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  1.  1
    Teaching About Energy.Orlando Aguiar, Hannah Sevian & Charbel N. El-Hani - 2018 - Science & Education 27 (9-10):863-893.
    In this article, we draw upon the Conceptual Profile Theory to discuss the negotiation of meanings related to the energy concept in an 11th grade physics classroom. This theory is based on the heterogeneity of verbal thinking, that is, on the idea that any individual or society does not represent concepts in a single way. According to this perspective, the processes of conceptualization consist of the use of a repertoire of different socially stabilized signifiers, adjusted to the context in which (...)
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  2.  2
    Towards a Philosophically Guided Schema for Studying Scientific Explanation in Science Education.Sahar Alameh & Fouad Abd-El-Khalick - 2018 - Science & Education 27 (9-10):831-861.
    Stemming from the realization of the importance of the role of explanation in the science classroom, the Next Generation Science Standards call for appropriately supporting students to learn science, argue from evidence, and provide explanations. Despite the ongoing emphasis on explanations in the science classroom, there seems to be no well-articulated framework that supports students in constructing adequate scientific explanations, or that helps teachers assess student explanations. Our motivation for this article is twofold: First, we think that the ways in (...)
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  3.  1
    Challenging Students’ Belief in the ‘Balance of Nature’ Idea.Georgios Ampatzidis & Marida Ergazaki - 2018 - Science & Education 27 (9-10):895-919.
    This article reports on the theoretical output of a design research study, which concerns the design of a learning environment for helping students challenge the ‘balance of nature’-idea and reach an up-to-date understanding about ecosystems’ contingency. Our focus is set on whether it is feasible to articulate an empirically tested theory of teaching/learning about contingency in nature while designing our LE. The study included an exploratory phase and three research cycles. The participants were first year educational sciences students who collaboratively (...)
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  4.  4
    Revisiting Model-Based Learning. [REVIEW]Yann Benétreau-Dupin - 2018 - Science & Education 27 (9-10):1033-1037.
  5.  1
    A Disappointed Philosopher of Nature.Claus Emmeche - 2018 - Science & Education 27 (9-10):1017-1020.
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  6.  2
    An Einstein Encyclopaedia.Ileana M. Greca & Luis Rodríguez-Cano - 2018 - Science & Education 27 (9-10):1021-1023.
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  7. Profound Problems with Pressure in Analyzing Hydrostatics.Peter Heering - 2018 - Science & Education 27 (9-10):1025-1027.
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  8. Rhetorical, Narrative, Cognitive, and Epistemological Perspectives on Science and Culture.Kai Horsthemke - 2018 - Science & Education 27 (9-10):1029-1032.
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  9.  1
    Science and Uncertainty.Kostas Kampourakis - 2018 - Science & Education 27 (9-10):829-830.
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  10. Promoting Curiosity?Markus Lindholm - 2018 - Science & Education 27 (9-10):987-1002.
    Curiosity is a wonder of the human mind. It goes to the heart of modernity, as a driving force for learning, novel insights, and innovation, both for individuals and communities. In societies dependent on science and development, finding out what promotes or hampers curiosity and wonder in school curricula and science education is accordingly essential. In this conceptual article, I suggest a framework for curiosity-based science education and I explore options for its wellbeing and development during preschool, preadolescence, and adolescence. (...)
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  11. A Theater-Based Device for Training Teachers on the Nature of Science.Énery Melo & Manuel Bächtold - 2018 - Science & Education 27 (9-10):963-986.
    This article presents and discusses an innovative pedagogical device designed for training pre-service teachers on the nature of science. We endorse an approach according to which aspects of the nature of science should be explicitly discussed in order to be understood by learners. We identified quantum physics, and more precisely the principles of uncertainty and complementarity, as a rich topic suitable for such a discussion. Our training device consists in preparing and staging a new type of theater, the “scientific experimental (...)
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  12.  2
    Contemporary Perspectives on the Meaning, Roles, and Implications of Chance in Evolution.Ariel Roffé - 2018 - Science & Education 27 (9-10):1003-1016.
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  13.  1
    Modeling Conceptualization and Investigating Teaching Effectiveness.Jérôme Santini, Tracy Bloor & Gérard Sensevy - 2018 - Science & Education 27 (9-10):921-961.
    Our research addresses the issue of teaching and learning concepts in science education as an empirical question. We study the process of conceptualization by closely examining the unfolding of classroom lesson sequences. We situate our work within the practice turn line of research on epistemic practices in science education. We also adopt a practice turn approach when it comes to the learning of concepts, as we consider conceptualization as being inherent within epistemic practices. In our work, pedagogical practices are modeled (...)
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  14.  5
    Reducing Pseudoscientific and Paranormal Beliefs in University Students Through a Course in Science and Critical Thinking.James A. Wilson - 2018 - Science & Education 27 (1-2):183-210.
    This study measured the relationship between student’s religion, gender, and propensity for fantasy thinking with the change in belief for paranormal and pseudoscientific subjects following a science and critical thinking course that directly confronted these subjects. Student pre-course endorsement of religious, paranormal, and pseudoscientific beliefs ranged from 21 to 53%, with religion having the highest endorsement rate. Pre-course belief in paranormal and pseudoscientific subjects was correlated with high scores in some fantasy thinking scales and showed a gender and a religion (...)
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