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Exploring Teachers' Meta-Strategic Knowledge of Science Argumentation Teaching with the Repertory Grid Technique
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Lin, Yu-Ren; Hung, Cheng-Yu; Hung, Jeng-Fung – International Journal of Science Education, 2017
This study investigated two science teachers' meta-strategic knowledge (MSK) of argumentation teaching by applying the repertory grid technique (RGT). One teacher was a novice, while the other was experienced in teaching argumentation. Using the RGT, we elicited the objectives and strategies of the two teachers regarding their argumentation…
Descriptors: Science Teachers, Knowledge Base for Teaching, Persuasive Discourse, Beginning Teachers
Effects of an Integrated Science and Societal Implication Intervention on Promoting Adolescents' Positive Thinking and Emotional Perceptions in Learning Science
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Hong, Zuway R.; Lin, Huann-Shyang; Lawrenz, Frances P. – International Journal of Science Education, 2012
The goal of this study was to test the effectiveness of integrating science and societal implication on adolescents' positive thinking and emotional perceptions about learning science. Twenty-five eighth-grade Taiwanese adolescents (9 boys and 16 girls) volunteered to participate in a 12-week intervention and formed the experimental group.…
Descriptors: Student Attitudes, Intervention, Adolescents, Experimental Groups
The Progression toward Constructivist Epistemological Views of Science: A Case Study of the STS Instruction of Taiwanese High School Female Students.
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Tsai, Chin-Chung – International Journal of Science Education, 1999
Discusses Science-Technology-Society (STS) instruments as a promising means to help students progress towards constructivist-oriented epistemological views of science. (Author/CCM)
Descriptors: Constructivism (Learning), Epistemology, Females, Foreign Countries