Switch to: References

Add citations

You must login to add citations.
  1. Modeling Conceptualization and Investigating Teaching Effectiveness.Jérôme Santini, Tracy Bloor & Gérard Sensevy - 2018 - Science & Education 27 (9-10):921-961.
    Our research addresses the issue of teaching and learning concepts in science education as an empirical question. We study the process of conceptualization by closely examining the unfolding of classroom lesson sequences. We situate our work within the practice turn line of research on epistemic practices in science education. We also adopt a practice turn approach when it comes to the learning of concepts, as we consider conceptualization as being inherent within epistemic practices. In our work, pedagogical practices are modeled (...)
    Download  
     
    Export citation  
     
    Bookmark   2 citations  
  • Production of a Science Documentary and its Usefulness in Teaching the Nature of Science: Indirect Experience of How Science Works.Sun Young Kim, Sang Wook Yi & Eun Hee Cho - 2014 - Science & Education 23 (5):1197-1216.
    Download  
     
    Export citation  
     
    Bookmark  
  • Nature of Science, Scientific Inquiry, and Socio-Scientific Issues Arising from Genetics: A Pathway to Developing a Scientifically Literate Citizenry.Norman G. Lederman, Allison Antink & Stephen Bartos - 2014 - Science & Education 23 (2):285-302.
    Download  
     
    Export citation  
     
    Bookmark   14 citations  
  • History, Philosophy, and Sociology of Science and Science-Technology-Society Traditions in Science Education: Continuities and Discontinuities.Veli-Matti Vesterinen, María-Antonia Manassero-Mas & Ángel Vázquez-Alonso - 2014 - In Michael R. Matthews (ed.), International Handbook of Research in History, Philosophy and Science Teaching. Springer. pp. 1895-1925.
    In the last decades, a great amount of research has advocated innovating science education through teaching contents of the history, sociology, and philosophy of science in order for the students to get a reliable image of science, significant and relevant learning experiences, and higher interest and engagement in science. Given the embeddedness of techno-scientific systems in contemporary societies, the science-technology-society (STS) movement suggested the simple initiative of teaching science through making explicit the interrelationships between science, scientists, technology, and society to (...)
    Download  
     
    Export citation  
     
    Bookmark   1 citation  
  • International Handbook of Research in History, Philosophy and Science Teaching.Michael R. Matthews (ed.) - 2014 - Springer.
    This inaugural handbook documents the distinctive research field that utilizes history and philosophy in investigation of theoretical, curricular and pedagogical issues in the teaching of science and mathematics. It is contributed to by 130 researchers from 30 countries; it provides a logically structured, fully referenced guide to the ways in which science and mathematics education is, informed by the history and philosophy of these disciplines, as well as by the philosophy of education more generally. The first handbook to cover the (...)
    Download  
     
    Export citation  
     
    Bookmark   14 citations  
  • Two Views About Explicitly Teaching Nature of Science.Richard A. Duschl & Richard Grandy - 2013 - Science & Education 22 (9):2109-2139.
    Download  
     
    Export citation  
     
    Bookmark   39 citations  
  • Examining the Relationship between a Sophisticated Personal Epistemology and Desired Pedagogical Practices in Trainee Teachers.Matt Smith - unknown
    This paper demonstrates the key link between the development of a sophisticated personal epistemology and the concomitant emergent pedagogies of trainee teachers, as identified through research in this area, including empirical engagement with trainees on a PGCE primary teacher training course in the UK. The ensuing review of literature investigates the theoretical and paradigmatic perspectives and aims to theoretically underpin the methods used within the empirical research described. The conclusion is that it is of paramount importance that teacher training institutions (...)
    Download  
     
    Export citation  
     
    Bookmark  
  • The Development, Use, and Interpretation of Nature of Science Assessments.Norman G. Lederman - 2014 - In Michael R. Matthews (ed.), International Handbook of Research in History, Philosophy and Science Teaching. Springer. pp. 971-997.
    Efforts to assess students' and teachers' understandings of nature of science have extended for over 50 years. During this time, numerous instruments have been developed that span the full range of assessments from the traditional to open-ended assessments with interviews. As one might expect, the development, use, and interpretation of these assessments have paralleled the scholarship on students’ and teachers’ understandings of nature of science. Consequently, such assessments have evidenced the same challenges and obstacles seen in the general research literature. (...)
    Download  
     
    Export citation  
     
    Bookmark   10 citations  
  • Deweyan Tools for Inquiry and the Epistemological Context of Critical Pedagogy.Peter Nelsen & Jayson Seaman - 2011 - Educational Studies: A Jrnl of the American Educ. Studies Assoc 47 (6):561-582.
    This article develops the notion of resistance as articulated in the literature of critical pedagogy as being both culturally sponsored and cognitively manifested. To do so, the authors draw upon John Dewey's conception of tools for inquiry. Dewey provides a way to conceptualize student resistance not as a form of willful disputation, but instead as a function of socialization into cultural models of thought that actively truncate inquiry. In other words, resistance can be construed as the cognitive and emotive dimensions (...)
    Download  
     
    Export citation  
     
    Bookmark  
  • Solving professional problems together.Andras Csanadi - 2017 - Dissertation, Ludwig Maximilians Universität, München
    Future professionals should be prepared for scientific reasoning, i.e., to construct and apply scientific knowledge, in order to analyze and solve problems in their professional practice. Yet, future practitioners’ scientific reasoning skills often seem to be deficient when solving practical problems. This dissertation explores to what extent collaboration may foster the engagement of future practitioners in scientific reasoning: i.e., in epistemic processes and in referring to scientific content knowledge. Therefore, two studies were conducted to compare collaborative and individual problem solving (...)
    Download  
     
    Export citation  
     
    Bookmark  
  • High School Physics Students’ Personal Epistemologies and School Science Practice.Muhammet Mustafa Alpaslan, Bugrahan Yalvac & Cathleen Loving - 2017 - Science & Education 26 (7-9):841-865.
    This case study explores students’ physics-related personal epistemologies in school science practices. The school science practices of nine eleventh grade students in a physics class were audio-taped over 6 weeks. The students were also interviewed to find out their ideas on the nature of scientific knowledge after each activity. Analysis of transcripts yielded several epistemological resources that students activated in their school science practice. The findings show that there is inconsistency between students’ definitions of scientific theories and their epistemological judgments. (...)
    Download  
     
    Export citation  
     
    Bookmark  
  • Teaching About Theory-Laden Observation to Secondary Students Through Manipulated Lab Inquiry Experience.Kwok-chi Lau & Shi-lun Chan - 2013 - Science & Education 22 (10):2641-2658.
    Download  
     
    Export citation  
     
    Bookmark   1 citation  
  • Unified View of Science and Technology for Education: Technoscience and Technoscience Education.Suvi Tala - 2009 - Science & Education 18 (3-4):275-298.
    Download  
     
    Export citation  
     
    Bookmark   13 citations  
  • The Contextual Nature of Scientists’ Views of Theories, Experimentation, and Their Coordination.Elizabeth Redman & William Sandoval - 2015 - Science & Education 24 (9-10):1079-1102.
    Practicing scientists’ views of science recently have become a topic of interest to nature of science researchers. Using an interview protocol developed by Carey and Smith that assumes respondents’ views cohere into a single belief system, we asked 15 research chemists to discuss their views of theories and experimentation. Respondents expressed a range of ideas about science during interviews, but in ways that defied assignment to a unitary, coherent belief system. Instead, scientists expressed more or less constructivist ideas depending upon (...)
    Download  
     
    Export citation  
     
    Bookmark   4 citations  
  • Socialising Epistemic Cognition.Simon Knight & Karen Littleton - forthcoming - Educational Research Review.
    We draw on recent accounts of social epistemology to present a novel account of epistemic cognition that is ‘socialised’. In developing this account we foreground the: normative and pragmatic nature of knowledge claims; functional role that ‘to know’ plays when agents say they ‘know x’; the social context in which such claims occur at a macro level, including disciplinary and cultural context; and the communicative context in which such claims occur, the ways in which individuals and small groups express and (...)
    Download  
     
    Export citation  
     
    Bookmark   1 citation  
  • (1 other version)Argumentation in School Science: Breaking the Tradition of Authoritative Exposition Through a Pedagogy that Promotes Discussion and Reasoning. [REVIEW]Shirley Simon & Katherine Richardson - 2009 - Argumentation 23 (4):469-493.
    The value of argumentation in science education has become internationally recognised and has been the subject of many research studies in recent years. Successful introduction of argumentation activities in learning contexts involves extending teaching goals beyond the understanding of facts and concepts, to include an emphasis on cognitive and metacognitive processes, epistemic criteria and reasoning. The authors focus on the difficulties inherent in shifting a tradition of teaching from one dominated by authoritative exposition to one that is more dialogic, involving (...)
    Download  
     
    Export citation  
     
    Bookmark   4 citations  
  • Exploring Secondary Students’ Epistemological Features Depending on the Evaluation Levels of the Group Model on Blood Circulation.Shinyoung Lee & Heui-Baik Kim - 2014 - Science & Education 23 (5):1075-1099.
    Download  
     
    Export citation  
     
    Bookmark  
  • Nature of Science Contextualized: Studying Nature of Science with Scientists.Veli-Matti Vesterinen & Suvi Tala - 2015 - Science & Education 24 (4):435-457.
    Understanding nature of science is widely considered an important educational objective and views of NOS are closely linked to science teaching and learning. Thus there is a lively discussion about what understanding NOS means and how it is reached. As a result of analyses in educational, philosophical, sociological and historical research, a worldwide consensus about the content of NOS teaching is said to be reached. This consensus content is listed as a general statement of science, which students are supposed to (...)
    Download  
     
    Export citation  
     
    Bookmark   9 citations  
  • Views from the Chalkface.Zhi Hong Wan & Siu Ling Wong - 2016 - Science & Education 25 (9-10):1089-1114.
    Although the goal of developing school students’ understanding of nature of science has long been advocated, there is still a lack of research that focuses on probing how science teachers, a kind of major stakeholder in NOS instruction, perceive the values of teaching NOS. Through semi-structured interviews, this study investigated the views of 15 Hong Kong in-service senior secondary science teachers about the values of teaching NOS. These values as perceived by the teachers fall into two types. The first type (...)
    Download  
     
    Export citation  
     
    Bookmark   1 citation  
  • Discussion of the Controversy Concerning a Historical Event Among Pre-service Teachers.Rosária Justi & Paula Cristina Cardoso Mendonça - 2016 - Science & Education 25 (7-8):795-822.
    As part of a teacher training project, 16 future chemistry teachers participated in a dramatisation activity, in which they discussed a controversy concerning an event from the history of science: the awarding of the Nobel Prize in Chemistry to Fritz Haber in 1918. Preparations for the role-play activity, the dramatisation of the mock trial, and the subsequent discussions were video-recorded. We also collected the written material produced by the pre-service teachers and the reflective journals they produced during their involvement with (...)
    Download  
     
    Export citation  
     
    Bookmark   4 citations  
  • The Rationale for a Teaching Innovation About the Interrelationship Between Science and Technology.R. Hadjilouca, C. P. Constantinou & N. Papadouris - 2011 - Science & Education 20 (10):981-1005.
    Download  
     
    Export citation  
     
    Bookmark   2 citations  
  • A Longitudinal Study of Change in Preservice Teachers’ Personal Epistemologies.Sue Walker, Jo Brownlee, Chrystal Whiteford, Beryl Exely & Annette Woods - unknown
    There is strong evidence to show that beliefs about knowing and knowledge held by individuals influence preservice teachers’ learning strategies and learning outcomes. However, we know very little about how preservice teachers’ personal epistemologies change as they progress through their teacher education programs. This study investigated changes in personal epistemology and beliefs about learning for a group of preservice teachers as they progressed through the four years of a Bachelor of Education degree. Preservice teachers completed the Epistemological Beliefs Survey when (...)
    Download  
     
    Export citation  
     
    Bookmark   3 citations