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Science Education

Référence :  Vol.94, n°4, juillet 2010

 

• Is inquiry possible in light of accountability: A quantitative comparison of the relative effectiveness of guided inquiry and verification laboratory instructionMURMSI is a statewide, multiyear research and development initiative designed to measurably improve teaching and learning in reading, mathematics and science in Floridas K12 schools with a special emphasis on students considered atrisk due to economic or other conditions, Margaret R. Blanchard, Sherry A. Southerland, Jason W. Osborne, Victor D. Sampson, Leonard A. Annetta, Ellen M. Granger
• “Doing” science versus “being” a scientist: Examining 1011yearold schoolchildrens constructions of science through the lens of identity, Louise Archer, Jennifer DeWitt, Jonathan Osborne, Justin Dillon, Beatrice Willis, Billy Wong
• A structural view on the emergence of a conception: Conceptual change as radical reconstruction of contexts, Åsa Larsson, Ola Halldén
• Assessing learning progression of energy concepts across middle school grades: The knowledge integration perspective, HeeSun Lee, Ou Lydia Liu
• A pragmatist approach to meaning making in childrens discussions about gravity and the shape of the earth, Malena Lidar, Jonas Almqvist, Leif Östman
• Facilitating family group inquiry at science museum exhibitsThis work supported by the Foundation was done while the second author was working at the Foundation, Joshua P. Gutwill, Sue Allen
• Representing the social construction of science in light of the propositions of Bruno Latour: For a renewal of the school conception of science in secondary schools, Vincent Richard, Barbara Bader
• Controversy in the classroom: The democratic power of discussion, Troy D. Sadler
• Identity and the museum visitor experience, Christine Reich

Informations complémentaires :
  http://www3.interscience.wiley.com/.../home?CRETRY=1&SRETRY=0

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catégorie(s) :  théorie de l'éducation