Kyle, William C. Jr.
Published in
Disciplinary and Interdisciplinary Science Education Research
On 25 September 2015, the UN General Assembly adopted a resolution, which took effect 1 January 2016, to transform the world to better meet human needs and the requirements of economic transformation, while protecting the environment, ensuring peace and realizing human rights. Since 1987, there have been several global initiatives oriented toward s...
Park, Mihwa
Published in
Disciplinary and Interdisciplinary Science Education Research
Previous studies on quantitative physics problem solving have been concerned with students’ using equations simply as a numerical computational tool. The current study started from a research question: “How do students solve conceptual physics questions in simulation-based formative assessments?” In the study, three first-year college students’ int...
Yoho, Rachel Foster, Tanner Urban-Lurain, Mark Merrill, John Haudek, Kevin C.
Published in
Disciplinary and Interdisciplinary Science Education Research
Structure and function is an essential crosscutting concept in undergraduate STEM education and appears in numerous disciplines and contexts from the introductory to advanced levels. This concept is exemplified by enzyme binding, a topic spanning biology, biochemistry, and chemistry. We interviewed 13 instructors with primary instructional appointm...
Wei, Jianye Treagust, David F. Mocerino, Mauro Lucey, Anthony D. Zadnik, Marjan G. Lindsay, Euan D.
Published in
Disciplinary and Interdisciplinary Science Education Research
This paper reviews the ways in which interactions have been studied, and the findings of such studies, in science education in both face-to-face and remote laboratories. Guided by a systematic selection process, 27 directly relevant articles were analysed based on three categories: the instruments used for measuring interactions, the research findi...
Nehm, Ross H.
Published in
Disciplinary and Interdisciplinary Science Education Research
This critical review examines the challenges and opportunities facing the field of Biology Education Research (BER). Ongoing disciplinary fragmentation is identified as a force working in opposition to the development of unifying conceptual frameworks for living systems and for understanding student thinking about living systems. A review of Concep...
Chiu, Mei-Hung Lin, Jing-Wen
Published in
Disciplinary and Interdisciplinary Science Education Research
Research on the understanding of the nature of models and modeling processes in science education have received a lot of attention in science education. In this article, we make five claims about the research on modeling competence in science education. The five claims are (1) the development of modeling competence in practice is essential to scien...
Liu, Xiufeng Wang, Lei
Published in
Disciplinary and Interdisciplinary Science Education Research
Erduran, Sibel Guilfoyle, Liam Park, Wonyong Chan, Jessica Fancourt, Nigel
Published in
Disciplinary and Interdisciplinary Science Education Research
Argumentation has emerged as a key area of research and development in science education in recent years. Simply defined, argumentation is about the justification of knowledge claims with evidence and reasons. Although there is now a vast amount of work in argumentation, much research remains to be pursued. Given the interdisciplinary nature of arg...
Miller, Emily C. Krajcik, Joseph S.
Published in
Disciplinary and Interdisciplinary Science Education Research
In this paper, we present a design solution that involves the bringing together of Project-based Learning (PBL) with the theory of usable knowledge (Pellegrino & Hilton, Developing transferable knowledge and skills in the 21st century, 2012). Usable knowledge is the ability to use ideas to solve problems and explain phenomena, an approach to scienc...
Orion, Nir
Published in
Disciplinary and Interdisciplinary Science Education Research
This article addresses the question of what the future directions and emphases of the research in the earth science education field ought to be. During the past 30 years, Earth science education research has established a solid theoretical foundation, as well as practical strategies and techniques, for a meaningful teaching of earth science from K-...
