Science educators are placing increasing emphasis on the development of students' interdisciplinary competence. This study examined the degree to which disciplinary, cognitive and affective factors could explain students' (N = 385) individual differences in interdisciplinary competence. Multiple linear regression indicated that students'…

The purpose of this article is to introduce a methodology for analyzing the complex configurations emerging in students' speech and drawing activities, having consequences for how and what students learn and make meaning of in science. Accordingly, we launch a methodology to unfold the multidimensional communication as to deepen the analysis of…

Recent reforms in science education shift the focus of instruction to supporting students' sensemaking about phenomena. At the same time, discussions of equity in science education have become more common and more contested. For emergent bilingual (EB) learners, there is growing consensus that these trends together imply valuing diverse linguistic…

School science continues to alienate students identifying with nondominant, non-western cultures, and learners of color, and considers science as an enterprise where success necessitates divorcing the self and corporeal body from ideas and the mind. Resisting the colonizing pedagogy of the mind-body divide, we aimed at creating pedagogical spaces…

Present and future social and ecological challenges are complex both to understand and to attempt to solve. To comprehend the complex systems underlying these issues, students need systems thinking skills. However, in science education, a uniform delineation of systems thinking across contexts has yet to be established. While there seems to be…

Recent calls for reform in K-12 science education and the National Academy of Engineering's Grand Challenges for Engineering in the 21st Century emphasize improving science teaching, students' engagement, and learning. In this study, we designed and implemented a curriculum unit for sixth-grade students (i = 1305). The curriculum unit integrated…

Discipline-based education research (DBER) conducted by faculty within geoscience departments can address identified needs in undergraduate geoscience education. This study explores the evolution of undergraduate geoscience education research (GER) from 1985 to 2016, primarily in terms of the types of published research and secondarily in terms of…

Global carbon cycling describes the movement of carbon through atmosphere, biosphere, geosphere, and hydrosphere; it lies at the heart of climate change and sustainability. To understand the global carbon cycle, students will require "interdisciplinary knowledge." While standards documents in science education have long promoted…

Focuses on changes taking place in the teaching of science as part of general education. Contends that the new science curriculum should be focusing on the utilization of science technology for public welfare and human benefit. (Contains 33 references.) (Author/YDS)

Presents concept mapping as an effective tool for developing an integrated curriculum. Includes examples of concept maps that represent an entire veterinary curriculum, specific courses, and case-based exercises. (21 references) (Author/JRH)

Interview data exemplify students' attempts to integrate the concepts of electrochemistry with related knowledge that they had previously constructed or acquired in other classes. The implications for minimizing potential misconceptions center on the difficulties students experience when using more than one model for explaining scientific…

Reports on a study which investigated the effect of instructional objectives on seventh grade students' attitudes toward science. Results indicated that students in the integrated science program had better attitudes than those receiving traditional instruction. (TW)

Reports on the results of a conference of leaders in science education research held at the University of California, Berkeley, January 16-20, 1986. Describes the themes that emerged from the disucssions and makes four recommendations intended to encourage the development of an integrated research base in science education. (TW)