Current research in science education and the cognitive sciences has highlighted the importance of epistemic tools in scaffolding learners to think in ways consistent with scientific practices. However, recent studies on epistemic tool have mainly focused on epistemic cognition, but not epistemic metacognition. Epistemic metacognition, which…

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…

Purpose: Design an innovative Flipped classroom's Delivery through virtual laboratory. Design/methodology/approach: The fundamental framework of the present investigation is a Participatory Action Research (PAR) design. By merging the impetus of "action." with the inclusiveness of "participation," PAR establishes a…

This study was conducted to examine the structural relationships among pre-service science teachers' scientific epistemological beliefs, self-regulation skills, and their disposition towards participating in argumentation. For this purpose, structural equation modeling (SEM) was applied in the study in which 229 pre-service science teachers…

Promoting understanding of the epistemologies of science has long been the primary objective in science education, and can be viewed as a form of science learning outcome. Many studies have attempted to understand learners' conceptions of epistemology in science from various perspectives and methods; however, no recent reviews have focused on the…

In recent years, researchers have become aware of the experiential grounding of scientific thought. Accordingly, research has shown that metaphorical mappings between experience-based source domains and abstract target domains are omnipresent in everyday and scientific language. The theory of conceptual metaphor explains these findings based on…

This study has been carried out to identify the relationship between the epistemological beliefs of student teachers and their metacognitive perceptions about the nature of science. The participants of the study totaled 336 student teachers enrolled in the elementary science education division of the department of elementary education at the…

This study aims to investigate the relationships among epistemological beliefs, metacognitive awareness, and nature of science (NOS). Participants were 45 preservice science teachers (PSTs) enrolled in two sections of Laboratory Application in Science II course in a university in Turkey. All of the participants were juniors with the same science…

In their treatise, Mitchell and Mueller extend David Orr's notions of ecological literacy (2005) to include biophilia (Wilson "1984") and ecojustice (Mueller "2009"). In his writings, David Orr claims that the US is in an "ecological crisis" and that this stems from a crisis of education. The authors outline Orr's theory of ecological literacy as…

According to the literature, there is a very important corpus of knowledge that allows for the investigation of some dimensions of "learning experience" provided to students, in relation to epistemic, pedagogical and meta-cognitive practices. However, in the literature, there is little investigation into the invariance (or not) of the…

We explored relations between students' trade; epistemic beliefs, metacognitive monitoring and recall performance in the context of learning physics through metaphor. Eighty-three university undergraduate students completed questionnaires designed to measure their epistemic beliefs and prior knowledge about Newtonian physics. Students were…

Models and modeling are considered integral parts of scientific literacy, reflecting educators' efforts to introduce and engage students in authentic scientific inquiry through Modeling-based Learning (MbL) approaches in science. Over the years research has developed a considerable amount of knowledge concerning MbL. Our purpose in this paper was…

The purpose of this report is to describe a science competency model and 3 related learning progressions, which were developed by applying the "CBAL"™ approach (Bennett & Gitomer, 2009) to the domain of middle school science. The Cognitively Based Assessment "of", "for", and "as" Learning (CBAL) science…

This study was based on the hypothesis that students' epistemological beliefs could become more expertlike with a combination of appropriate instructional activities: (i) preclass reading with metacognitive reflection, and (ii) in-class active learning that produces cognitive dissonance. This hypothesis was tested through a five-year study…