As people attempt to make sense of the world, they develop personal knowledge structures.
These structures often contain misconceptions—inaccurate or incomplete information—that …

The present study was a follow‐up to Tsai and Wen's (2005) earlier research, in which 802
articles published in the International Journal of Science Education, Science Education, and …

This exploratory study examines how a series of laboratory activities designed using a new
instructional model, called Argument‐Driven Inquiry (ADI), influences the ways students …

The ubiquitous goals of helping precollege students develop informed conceptions of nature
of science (NOS) and experience inquiry learning environments that progressively …

The literature provides confounding information with regard to questions about whether
students in high school can engage in meaningful argumentation about socio‐scientific …

The Galaxy Zoo citizen science website invites anyone with an Internet connection to
participate in research by classifying galaxies from the Sloan Digital Sky Survey. As of April …

This study examined how 770 nonscience majors, enrolled in a core‐curriculum science
course, conceptualized their motivation to learn science. The students responded to the …

Volume III of this landmark synthesis of research ofers a comprehensive, state-of-the-art
survey highlighting new and emerging research perspectives in science education. Building …

This chapter considers the similarities between Constructivism and Social Constructivism,
seen as two learning theories sharing a multitude of underlying assumptions. Major aspects …

This investigation explores the effectiveness of a teacher preparation program aligned with
situated learning theory on preservice science teachers' use of technology during their …