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  1. Development of the Inquiry-Based Science Teaching Efficacy Scale for Primary Teachers.Mehmet Aydeniz, Kader Bilican & Burcu Senler - forthcoming - Science & Education.
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  • 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 (...)
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  • A Framework for Unpacking Cognitive Benefits of Distributed Complex Visual Displays.Jooyoung Jang & Christian D. Schunn - 2014 - Journal of Experimental Psychology: Applied 20 (3):260-269.
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  • Scientific Reasoning in Biology – the Impact of Domain-General and Domain-Specific Concepts on Children’s Observation Competency.Janina Klemm, Pamela Flores, Beate Sodian & Birgit J. Neuhaus - 2020 - Frontiers in Psychology 11.
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  • Self-Generation in the Context of Inquiry-Based Learning.Irina Kaiser, Jürgen Mayer & Dumitru Malai - 2018 - Frontiers in Psychology 9.
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  • Nascent Inquiry, Metacognitive, and Self-Regulation Capabilities Among Preschoolers During Scientific Exploration.Ronit Fridman, Sigal Eden & Ornit Spektor-Levy - 2020 - Frontiers in Psychology 11.
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  • Active‐Constructive‐Interactive: A Conceptual Framework for Differentiating Learning Activities.Michelene T. H. Chi - 2009 - Topics in Cognitive Science 1 (1):73-105.
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  • Characterisation of the Context-Dependence of the Gene Concept in Research Articles.Veronica S. Flodin - 2017 - Science & Education 26 (1-2):141-170.
    The purpose of this study is to interpret and qualitatively characterise the content in some research articles and evaluate cases of possible difference in meanings of the gene concept used. Using a reformulation of Hirst’s criteria of forms of knowledge, articles from five different sub-disciplines in biology were characterised according to knowledge project, methods used and conceptual contexts. Depending on knowledge project, the gene may be used as a location of recombination, a target of regulatory proteins, a carrier of regulatory (...)
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  • Examining Elementary Students’ Development of Oral and Written Argumentation Practices Through Argument-Based Inquiry.Ying-Chih Chen, Brian Hand & Soonhye Park - 2016 - Science & Education 25 (3-4):277-320.
    Argumentation, and the production of scientific arguments are critical elements of inquiry that are necessary for helping students become scientifically literate through engaging them in constructing and critiquing ideas. This case study employed a mixed methods research design to examine the development in 5th grade students’ practices of oral and written argumentation from one unit to another over 16 weeks utilizing the science writing heuristic approach. Data sources included five rounds of whole-class discussion focused on group presentations of arguments that (...)
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  • 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 (...)
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  • Epistemological Issues Concerning Computer Simulations in Science and Their Implications for Science Education.Ileana M. Greca, Eugenia Seoane & Irene Arriassecq - 2014 - Science & Education 23 (4):897-921.
  • Analyzing the Language of an Adapted Primary Literature Article.Moriah Ariely, Zohar Livnat & Anat Yarden - 2019 - Science & Education 28 (1-2):63-85.
    Learning the unique linguistic forms and structures that construct and communicate scientific principles, knowledge, and beliefs is important for developing students’ disciplinary literacy. The use of scientific language is apparent in the texts that scientists produce to communicate their findings to other scientists—the research articles. Texts are underused in the science classroom and the texts that students do read often do not reflect the core attributes of authentic scientific reasoning. Adapted primary literature refers to an educational genre that enables the (...)
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  • Taking the Scientist’s Perspective.Karen Larison - 2018 - Science & Education 27 (1-2):133-157.
    The Next Generation Science Standards mandates that schools provide students an understanding of the skills and knowledge that scientists use to engage in scientific practices. In this article, I argue that one of the best ways to accomplish this goal is to have students take the perspective of the scientist by reading nonfiction narratives written by scientists and science writers. I explore the anthropological and neurological evidence that suggests that perspective-taking is an essential component in the learning process. It has (...)
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  • Learning Science Through Inquiry in Kindergarten.Ala Samarapungavan, Panayota Mantzicopoulos & Helen Patrick - 2008 - Science Education 92 (5):868-908.
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  • Beyond the Scientific Method: Model‐Based Inquiry as a New Paradigm of Preference for School Science Investigations.Mark Windschitl, Jessica Thompson & Melissa Braaten - 2008 - Science Education 92 (5):941-967.
  • Connections Between Pedagogical and Epistemological Constructivism: Questions for Teaching and Research in Chemistry. [REVIEW]Donald J. Wink - 2006 - Foundations of Chemistry 8 (2):111-151.
    The rich and ongoing debate about constructivism in chemistry education includes questions about the relationship, for better or worse, between applications of the theory in pedagogy and in epistemology. This paper presents an examination of the potential to use connections of epistemological and pedagogical constructivism to one another. It examines connections linked to the content, processes, and premises of science with a goal of prompting further research in these areas.
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  • Understanding Students' Practical Epistemologies and Their Influence on Learning Through Inquiry.William A. Sandoval - 2005 - Science Education 89 (4):634-656.
  • 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 (...)
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  • 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. (...)
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  • Using Theory of Mind to Promote Conceptual Change in Science.Natassa Kyriakopoulou & Stella Vosniadou - 2014 - Science & Education 23 (7):1447-1462.
  • Designing Authentic Learning Environments in Chemistry Lessons: Paving the Way in Pre-Service Teacher Education.Andrea Schumacher & Christiane S. Reiners - 2013 - Science & Education 22 (9):2173-2191.
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  • Teaching With and About Nature of Science, and Science Teacher Knowledge Domains.Fouad Abd-El-Khalick - 2013 - Science & Education 22 (9):2087-2107.
  • Representation of Scientific Methodology in Secondary Science Textbooks.Ian C. Binns & Randy L. Bell - 2015 - Science & Education 24 (7-8):913-936.
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  • Conceptual Change From the Framework Theory Side of the Fence.Stella Vosniadou & Irini Skopeliti - 2014 - Science & Education 23 (7):1427-1445.
  • 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.
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  • The Strategies of Modeling in Biology Education.Julia Svoboda & Cynthia Passmore - 2013 - Science & Education 22 (1):119-142.