This paper provides a critical and detailed study of what researchers in the fields of contemporary cognition and neuroscience have revealed about the blurred boundary between perception and cognition. We set out the arguments with a view to what researchers and teachers should now consider regarding the subtleties of their interrelationship in…

This paper reports on a study aiming at examining whether online argumentation enhance the teacher candidates' scientific habits of mind (SHOM). The study was carried out as a pre-experimental design including pre and post-test. Scientific Habits of Mind scale, interviews and written arguments were used as data collection tools. Google Classroom,…

Active inquiry plays a key role in science education. To facilitate children's motivation, alternate reality games are applied to engage children actively in inquiry in authentic learning contexts. However, the complexity of real-world contexts and the ambiguity of game puzzles increase the difficulty for children to conduct effective inquiries.…

Presents a position strongly advocating inquiry training in science for students at all levels, but particularly at the elementary level. (SL)

Discusses different roles the problem statement can play in inquiry and some resulting classroom implications. (SL)

Explores the differences between deep and surface approaches to learning science. Findings indicate that the deep-surface learning differences fall into five categories: (1) generative thinking; (2) nature of explanations; (3) asking questions; (4) metacognitive activity; and (5) approach to tasks. Suggests that teachers can encourage a deep…

A sample of ninth-grade students utilizing the Intermediate Science Curriculum Study (ISCS) and other materials was used to investigate the relationship between cognitive preferences and science process achievement. The three cognitive preferences examined were: (1) application; (2) memorization; and (3) questioning. (HM)

This booklet provides methods that teachers can use to analyze questioning techniques and suggests ways that teachers can develop variety in the type of questions they ask. Both Bloom's "Taxonomy of Educational Objectives, Handbook I: Cognitive Domain," and the Question Category System for Science are discussed as systems for classifying…

Provides guidelines for conducting and interpreting interviews aimed at assessing the cognitive concepts of young children. Discusses the content, task, questions, and format of the interview, listing 16 points of advice for interviewers. Also elaborates on the value and use of structured interviews. (JM)

Determined if student questioning skills could be taught within framework of an ongoing chemistry course and if acquisition of these skills depends on high school students' (N=108) level of intellectual development. Results indicate that questioning skills can be acquired by students, regardless of their level of Piagetian intellectual…

Discusses the importance of questioning as a means of achieving independent intelligence, critical thinking, and learning to learn. Advocates a science program that encourages investigation, discovery, and questioning. (MA)

Examines the way children learn from each other in the science classroom, and in particular deals with the question: "What can we do in teacher training to help teachers learn how to foster child-child learning?" (JR)

Describes a teaching technique based on using children's questions as a formative and summative assessment tool with emphasis placed on children's answers as well as their questions. Children's explanations clearly show their thinking. Eliciting further explanations allows children to look deep into their understanding and construct meanings for…

Evaluates junior high students' understanding of certain aspects of the particle model of matter using a Piaget-type interview. Approximately 70 students from grades seven, eight, and nine in several midwestern schools in the U.S. were interviewed. (HM)

Presents a study to evaluate the cognitive level of questions in middle school science textbooks. Questions and their location were coded from six randomly selected chapters in eight middle school science textbooks. Results indicated that input level questions were the dominant question type, probably leading to students functioning at lower…