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Mariana Hamer; Micaela Hamer; Miguel J. Vago; M. Florencia Leal Denis – Journal of Chemical Education, 2024
In analytical chemistry, discussing different method sand techniques of analysis is essential to promote critical thinking and reasoning. Analytical courses in the chemist, pharmacist, and biochemist curricula represent the opportunity to study concepts such as experimental design, sampling, development, and optimization of protocols, data…
Descriptors: Chemistry, Science Education, Hands on Science, Thinking Skills
Ayça K. Fackler; Daniel K. Capps – International Journal of Science Education, 2024
The literature on scientific modelling practices in science education has provided a fruitful discussion on how learners tend to view models vs. how and what they should think about them. One approach is to teach students that models are abstractions so that they do not view them as a copy of phenomena they represent. Although teaching students…
Descriptors: Science Education, Scientific Concepts, Models, Science Instruction
Rayendra Wahyu Bachtiar; Ralph F. G. Meulenbroeks; Wouter R. Joolingen – Journal of Research in Science Teaching, 2024
Previous studies have documented the promising results from student-constructed representations, including stop-motion animation (SMA), in supporting mechanistic reasoning (MR), which is considered an essential thinking skill in science education. Our current study presents theoretically and empirically how student-constructed SMA contributes to…
Descriptors: Animation, Thinking Skills, Science Education, Skill Development
Anne Morris Byford – ProQuest LLC, 2024
Students entering high school often bring misconceptions about the nature of science and experimentation with them from middle school. Many also bring a belief that they are not a "science kid" and, therefore, cannot be a strong student in Biology. This belief can lead to a lack of self-efficacy and of student agency in the classroom.…
Descriptors: Science Process Skills, Biology, Self Efficacy, High School Students
Jonathan Robert Bowers – ProQuest LLC, 2024
To make sense of our interconnected and algorithm driven world, students increasingly need proficiency with computational thinking (CT), systems thinking (ST), and computational modeling. One aspect of computational modeling that can support students with CT, ST, and modeling is testing and debugging. Testing and debugging enables students to…
Descriptors: Troubleshooting, Thinking Skills, Computation, Computer Science Education
Ming Chi; Changlong Zheng; Peng He – Science & Education, 2024
Chemical thinking has been widely recognized as a core competence for supporting students' problem solving in chemistry education. Disciplinary essential questions and perspectives are two critical aspects of chemical thinking. This study connects essential questions with such perspectives to develop a new framework for restructuring chemical…
Descriptors: Chemistry, Thinking Skills, Science Process Skills, Science Instruction
Bradley J. Morris; Jacob Cason; Katie Asaro; Yin Zhang; Michelle Rivers; Whitney Owens; John Dunlosky – International Journal of Science Education, 2025
Understanding experimental design (e.g. control of variable strategy or CVS) is foundational for scientific reasoning. Previous research has demonstrated that demonstrations with cognitive conflict (e.g. asking students to evaluate and explain different experimental designs) are effective in promoting children's scientific reasoning, however, the…
Descriptors: Science Education, Informal Education, Intervention, Foods Instruction
Socio-Scientific Issues Instruction for Scientific Literacy: 5E Framing to Enhance Teaching Practice
David C. Owens; Troy D. Sadler – School Science and Mathematics, 2024
Socio-scientific issues (SSI) instruction positions the understanding and practice of science in the context of issues that are informed by science but require reasoning about their societal dimensions to respond to those issues effectively. For this reason, instruction in the context of SSI has been considered the gateway to contemporary visions…
Descriptors: Science and Society, Science Instruction, Scientific Literacy, Teaching Models
Agustian, Hendra Y.; Finne, Laura Teinholt; Jørgensen, Jonas Tarp; Pedersen, Maja Ingerslev; Christiansen, Frederik Voetmann; Gammelgaard, Bente; Nielsen, Jan Alexis – Review of Education, 2022
Laboratory work has been a common element of science courses at university level for around two centuries, but its practice has been criticised by scholars in the field and related stakeholders. Mainly on a rationale of financial justification and educational efficacy, more evidence for learning has been called for. The aims of this systematic…
Descriptors: Chemistry, Science Instruction, Science Laboratories, College Science
Buggé, Danielle; Rutberg, Joshua; Ahmed, Sheehan H.; Zisk, Robert; Jammula, Diane – Physics Education, 2023
The Investigative Science Learning Environment (ISLE) approach to learning and teaching holds as one of its core tenets that students should learn physics by engaging in the same processes through which physicists develop new knowledge. One key skill necessary for this is hypothetico-deductive reasoning. In this study, we explored how the…
Descriptors: Science Instruction, Science Process Skills, Logical Thinking, Thinking Skills
Marie-Jetta den Otter; Alma Kuijpers; Michiel Dam; Ludo Juurlink; Fred Janssen – Research in Science Education, 2024
Chemical reasoning, and in particular structure--property reasoning, is an important goal of chemistry education. Johnstone's triangle (1982, 1991) is often used to explicate this type of reasoning. This triangle describes the multilevel thought chemical reasoning requires and shows why students find chemistry so difficult. However, this model…
Descriptors: Scientific Literacy, Thinking Skills, Scientists, Chemistry
Rooserina Kusumaningdyah; Iztok Devetak; Yudhi Utomo; Effendy Effendy; Daratu Putri; Habiddin Habiddin – Center for Educational Policy Studies Journal, 2024
This paper presents an analysis of the use of multimedia and hands-on models on university students' understanding of stereochemistry. The relationship between students' scientific reasoning skills and their understanding of stereochemistry was also determined. Two groups of second-year chemistry students from the State University of Malang taking…
Descriptors: Thinking Skills, Science Process Skills, Multimedia Instruction, Hands on Science
Gregory J. Crowther; Victoria L. VanHeel; Sasha D. Gradwell; Casey J. Self; Krista L. Rompolski – Advances in Physiology Education, 2024
The field of anatomy is often seen by nonanatomists as concerned primarily with the tasks of locating, naming, and describing structures; these tasks, in turn, are often assumed to require only lower-order cognitive skills (LOCSs), i.e., the Knowledge or Comprehension levels of Bloom's taxonomy. Many nonanatomists may thus believe that studying…
Descriptors: Human Body, Anatomy, Science Process Skills, Educational Objectives
Sierra McCormick; Jodi L. Davenport; Anna N. Rafferty; Sandra Raysor; Jacklyn Yani; David Yaron – Journal of Chemical Education, 2023
The Next Generation Science Standards encourage students to develop the reasoning and practice skills of scientists. Rather than promoting rote memorization, teachers engage students with real-world phenomena and prompt students to think critically. ChemVLab+ is a series of freely available, online modules that require students to reason like…
Descriptors: Chemistry, Science Instruction, Science Process Skills, Critical Thinking
Ryan Coker – ProQuest LLC, 2024
Pre-service science teachers develop their teaching practices within and across the university and school contexts of their teacher education programs. The practices and visions of teaching and learning emphasized in each context are often disjointed, a problem referred to as the "two-worlds pitfall." Responding to the call for teacher…
Descriptors: Preservice Teachers, Science Teachers, Science Instruction, Teaching Methods