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Direct linkLombardi, Doug; Bickel, Elliot S.; Bailey, Janelle M.; Burrell, Shondricka – Science Education, 2018
Evaluation is an important aspect of science and is receiving increasing attention in science education. The present study investigated (1) changes to plausibility judgments and knowledge as a result of a series of instructional scaffolds, called model-evidence link activities, that facilitated evaluation of scientific and alternative models in…
Descriptors: High School Students, Science Instruction, Earth Science, Knowledge Level
Suter, Larry E. – Science Education, 2014
This exploratory analysis of student attendance at science museums finds that student achievement in science and mathematics is somewhat higher for those students who visited science museums frequently during the school year or summer. The strength of the association with cognitive achievement is sufficiently noteworthy to encourage further…
Descriptors: Museums, Science Teaching Centers, Science Achievement, Mathematics Achievement
Rudsberg, Karin; Ohman, Johan; Ostman, Leif – Science Education, 2013
In this study, the purpose is to develop and illustrate a method that facilitates investigations of students' learning processes in classroom discussions about socioscientific issues. The method, called transactional argumentation analysis, combines a transactional perspective on meaning making based on John Dewey's pragmatic philosophy and an…
Descriptors: Foreign Countries, Learning Processes, Comparative Analysis, Video Technology
Cook, Michelle; Wiebe, Eric N.; Carter, Glenda – Science Education, 2008
Previous research has indicated that the use of multiple representations with macroscopic and molecular features can improve conceptual understanding; however, the influence of prior knowledge of the domain cannot be overlooked. Using eye-tracking technology and sequential analysis, this study investigated how high school students (n = 54) with…
Descriptors: Science Instruction, Molecular Biology, Teaching Methods, Prior Learning
Anderson, David; Nashon, Samson – Science Education, 2007
It is recognized widely that learning is a dynamic and idiosyncratic process of construction and reconstruction of concepts in response to new experiences. It is influenced by the learner's prior knowledge, motivation, and sociocultural context. This study investigated how year 11 and 12 physics students' metacognition influences the development…
Descriptors: Prior Learning, Physics, Figurative Language, Metacognition
Wu, Hsin-Kai – Science Education, 2003
Chemistry learning involves establishing conceptual relationships among macroscopic, microscopic, and symbolic representations. Employing the notion of intertextuality to conceptualize these relationships, this study investigates how class members interactionally construct meanings of chemical representations by connecting them to real-life…
Descriptors: Grade 11, Prior Learning, Student Teachers, Constructivism (Learning)
