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Huinan Liu; Bo Chen; Sihui Huang; Songting Yao; Wenqi Zhao; Ziyin Li – Science & Education, 2025
The diversity of scientific methods has received widespread attention and recognition in recent years. Brandon's Matrix illustrated four categories of scientific methods, which was applied to establish the analytical framework of this study. This paper adopted content analysis to investigate how the diversity of scientific methods is represented…
Descriptors: Science Education, Chemistry, Scientific Methodology, Foreign Countries
Bo Chen; Huinan Liu; Yufeng Xu; Qi Yang; Hui Wu; Ziyin Li – Journal of Chemical Education, 2024
The diversity of scientific methods has received widespread recognition in recent years. The purpose of this review is to analyze the changes in the representation of laboratory work in Chinese senior high school chemistry textbooks in the past 30 years from the perspective of the diversity of scientific methods. This study was based on Brandon's…
Descriptors: Textbook Evaluation, High School Seniors, Scientific Methodology, Textbook Content
Saribas, Deniz; Akdemir, Zeynep Gonca – Research in Science & Technological Education, 2022
Our past experiences in science teacher education inferred that using scientific practices in science teaching courses and supporting pre-service teachers' efforts to integrate these into their teaching allow them to gain confidence in analysing and interpreting empirical data. However, those efforts sometimes do not provide sufficient help for…
Descriptors: Action Research, Preservice Teachers, Elementary School Teachers, Scientific Methodology
Cullinane, Alison; Hillier, Judith; Childs, Ann; Erduran, Sibel – Research in Science Education, 2023
This article utilizes a framework for classifying different scientific methods suggested by a philosopher of science (Brandon "Synthese," 99, 59-73, 1994) called Brandon's Matrix. It presents findings from teachers who took part in a funded project in England that looked at the nature of scientific methods in science investigations.…
Descriptors: Teacher Attitudes, Matrices, Science Instruction, Teaching Methods
Price, Gareth; Bevins, Stuart – Electronic Journal for Research in Science & Mathematics Education, 2021
We have argued that science in general, and scientific inquiry in particular, is a human activity and that current models to describe science (either as Scientific Method or as a Body of Knowledge) tend to underestimate the significance of human beings in the phenomenon. Our earlier paper (Bevins & Price, 2016) suggests a model to correct this…
Descriptors: Inquiry, Scientific Principles, Scientific Methodology, Science Education
Ioannidou, Olga; Finch, Katy; Erduran, Sibel – Journal of Education for Teaching: International Research and Pedagogy, 2022
A significant issue in the teaching, learning and summative assessment of practical science is that the underpinning model of scientific methods is based on a fairly simplistic and linear account that does not represent how scientists actually do practical work. In this paper, we examine how science teachers in England and Wales view scientific…
Descriptors: Secondary School Teachers, Science Instruction, Scientific Methodology, Science Teachers
Caroline W. Stabile – ProQuest LLC, 2021
There is a call in science education for students to be in the business of "doing science," rather than "doing the lesson" (Jimenez-Aleixandre et al., 2000). Developing explanatory models is one important strategy for sensemaking in science. Teachers' knowledge plays a critical role in how classroom interactions are framed and…
Descriptors: Grade 5, Science Education, Science Instruction, Modeling (Psychology)
Verena Petermann; Andreas Vorholzer; Claudia von Aufschnaiter – Journal of Research in Science Teaching, 2025
Science teachers' beliefs about teaching and learning are a vital component of teachers' professional competence and are often assumed to impact classroom practice. To date, these beliefs have been predominantly investigated regarding teaching and learning in general or for a particular science subject (e.g., physics). It remains to be determined…
Descriptors: Foreign Countries, Science Teachers, Science Education, Teacher Attitudes
Guerra, Genaina Fernandes; Noll, Matias – International Journal of Instruction, 2021
This study evaluated how the process of teaching scientific methodology occurs in technical courses in integrated high schools. The qualitative case study was conducted through documentary analysis (based on regulations and pedagogical projects) and semi-structured interviews with teachers (n=7), coordinators (n=3), and students (n=16) of the…
Descriptors: Foreign Countries, Secondary School Science, High School Teachers, Science Instruction
Jones, Verity – Primary Science, 2018
In many schools following the National Curriculum for England the teaching of science has been overshadowed by the demands of literacy and numeracy, with the focus on statutory testing (SATs) and emphasis on national targets. This has often led to increasing concerns around teachers' subject knowledge, the sapping of teacher confidence and…
Descriptors: Science Education, Poetry, Scientific Methodology, Investigations
Vazquez-Manassero, Margarita-Ana; Manassero-Mas, Maria-Antonia; Vázquez-Alonso, Ángel – Journal for Learning through the Arts, 2020
An interdisciplinary approach to science education through history of art is proposed. The approach is innovative, as the artworks complement the history, philosophy and sociology of science contents to increase students' interest and motivation. The approach integrates humanities and science education through history of art, which requests…
Descriptors: Science Education, Art Education, Interdisciplinary Approach, Science History
Summers, Ryan; Alameh, Sahar; Brunner, Jeanne; Maddux, John M.; Wallon, Robert C.; Abd-El-Khalick, Fouad – Journal of Research in Science Teaching, 2019
This study evaluated the representations of nature of science (NOS) in U.S. state science standards, and examined the changes in these representations from documents advanced in the 1980s through 2016. Drawing from the consensus perspective on NOS and prior studies focusing on the analysis of textual content, documents were inspected for 10 target…
Descriptors: Scientific Principles, Science Education, Educational History, Scientific Methodology
de Souza, Renata Torres Mattos P.; Kasseboehmer, Ana Cla´udia – Journal of Chemical Education, 2022
This paper reports the development of a digital escape room for high school students using Genially, a web-based media platform. The escape room was used to aid understanding of basic concepts in chemistry and mostly enhance students' classes participation during the COVID-19 pandemic. The activity entitled "The thalidomide mystery"…
Descriptors: Science Education, Secondary School Science, Educational Games, High School Students
Kite, Vance; Park, Soonhye; McCance, Katherine; Seung, Elsun – Journal of Science Teacher Education, 2021
The Next Generation Science Standards (NGSS) emphasize engaging students in science practices through which students can develop content, procedural, and epistemic knowledge of science. To accomplish this goal, science teachers must embed science content in authentic science practice. Successfully integrating content and practice will require…
Descriptors: Science Education, Standards, Scientific Principles, Science Teachers
Weitzel, Holger; Blank, Robert – Journal of Science Teacher Education, 2020
Prospective teachers perceive peer coaching as a supportive learning opportunity providing benefits in peers' engagement in active learning, communicative competences, and critical thinking about teaching. Little is known about whether peer coaching also promotes the development of pedagogical content knowledge (PCK) in teacher education, which is…
Descriptors: Preservice Teachers, Pedagogical Content Knowledge, Preservice Teacher Education, Biology