Relationships between students' grade-level, epistemic beliefs, metacognition, and science achievement were investigated separately for low and high-achieving schools. A total of 587 students in low achieving schools and 600 students in high achieving schools from fifth, sixth, and eighth grades constituted the study sample. Exploratory and…

Agreement has become widespread that students' peer-to-peer argumentation should play a central role in science classrooms. Coordinating evidence with claims lies at the heart of a skilled argument. Yet evidence takes numerous forms that pose different interpretational challenges. Might cognitive limitations on the part of the individual student…

With school populations across the country becoming increasingly representative of students from diverse cultural and linguistic backgrounds, new considerations must be made to promote equitable and engaged science learning for all students (National Academy of Science, National Academy of Engineering, & Institute of Medicine [NAEEM], 2011).…

In this study, we examined students' epistemological and positional framing during small group scientific modeling to explore their context-dependent perceptions about knowledge, themselves, and others. We focused on two small groups of Korean eighth-grade students who participated in six modeling activities about excretion. The two groups were…

We engaged 47 eighth-grade students in a newly developed learning environment that integrates mobile augmented reality (AR) technology to support students' learning of nuclear energy use and radiation pollution, a topic related to a socioscientific issue (SSI) that involves complex reasoning considering scientific evidence and multiple…

The aim of this study is to determine the levels of scientific epistemological beliefs of 8th grade students. The sample of the study consisted of 355 students. The data of the study were collected through the use of the Scale of Scientific Epistemological Beliefs, which was developed by Elder (1999) and adapted into Turkish by Acat, Tuken and…

Hands-on making (e.g., "Maker") has become prevalent in current educational settings. To understand the role that students' epistemic curiosity plays in hands-on making contests, this study explored its correlation to students' positive affect and continuance intention to participate in a hands-on making contest called…

The article investigates the interplay between the meaning given to certain key expressions and pupils' understanding of science subject matter, in a qualitative study of learning.The intentional-expressive approach to the epistemological role of language use served as a theoretical frame, within the wider context of phenomenographic research on…

This study examined epistemic metacognition as a reflective activity about knowledge and knowing in the context of online information searching on the Web, and whether it was related to prior knowledge on the topic, study approach, and domain-specific beliefs about science. In addition, we investigated whether Internet-based learning was…

The research questions addressed in this study were: what types of epistemological beliefs do elementary students have; what types of metacognition do elementary students have; and what are the relationships among students' perceived characteristics of constructivist learning environment, metacognition, and epistemological beliefs. A total of 626…

In this paper, we describe two central epistemological norms related to the importance of making investigations and to scientific language and its logic. These norms have been identified in empirical material consisting of 200 video-recorded lessons in three different science classes. With regard to the learning of science and socialization, we…