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Published on May 1, 2012in Science Education 3.04
Dimitrios Stamovlasis11
Estimated H-index: 11
(Aristotle University of Thessaloniki),
Georgios Tsaparlis21
Estimated H-index: 21
(University of Ioannina)
In this study, we test an information-processing model (IPM) of problem solving in science education, namely the working memory overload model, by applying catastrophe theory. Changes in students' achievement were modeled as discontinuities within a cusp catastrophe model, where working memory capacity was implemented as asymmetry and the degree of field dependence/independence and logical thinking as bifurcation parameters. Data from achievement scores of high school students in nonalgorithmic ...
17 Citations Source Cite
Published on Jan 1, 2009in Journal of Research in Science Teaching 3.21
Anton E. Lawson41
Estimated H-index: 41
(Arizona State University)
The research articles published in the Journal of Research in Science Teaching in 1965, 1975, 1985, 1995, and in 2005 were surveyed to discover the extent to which they were theory driven. Carey and Smith's theory of the development of science epistemologies was used to frame the study. Specifically their theory posits that science epistemologies develop through three developmental levels. Persons at Level 1 view science as an inductive and descriptive enterprise. Persons at Level 2 view science...
11 Citations Source Cite
Published on Oct 21, 2006in Journal of Science Education and Technology 1.38
Mansoor Niaz31
Estimated H-index: 31
(Universidad de Oriente)
The objectives of this study are: (a) Evaluate science major freshman students’ ability to differentiate between heat energy and temperature, after having studied the topic of thermochemistry; (b) ascertain the degree to which students resist change from the caloric to the kinetic-molecular theory; (c) study the ability to differentiate between heat energy and temperature and its relationship to solving a problem of thermochemistry. Science major freshman students (n = 76) were tested on a three...
16 Citations Source Cite
Published on Jun 1, 2004in Journal of Genetic Psychology 0.92
Mansoor Niaz31
Estimated H-index: 31
(Universidad de Oriente)
A review of the literature in science education shows that most students have difficulties in hypothetico—deductive reasoning. The author's objective in this study was to investigate the abilities of high school teachers and university teachers to understand the difference between the terms hypothesis and prediction in the everyday context of Columbus's discovery of America. The author asked 83 high school and university teachers enrolled in a methodology course to elaborate and to explain a pre...
4 Citations Source Cite
Published on May 1, 2004in Journal of Research in Science Teaching 3.21
Mark Windschitl22
Estimated H-index: 22
(University of Washington)
Despite the ubiquity of the term “inquiry” in science education literature, little is known about how teachers conceptualize inquiry, how these conceptions are formed and reinforced, how they relate to work done by scientists, and if these ideas about inquiry are translated into classroom practice. This is a multicase study in which 14 preservice secondary science teachers developed their own empirical investigations—from formulating questions to defending results in front of peers. Findings ind...
210 Citations Source Cite
Published on Dec 1, 1997in Perceptual and Motor Skills 0.70
Mansoor Niaz31
Estimated H-index: 31
(Universidad de Oriente)
Recent findings show that children as young as 6 years of age understand some form of hypothetico-deductive reasoning. Perhaps scientific reasoning is based on complex processes that require considerable cognitive development before children can understand.
4 Citations Source Cite
Published on Jul 1, 1991in International Journal of Science Education 1.32
Nicholas C. Burbules28
Estimated H-index: 28
(University of Illinois at Urbana–Champaign),
Marcia C. Linn60
Estimated H-index: 60
(University of California, Berkeley)
In this paper, we examine the goals and methods of science education from the standpoint of recent trends in the philosophy of science. Specifically, we consider the implications for science curricula and instruction of new perspectives on scientific knowledge, on the nature of evidence, and on how knowledge changes. We argue that much of science education remains mired in outmoded positivist assumptions, and suggest specific ways in which science instruction can promote a more appropriate epist...
120 Citations Source Cite
Published on Jan 1, 1991in Journal of Research in Science Teaching 3.21
Mansoor Niaz31
Estimated H-index: 31
(Universidad de Oriente)
Most Piagetian formal operational reasoning tasks show horizontal decalage; that is, subjects pass certain tasks and fail others that have the same logical structure. The study reported here analyzes the importance of individual difference variables, as postulated by the neo-Piagetian theory of Pascual-Leone, in explaining subject performance in formal reasoning. A sample of 72 freshman students were administered a test of formal reasoning having 20 items of different types of reasoning, and the...
39 Citations Source Cite
Published on Jan 1, 1989in Synthese 1.03
James T. Cushing14
Estimated H-index: 14
(University of Notre Dame)
This paper is a critique of a project, outlined by Laudan et al. (1986) recently in this journal, for empirically testing philosophical models of change in science by comparing them against the historical record of actual scientific practice. While the basic idea of testing such models of change in the arena of science is itself an appealing one, serious questions can be raised about the suitability of seeking confirmation or disconfirmation for large numbers of specific theses drawn from a mass...
14 Citations Source Cite
Published on Jan 1, 1989
Anton E. Lawson41
Estimated H-index: 41
Michael R. Abraham13
Estimated H-index: 13
+ 1 AuthorsNarst Monograph1
Estimated H-index: 1
This monograph describes the origins of the learning cycle, related research, and ht)w future researcA might be conducted to further the %nderstanding of theories of instruction. A wide range of information is synthesized, producing a coherent framework for better understanding the theory of the learning cycle. The monograph identifies various models of the learning cycle, and focuses on a cycle consisting of exploration, term (concept) introduction, and concept application. Topics include: (I) ...
189 Citations
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