR)

Examines various types of problems that researchers have used to demonstrate problem solving. Focuses on genetics problems. Discusses classes of learning outcomes, conceptual knowledge gains, content-independent heuristics, content-specific procedures, understanding the nature of science and a typology of genetics problems. (CW)

Investigates the effect of intensive instruction in cue attendance upon the ability of preservice elementary science methods students to solve paper-and-pencil reasoning tests that require a form of formal operation thought. (Author/HM)