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  1. Biological Principles and Threshold Concepts for Understanding Natural Selection.Lena A. E. Tibell & Ute Harms - 2017 - Science & Education 26 (7-9):953-973.
    Modern evolutionary theory is both a central theory and an integrative framework of the life sciences. This is reflected in the common references to evolution in modern science education curricula and contexts. In fact, evolution is a core idea that is supposed to support biology learning by facilitating the organization of relevant knowledge. In addition, evolution can function as a pivotal link between concepts and highlight similarities in the complexity of biological concepts. However, empirical studies in many countries have for (...)
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  • A Conceptual Characterization of Online Videos Explaining Natural Selection.Gustav Bohlin, Andreas Göransson, Gunnar E. Höst & Lena A. E. Tibell - 2017 - Science & Education 26 (7-9):975-999.
    Educational videos on the Internet comprise a vast and highly diverse source of information. Online search engines facilitate access to numerous videos claiming to explain natural selection, but little is known about the degree to which the video content match key evolutionary content identified as important in evolution education research. In this study, we therefore analyzed the content of 60 videos accessed through the Internet, using a criteria catalog with 38 operationalized variables derived from research literature. The variables were sorted (...)
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  • Reflections on 25 Years of Journal Editorship.Michael R. Matthews - 2015 - Science & Education 24 (5-6):749-805.
    These reflections range over some distinctive features of the journal Science & Education, they acknowledge in a limited way the many individuals who over the past 25 years have contributed to the success and reputation of the journal, they chart the beginnings of the journal, and they dwell on a few central concerns—clear writing and the contribution of HPS to teacher education. The reflections also revisit the much-debated and written-upon philosophical and pedagogical arguments occasioned by the rise and possible demise (...)
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  • Nothing in the History of Spanish Anís Makes Sense, Except in the Light of Evolution.Juan Antonio Delgado & Ricardo Luis Palma - 2011 - Science & Education 20 (2):141-157.
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  • Derek Hodson: Teaching and Learning About Science: Language, Theories, Methods, History, Traditions and Value.John Settlage - 2011 - Science & Education 20 (3-4):393-396.
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  • Relating Science and Religion: An Ontology of Taxonomies and Development of a Research Tool for Identifying Individual Views.Pratchayapong Yasri, Shagufta Arthur, Mike U. Smith & Rebecca Mancy - 2013 - Science & Education 22 (10):2679-2707.
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  • Object-Based Epistemology at a Creationist Museum.Paul J. Wendel - 2011 - Science & Education 20 (1):37-50.
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  • The Notion of Scientific Knowledge in Biology.Silvia Morante & Giancarlo Rossi - 2016 - Science & Education 25 (1-2):165-197.
    The purpose of this work is to reconsider and critically discuss the conceptual foundations of modern biology and bio-sciences in general, and provide an epistemological guideline to help framing the teaching of these disciplines and enhancing the quality of their presentation in High School, Master and Ph.D. courses. After discussing the methodological problems that arise in trying to construct a sensible and useful scientific approach applicable to the study of living systems, we illustrate what are the general requirements that a (...)
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  • The Role of Authority in Science and Religion with Implications for Science Teaching and Learning.Mike U. Smith - 2013 - Science & Education 22 (3):605-634.
  • Using History of Science to Teach Nature of Science to Elementary Students.Valarie Akerson, Heidi Masters & Khadija Fouad - 2015 - Science & Education 24 (9-10):1103-1140.
    Science lessons using inquiry only or history of science with inquiry were used for explicit reflective nature of science instruction for second-, third-, and fourth-grade students randomly assigned to receive one of the treatments. Students in both groups improved in their understanding of creative NOS, tentative NOS, empirical NOS, and subjective NOS as measured using VNOS-D as pre- and post-test surveys. Social and cultural context of science was not accessible for the students. Students in second, third, and fourth grades were (...)
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