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Ipata, Piero L.; Pesi, Rossana – Biochemistry and Molecular Biology Education, 2015
Only diazotrophic bacteria, called "Rizhobia," living as symbionts in the root nodules of leguminous plants and certain free-living prokaryotic cells can fix atmospheric N[subscript 2]. In these microorganisms, nitrogen fixation is carried out by the nitrogenase protein complex. However, the reduction of nitrogen to ammonia has an…
Descriptors: Science Instruction, Scientific Concepts, Molecular Biology, Molecular Structure
Kiatgamolchai, Somchai – Physics Teacher, 2015
It is well known that heat transfer between two objects results in a positive change in the total entropy of the two-object system. The second law of thermodynamics states that the entropy change of a naturally irreversible process is positive. In other words, if the entropy change of any process is positive, it can be inferred that such a process…
Descriptors: Heat, Thermodynamics, Science Instruction, Scientific Principles
Peffer, Melanie E.; Ramezani, Niloofar; Quigley, David; Royse, Emily; Bruce, Chloe – CBE - Life Sciences Education, 2020
Epistemological beliefs about science (EBAS) or beliefs about the nature of science knowledge, and how that knowledge is generated during inquiry, are an essential yet difficult to assess component of science literacy. Leveraging learning analytics to capture and analyze student practices in simulated or game-based authentic science activities is…
Descriptors: Learning Analytics, Beliefs, Scientific Principles, Inquiry
Mesci, Günkut – Issues in Educational Research, 2020
This study aimed to examine the development of pre-service science teachers' views of the targeted nature of science (NOS) aspects, which are considered more difficult to develop than other aspects. This study was grounded by conceptual change and experiential learning theory. A multiple comparative case study approach was used to explore…
Descriptors: Difficulty Level, Scientific Principles, Scientific Concepts, Concept Formation
Gandolfi, Haira Emanuela – Journal of Science Teacher Education, 2020
This article arises from a teaching experience at a state secondary school in London/UK that aimed at promoting a more culturally diverse teaching about Nature of Science (NOS) grounded on Global History of Science. Ideas from this field were employed to design four different teaching and learning plans (TLPs) that linked NOS and content from the…
Descriptors: Professional Development, Teacher Developed Materials, Science Materials, Scientific Principles
Drosd, Robert; Minkin, Leonid; Shapovalov, Alexander S. – Physics Teacher, 2014
Introductory physics textbooks consider interference to be a process of redistribution of energy from the wave sources in the surrounding space resulting in constructive and destructive interferences. As one can expect, the total energy flux is conserved. However, one case of apparent non-conservation energy attracts great attention. Imagine that…
Descriptors: Physics, Science Instruction, Energy Conservation, Scientific Principles
Nixon, Ryan S.; Toerien, Rene; Luft, Julie A. – School Science and Mathematics, 2019
Despite agreement among teacher educators, scholars, and policymakers on the importance of teachers' subject matter knowledge (SMK), existing models provide limited information about the nature of this foundational component of teacher knowledge. The common assumption is that teachers need to know more about the science subject matter than their…
Descriptors: Science Instruction, Pedagogical Content Knowledge, Knowledge Base for Teaching, Secondary School Teachers
Kerstiens, Geri Anne – ProQuest LLC, 2019
Recently, there have been many calls for an increase in instruction on the nature of science (NOS) in schools (i.e. NRC, 1996; NGSS Lead States, 2013). These calls recognize the importance of this topic at all levels of science education, but there is little guidance in terms of how to address it effectively in curricula. Similarly, there have…
Descriptors: Scientific Principles, Science Instruction, Chemistry, Science Laboratories
Marciotto, Edson R. – Physics Education, 2016
The Bernoulli's principle states that the quantity p+ pgz + pv[superscript 2]/2 must be conserved in a streamtube if some conditions are matched, namely: steady and irrotational flow of an inviscid and incompressible fluid. In most physics textbooks this result is demonstrated invoking the energy conservation of a fluid material volume at two…
Descriptors: Hypothesis Testing, Scientific Concepts, Scientific Principles, Motion
Kampourakis, Kostas – Journal of Research in Science Teaching, 2016
Teaching about nature of science (NOS) is considered as an important goal of science education in various countries. Extensive empirical research about how some aspects of NOS can be effectively taught is also available. The most widely adopted conceptualization of NOS is based on a small number of general aspects of NOS, which fall into two…
Descriptors: Science Education, Scientific Principles, Science Instruction, Teaching Methods
Dias, Marco Adriano; Carvalho, Paulo Simeão; Rodrigues, Marcelo – Physics Education, 2016
Image modelling is a recent technique in physics education that includes digital tools for image treatment and analysis, such as digital stroboscopic photography (DSP) and video analysis software. It is commonly used to analyse the motion of objects. In this work we show how to determine the position of the centre of mass (CM) of objects with…
Descriptors: Physics, Motion, Video Technology, Teaching Methods
Leith, Alex P.; Ratan, Rabindra A.; Wohn, Donghee Yvette – Journal of Science Education and Technology, 2016
Given the diversity and complexity of education game mechanisms and topics, this article contributes to a theoretical understanding of how game mechanisms "map" to educational topics through inquiry-based learning. Namely, the article examines the presence of evolution through natural selection (ENS) in digital games. ENS is a…
Descriptors: Inquiry, Science Instruction, Video Games, Technology Uses in Education
Price, Matthew; Rogers, Michael – Journal of College Science Teaching, 2016
In the nonmajor science classroom, case studies--when used as learning tools--should help students build the necessary framework to understand the nature of science. For most students, the nonmajor science course (in this case, Astronomy 101) may be the last time that they interact with science in a formal learning setting. A National Science…
Descriptors: Science Instruction, Scientific Principles, Teaching Methods, Nonmajors
Nielsen, Rudi P.; Sørensen, Jens L.; Simonsen, Morten E.; Madsen, Henrik T.; Muff, Jens; Strandgaard, Morten; Søgaard, Erik G. – Journal of Chemical Education, 2016
Chemical engineering is mostly taught using traditional classroom teaching and laboratory experiments when possible. Being a wide discipline encompassing topics such as analytical chemistry, process design, and microbiology, it may be argued that brewing of beer has many relations to chemical engineering topic-wise. This work illustrates how…
Descriptors: Chemical Engineering, Science Instruction, Scientific Principles, Microbiology
Ediger, Marlow – Education, 2016
Science teachers need to evaluate their lessons and units of study, frequently, to stay abreast of recommended trends in the curriculum. Self evaluation is involved here. A quality science program must be implemented in order to assist learners to achieve as optimally as possible. Which guidelines should then serve in self evaluation?
Descriptors: Check Lists, Science Instruction, Science Education, Science Curriculum

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