Science Education

Primary teachers' attitudes toward science: A new theoretical framework

Stereotypic images of a scientist: The draw-a-scientist test

A comparison of exemplary biology, chemistry, earth science, and physics teachers' conceptions and enactment of inquiry

Blending physical and virtual manipulatives: An effort to improve students' conceptual understanding through science laboratory experimentation

The scientific method and scientific inquiry: Tensions in teaching and learning

The Intersection of the Learning Sciences and Science Learning in Everyday Life

Science Education is seeking papers for a special themed section as part of an international initiative to build research community at the intersection of the Learning Sciences and Science Learning in Everyday Life. Submission Deadline: Rolling, beginning January 2011.

Click here to read the full Call for Papers

Beliefs and Willingness to Act About Global Warming: Where to Focus Science Pedagogy?
Keith Skamp, Eddie Boyes, Martin Stanisstreet
Volume 97, Issue 2

Science educators have a key role in empowering students to take action to reduce global warming. This involves assisting students to understand its causes as well as taking pedagogical decisions that have optimal probabilities of leading to students being motivated to take actions based on empirically based science beliefs. To this end New South Wales' (Australia) (n = 500) and English (n = 785) secondary students' (Grades 7 - 10) beliefs about the effectiveness of various specific actions in reducing global warming, and their self-reported willingness to take those actions, were determined and compared, using a specially designed questionnaire. READ MORE...

Young children's analogical reasoning in science domains

Dialogic framing of scientific content for conceptual and epistemic understanding

Science in discussions: An analysis of the use of science content in socioscientific discussions

Gender segregation of adolescent science career plans in 50 countries

“It should at least seem scientific!” Textual features of “scientificness” and their impact on lay assessments of online information