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Download full textJee, Benjamin D.; Anggoro, Florencia K. – Grantee Submission, 2019
Models are central to the practice and teaching of science. Yet people often fail to grasp how scientific models explain their observations of the world. Realizing the explanatory power of a model may require aligning its relational structure to that of the observable phenomena. The present research tested whether "relational…
Descriptors: Scaffolding (Teaching Technique), Children, Comprehension, Models
Direct linkLewis, Elizabeth B.; van der Hoeven Kraft, Katrien J.; Watts, Nievita Bueno; Baker, Dale R.; Wilson, Meredith J.; Lang, Michael – International Journal of Science Education, 2011
This study focuses on elementary teachers' comprehension of flooding before and after inquiry-based professional development (PD). There was an improvement in teachers' understanding toward a normative view from pre- to post-test (n = 17, mean gain = 4.3, SD = 3.27). Several misunderstandings and a general lack of knowledge about flooding emerged…
Descriptors: Academic Discourse, Science Activities, Seminars, Prior Learning
