Science Education

Cover image for Vol. 99 Issue 5

Edited by John L. Rudolph

Impact Factor: 2.825

ISI Journal Citation Reports © Ranking: 2014: 7/224 (Education & Educational Research)

Online ISSN: 1098-237X

Featured

  • Values in Science: Making Sense of Biology Doctoral Students’ Critical Examination of a Deterministic Claim in a Media Article

    Values in Science: Making Sense of Biology Doctoral Students’ Critical Examination of a Deterministic Claim in a Media Article

    Criteria generated by the students in their critical examination of a deterministic claim.

  • “I Was Proud of Myself That I Didn't Give Up and I Did It”: Experiences of Pride and Triumph in Learning Science

    “I Was Proud of Myself That I Didn't Give Up and I Did It”: Experiences of Pride and Triumph in Learning Science

    (a) Sadness, (b) Triumph, and (c) Pride.

  • Diagnostic Opportunities Using Rasch Measurement in the Context of a Misconceptions-Based Physical Science Assessment

    Diagnostic Opportunities Using Rasch Measurement in the Context of a Misconceptions-Based Physical Science Assessment

    Invariant measurement illustration.Note that the student has the same achievement level on all three tests.

  • Science Teaching Reform Through Professional Development: Teachers’ Use of a Scientific Classroom Discourse Community Model

    Science Teaching Reform Through Professional Development: Teachers’ Use of a Scientific Classroom Discourse Community Model

    Model conceptual framework of teacher learning and change through cognition, self-regulation, that corresponds with cognitive learning principles and situated learning with respect to individual values and institutional contexts.

  • The Use of Modeling-Based Text to Improve Students' Modeling Competencies

    The Use of Modeling-Based Text to Improve Students' Modeling Competencies

    The conceptual framework of the study.

  • Values in Science: Making Sense of Biology Doctoral Students’ Critical Examination of a Deterministic Claim in a Media Article
  • “I Was Proud of Myself That I Didn't Give Up and I Did It”: Experiences of Pride and Triumph in Learning Science
  • Diagnostic Opportunities Using Rasch Measurement in the Context of a Misconceptions-Based Physical Science Assessment
  • Science Teaching Reform Through Professional Development: Teachers’ Use of a Scientific Classroom Discourse Community Model
  • The Use of Modeling-Based Text to Improve Students' Modeling Competencies

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Featured Articles in the 'Learning' Section

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Learning Biology Through Innovative Curricula: A Comparison of Game- and Nongame-Based Approaches
TROY D. SADLER, WILLIAM L. ROMINE, DEEPIKA MENON, RICHARD E. FERDIG and LEONARD ANNETTA

This study explored student learning in the context of innovative biotechnology curricula and the effects of gaming as a central element of the learning experience. The quasi-experimentally designed study compared learning outcomes between two curricular approaches: One built around a computer-based game, and the other built around a narrative case.READ MORE...

Diagnostic Opportunities Using Rasch Measurement in the Context of a Misconceptions-Based Physical Science Assessment
STEFANIE A. WIND and JESSICA D. GALE

Multiple-choice (MC) items that are constructed such that distractors target known misconceptions for a particular domain provide useful diagnostic information about student misconceptions (Herrmann-Abell & DeBoer, 2011, 2014; Sadler, 1998). Item response theory models can be used to examine misconceptions distractor-driven multiple-choice (MDDMC) items as a method for examining patterns of student answer choices given their achievement level.READ MORE...

An Empirical Introduction to the Concept of Chemical Element Based on Van Hiele's Theory of Level Transitions
MICHIEL VOGELEZANG, BERRY VAN BERKEL and ADRI VERDONK

Between 1970 and 1990, the Dutch working group Empirical Introduction to Chemistry developed a secondary school chemistry education curriculum based on the educational vision of the mathematicians van Hiele and van Hiele-Geldof. This approach viewed learning as a process in which students must go through discontinuous level transitions characterized by linguistic changes.READ MORE...

Focus on...Learning Progressions

Learning Progressions and Progress: An Introduction to Our Focus on Learning Progressions
Michael J. Ford
Volume 99, Issue 3

The learning progressions agenda in science education was conceived with progressive aims. In this Focus section, four pieces bear witness to the progress that learning progressions have realized, some of which is a straight return on investment, some of which is unexpected, and some of which is conceivable only in light of the work that has been done. Learning progressions have constituted analyses of how sophisticated scientific ideas can be decomposed into simpler ones. They have constituted educational expertise and empirical data on how students can shift in their understanding from simple to more sophisticated. READ MORE

A Tale of Two Progressions: On the Benefits of Careful Comparisons
Ravit Golan Duncan and Amelia Wenk Gotwals

On the Importance of Epistemology–Disciplinary Core Concept Interactions in LPs
Carol L. Smith and Marianne Wiser

Implications of Complexity for Research on Learning Progressions
David Hammer and Tiffany-Rose Sikorski

Learning Progressions: The Whole World is NOT a Stage
Rich Lehrer and Leona Schauble

Top Cited Articles from 2012-2013

Proposing a core set of instructional practices and tools for teachers of science
Mark Windschitl, Jessica Thompson, Melissa Braaten, and David Stroupe
Volume 96, Issue 5

Seeding evolutionary thinking by engaging children in modeling its foundations
Richard Lehrer, Leona Schauble
Volume 96, Issue 4

Dialogic framing of scientific content for conceptual and epistemic understanding
Michael J. Ford and Brian M. Wargo
Volume 96, Issue 3

Stability and volatility of STEM career interest in high school: A gender study
Philip M. Sadler, Gerhard Sonnert, Zahra Hazari and Robert Tai
Volume 96, Issue 3

Improvements to elementary children's epistemic understanding from sustained argumentation
Suna Ryu andWilliam A. Sandoval
Volume 96, Issue 3

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