The goals of science education must be sufficiently broad to support learners navigating changing scientific, social, and media landscapes. This position paper builds upon existing scholarship to articulate a set of constructs useful for navigating the modern information landscape including constructs with a long history in science education…

Providing infrastructure to support student-led research teams at research-extensive universities has been an effective way of dramatically increasing the number of research opportunities available to all undergraduates. While cocurricular, team-based programs are able to scale-up and sustain undergraduate research, their ability to promote…

One barrier to the adoption of evidenced-based teaching practices may be that faculty do not see teaching as an important part of their identities as professionals. Graduate school is a key time for professional identity development, and currently we know little about how doctoral students develop identities as college teachers. In this…

This article develops an argument that the type of intervention research most useful for improving science teaching and learning and leading to scalable interventions includes both research to develop and gather evidence of the efficacy of innovations and a different kind of research, "design-based implementation research" (DBIR). DBIR…

An assessment-oriented design-based research model was applied to existing inquiry-oriented multimedia programs in astronomy, biology, and ecology. Building on emerging situative theories of assessment, the model extends prevailing views of formative assessment "for" learning by embedding "discursive" formative assessment more directly into the…

Given the large continued investment by the federal government in programs that promote academic success and the pursuit of advanced degrees in the sciences among members groups traditionally underrepresented in the sciences, there is a strong need for research which provides rigorous investigations of these programs and their impact on the target…

Provides an orientation to the special journal issue on research methods in science education and lists four questions to which the contributing authors were asked to respond. (PEB)

Discusses the nature and impact of three competing paradigms for science education: agricultural-scientific, anthropological, and philosophical. Illustrates the paradigms with papers presented at recent national conferences on science education research. (MLH)

Discusses quasi-experimental and experimental research methodologies for investigating the relationships among teacher behavior, teacher competencies, student achievement, and student attitude outcomes. (MLH)

Discusses the six volume "Reviews of Research in Science Education," which contains the digests of 400 studies and 623 extensive annotations of studies, and provides a comprehensive guide to the research literature in science education through the year 1957. (MLH)

Examines, in some detail, the process of evaluation and describes methods that have been used in evaluation applied to precollege education. (PEB)

Presents data which leads to the construction of a response to the question of how different phases of the learning cycle influence physics students' content achievement and attitudes. Discusses the importance of the learning cycle in science instruction and the strength of using contrasting techniques (qualitative and quantitative) in research.…

Comments on the study reported by Lawson, Karplus, and Adi (1978) which indicated that formal schemata and propositional logic are not part of the same structured unity of mental operations proposed by Piaget. (HM)

Investigates the cognitive functioning of 106 college freshmen using six paper-pencil Piagetian-based tasks. Results show that only 25 percent of the freshmen tested were reasoning at a formal level. (HM)

Investigated the effect on achievement and retention of providing students enrolled in a grade 11 biology course with precisely stated learning outcomes prior to instruction. Results show that the experimental group performed significantly higher than did the control group on both tests. (HM)