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Direct linkAnn Cleveland; Asli Sezen-Barrie; Franziska Peterson; Sara Lindsay – Journal of College Science Teaching, 2025
Quantitative reasoning (QR) competencies are increasingly called for in the data rich and complex environment of STEM disciplines, including biology. Curricular reform efforts in QR have been directed at disseminating course design and pedagogy but less work has been directed at understanding what faculty at large view as crucial for student…
Descriptors: Biology, Introductory Courses, Science Instruction, Statistics Education
Li, Chen; Yu, Jian; Li, Gaofeng – International Journal of Science and Mathematics Education, 2023
Integrating the nature of science (NOS) into textbooks is one of the challenges in science curricula. This case study assessed the issue based on a sample of high school biology textbooks in Mainland China. We quantitatively compared changes in the extent, quality, and distribution of NOS representations between 2004 and 2019 editions. Three main…
Descriptors: Biology, Science Instruction, Case Studies, Scientific Principles
Cullinane, Alison; Erduran, Sibel – Journal of Science Teacher Education, 2023
Understanding Nature of Science (NOS) is a requisite for improving scientific literacy, and as such, it is increasingly being included in science curricula worldwide. It is now therefore important that teachers understand NOS so that intended learning outcomes become visible in the classroom. Pre-service teachers also need an opportunity to…
Descriptors: Science Instruction, Scientific Principles, Teacher Workshops, Lesson Plans
Mork, Sonja M.; Haug, Berit S.; Sørborg, Øystein; Parameswaran Ruben, Subashini; Erduran, Sibel – International Journal of Science Education, 2022
If students are to acquire deep learning in science, they need to know about the nature of science (NOS), particularly not only the cognitive-epistemic but also the social-institutional aspects of NOS. In this paper, we investigate the content of the Norwegian science curriculum in order to establish how NOS is represented, in particular to the…
Descriptors: Scientific Principles, Science Curriculum, Science Instruction, Foreign Countries
Lederman, J. S.; Lederman, N. G.; Bartels, S.; Jimenez, J.; Acosta, K.; Akubo, M.; Aly, S.; de Andrade, M. A. B. S.; Atanasova, M.; Blanquet, E.; Blonder, R.; Brown, P.; Cardoso, R.; Castillo-Urueta, P.; Chaipidech, P.; Concannon, J.; Dogan, O. K.; El-Deghaidy, H.; Elzorkani, A.; Ferdous, T.; Fukuda, N.; Gaigher, E.; Galvis-Solano, L.; Gao, Q.; Guo, S.; Gwekwerere, Y.; Gyllenpalm, J.; Hamed Al-Lal, S.; Han-Tosunoglu, C.; Hattingh, A.; Holliday, G.; Huang, X.; Irez, S.; Jiménez, J.; Kay, G.; Koumara, A.; Kremer, K.; Kuo, P.-C.; Lavonen, J.; Leung, J. S. C.; Liao, Z.; Librea-Carden, M. R.; Lin, S. -F.; Liu, C.; Liu, E.; Liu, S. -Y.; Mamlok-Naaman, R.; Mcdonald, C. V.; Möller, A.; Morales, M.; Mulvey, B. K.; Neumann, I.; Neurohr, A.-L.; Pan, Y.; Panjaburee, P.; Penn, M.; Plakitsi, K.; Picholle, E.; Ramnarain, U.; Raykova, Z.; Rundgren, C.-J.; Salonen, S.; Santibáñez-Gómez, D.; Schwartz, R.; Sharma, R.; Srisawasdi, N.; Takiveikata, S.; Urueta-Ortiz, T.; Vitlarov, K.; Voitle, F.; Wishart, J. – International Journal of Science Education, 2021
Understandings of the nature of scientific inquiry (NOSI), as opposed to engaging students in inquiry learning experiences, are included in science education reform documents around the world. However, little is known about what students have learned about NOSI during their pre-college school years. The purpose of this large-scale follow-up…
Descriptors: High School Students, Scientific Principles, Science Instruction, Grade 12
Yeh, Yi-Fen; Erduran, Sibel; Hsu, Ying-Shao – Science & Education, 2019
The article focuses on the analysis of curriculum documents from Taiwan to investigate how benchmarks for learning nature of science (NOS) are positioned in different versions of the science curricula. Following a review of different approaches to the conceptualization of NOS and the role of NOS in promoting scientific literacy, an empirical study…
Descriptors: Scientific Principles, Science Curriculum, Foreign Countries, Science Instruction
McNeill, Katherine L.; Lowenhaupt, Rebecca J.; Katsh-Singer, Rebecca – Science Education, 2018
School principals play a key role as instructional leaders in reform efforts, yet little is known about their knowledge of science. A key focus in recent reform efforts is the inclusion of science practices, which are potentially a significant challenge for schools. Consequently, we investigated K-8 principals' views of good science instruction…
Descriptors: Instructional Leadership, Principals, Science Instruction, Educational Change
McNeill, Katherine L.; Marco-Bujosa, Lisa M.; González-Howard, María; Loper, Suzanna – International Journal of Science Education, 2018
Fidelity of implementation (FOI) has received attention in calls for funding and research; however, there are numerous ways of conceptualising and measuring this construct. We argue that this conceptualisation is important for recent reform efforts focused on science practices. Consequently, we explored FOI in the context of the enactment of a…
Descriptors: Fidelity, Program Implementation, Educational Change, Scientific Principles
Dagher, Zoubeida R.; Erduran, Sibel – Science & Education, 2016
Two fundamental questions about science are relevant for science educators: (a) What is the nature of science? and (b) what aspects of nature of science should be taught and learned? They are fundamental because they pertain to how science gets to be framed as a school subject and determines what aspects of it are worthy of inclusion in school…
Descriptors: Science Education, Scientific Principles, Scientific Attitudes, Science Curriculum
Download full textTaber, Keith S. – Center for Educational Policy Studies Journal, 2021
This article argues that what is most at risk in schooling during a global pandemic, or other similar broad challenges to normal functioning, are those elements that might be considered the less traditional and so the most progressive. After setting out some general background common to the challenge faced by schools and school teachers, this…
Descriptors: Educational Change, COVID-19, Pandemics, Progressive Education
Maeng, Jennifer L.; Whitworth, Brooke A.; Bell, Randy L.; Sterling, Donna R. – Science Education, 2020
Through a randomized controlled trial, this mixed-methods study evaluated changes in elementary science teachers' understandings, confidence, and classroom implementation of problem-based learning (PBL), inquiry, and nature of science (NOS) instruction following participation in a professional development (PD) as well as the components of the PD…
Descriptors: Faculty Development, Elementary School Science, Elementary School Teachers, Science Teachers
Pre-Service Science Teachers' Beliefs about Science Teaching and Perception of the Nature of Science
Sen, Ömer Faruk; Sari, Ugur – Electronic Journal of Science Education, 2017
For the successful implementation of educational reforms that aim to get students to be active learners, it has to be realized that teachers are the actual determiners of the classroom curriculum. Therefore, teachers who are in the position of the administrators of these reforms should get support and develop positive beliefs about the…
Descriptors: Preservice Teachers, Science Teachers, Student Attitudes, Scientific Attitudes
Parrish, Jennifer C. – ProQuest LLC, 2017
Developing K-12 science teachers' understandings of nature of science (NOS) and scientific inquiry (SI) continues to be a major goal of science education reform. There is consensus among science teacher educators that developing students' NOS and SI understandings is vital to the development of a scientifically literate citizenry. However, two…
Descriptors: Elementary Secondary Education, Science Instruction, Scientific Principles, Educational Change
Osborne, Jonathan – Journal of Science Teacher Education, 2014
This paper provides a rationale for the changes advocated by the Framework for K-12 Science Education and the Next Generation Science Standards. It provides an argument for why the model embedded in the Next Generation Science Standards is seen as an improvement. The Case made here is that the underlying model that the new Framework presents of…
Descriptors: Educational Change, Science Instruction, State Standards, Elementary Secondary Education
Lederman, Norman G.; Lederman, Judith S.; Antink, Allison – Online Submission, 2013
Although the reasons for concern about quality differ from nation to nation, the primary rallying point for science education reform is the perceived level of scientific literacy among a nation's populace. The essential nature of scientific literacy is that which influences students' decisions about personal and societal problems. Beyond this,…
Descriptors: Scientific Principles, Inquiry, Scientific Literacy, Science Instruction
