Showing papers in "Studies in Science Education in 2004"
TL;DR: In this article, the authors discuss the nature of chemical knowledge in the classroom and the role of models in the process of knowledge transfer in science education, and propose Interdisciplinary Characterizations of Models and the Nature of Chemical Knowledge in the Classroom
Abstract: (2004). Interdisciplinary Characterizations of Models and the Nature of Chemical Knowledge in the Classroom. Studies in Science Education: Vol. 40, No. 1, pp. 105-138.
87 citations
TL;DR: In this article, the authors make the case for making future studies explicit in student learning in science education, and present a vision of the future of science education in the United States.
Abstract: (2004). Imaging the Future of Science Education: the Case for Making Futures Studies Explicit in Student Learning. Studies in Science Education: Vol. 40, No. 1, pp. 139-177.
65 citations
TL;DR: The authors define the notion of an "anthropological approach" to science education research and advocate the potential contribution of such an approach to several research domains and to questions of access and equity.
Abstract: The purpose of this article is to define, through discussion and example, the notion of an 'anthropological approach' to science education research, as well as to advocate the potential contribution of such an approach to several research domains and to questions of access and equity. While many science education researchers in the last fifteen years have done work which one might describe as 'anthropological', these writers come from a variety of camps and may or may not think of themselves principally in this light. We hope that the value of this article lies in opening a dialogue about what an 'anthropological' approach to science research might be, as well as about how such an approach might redefine the role which science education research, and science itself, plays in the lives of teachers, students and communities which it affects.
46 citations
39 citations
TL;DR: This paper explored the meanings of the research studies of environment, education and society, as portrayed by Fien, Yencken and Sykes, and found that environmental challenges continue to grow, and it is not surprising that environment has found space in the school curriculum.
Abstract: Sometime within the last forty years, environment has become part of the social agenda, and environmental education part of the educational agenda, in most regions of the world, including, it seems, the Asia-Pacific region. As environmental challenges continue to grow, it is not surprising that environment has found space in the school curriculum. What might be surprising, and perhaps disconcerting to science educators, is the extent of the challenge for school science posed by environmental education. It should therefore be of interest for readers of this journal to explore the meanings of the research studies of environment, education and society, as portrayed by Fien, Yencken and Sykes.
2 citations
TL;DR: This article pointed out that the conditions for conceptual change are met because the teacher judges it to be so (from written responses about scientific content), while in the original proposal, it is students who must decide whether an idea is or not intelligible, plausible, fruitful or unsatisfactory.
Abstract: More than twenty years ago, Posner et al. (1982) suggested listening to students' own voices in order to check whether the conditions for conceptual change were met. Although it may be said that the idea of conceptual change has been, in Toulmin's terms, ecologically successful, some of its proposals have been overlooked or distorted. As Hewson and Thorley (1989) pointed in a review of research under the conceptual change umbrella, considering that the conditions for conceptual change are met because the teacher judges it to be so (from written responses about scientific content), while in the original proposal, it is students who must decide whether an idea is or not intelligible, plausible, fruitful or unsatisfactory. That the students, even young ones, can talk about the status of their ideas, has been convincingly demonstrated by Hennessey (1991) in her doctoral dissertation.
1 citations
TL;DR: One day, you will discover a new adventure and knowledge by spending more money as mentioned in this paper. But when? Do you think that you need to obtain those all requirements when having much money? Why don't you try to get something simple at first? That's something that will lead you to know more about the world, adventure, some places, history, entertainment and more?
Abstract: One day, you will discover a new adventure and knowledge by spending more money. But when? Do you think that you need to obtain those all requirements when having much money? Why don't you try to get something simple at first? That's something that will lead you to know more about the world, adventure, some places, history, entertainment, and more? It is your own time to continue reading habit. One of the books you can enjoy now is been there done that and now this here.