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...
Published in Disciplinary and Interdisciplinary Science Education Research
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...
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...
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-...
Published in Disciplinary and Interdisciplinary Science Education Research
Science|Environment|Health (S|E|H) is an emerging science pedagogy for complex living systems. The name highlights a situation of mutual benefit between science education, environmental education and health education. The paper discusses a range of topics from the curriculum-focused origin of the S|E|H movement to the issues that concern S|E|H rese...
Published in Disciplinary and Interdisciplinary Science Education Research
This position paper is motivated by recent educational reform efforts that urge the integration of engineering in science education. We argue that it is plausible and beneficial to integrate engineering into formal K-12 science education. We illustrate how current literature, though often implicitly, discusses this integration from a pedagogical, e...
Published in Disciplinary and Interdisciplinary Science Education Research
The socioscientific issues framework has proven to have a significant impact over the last two decades on many areas related to the development of functional scientific literacy in students. In this article, we summarize and synthesize recent trends in socioscientific issues research that impact both disciplinary and interdisciplinary science educa...
Published in Disciplinary and Interdisciplinary Science Education Research
This review traces the history of research on the teaching and learning of nature of scientific knowledge (NOSK), and its implications for curriculum and instruction. Initially, the complex rubric of NOSK is clearly conceptualized, while recognizing that there is no singularly accepted definition. As part of this conceptualization NOSK is distingui...
Published in Disciplinary and Interdisciplinary Science Education Research
The coupled influences of scholarship in the fields of Psychology, Philosophy, and Pedagogy beginning in the 1950s, set in motion the emergence of new images, methodological perspectives, theories, and design principles about learners and learning. Advances in cognitive and sociocultural psychology, shifting images of the nature of science, recogni...
