Subjects -> EDUCATION (Total: 2405 journals)
    - ADULT EDUCATION (22 journals)
    - COLLEGE AND ALUMNI (10 journals)
    - E-LEARNING (35 journals)
    - EDUCATION (2062 journals)
    - HIGHER EDUCATION (144 journals)
    - INTERNATIONAL EDUCATION PROGRAMS (4 journals)
    - ONLINE EDUCATION (39 journals)
    - SCHOOL ORGANIZATION (14 journals)
    - SPECIAL EDUCATION AND REHABILITATION (39 journals)
    - TEACHING METHODS AND CURRICULUM (36 journals)

EDUCATION (2062 journals)            First | 4 5 6 7 8 9 10 11     

Showing 1801 - 857 of 857 Journals sorted alphabetically
Revista Portuguesa de Educação     Open Access  
Revista Portuguesa de Educação Artística     Open Access   (Followers: 3)
Revista Psicopedagogia     Open Access  
Revista Publicando     Open Access   (Followers: 3)
Revista REAMEC : Rede Amazônica de Educação em Ciências e Matemática     Open Access  
Revista Semana Pedagógica     Open Access  
Revista SIGMA     Open Access  
Revista Sul-Americana de Filosofia e Educação     Open Access  
Revista Tecnología, Ciencia y Educación     Open Access   (Followers: 1)
Revista Teias     Open Access  
Revista Textura     Open Access  
Revista Torreón Universitario     Open Access   (Followers: 1)
Revista Triângulo     Open Access  
Revista UNAH INNOV@     Open Access  
Revista UNIMAR     Open Access  
Revista UniVap     Open Access   (Followers: 1)
Revista Virtual Universidad Catolica del Norte     Open Access  
Revista Vivências em Ensino de Ciências     Open Access  
Revue de psychoéducation     Full-text available via subscription   (Followers: 2)
Revue des sciences de l'éducation     Full-text available via subscription  
Revue française de pédagogie     Open Access   (Followers: 6)
Revue internationale d'éducation de Sèvres     Open Access   (Followers: 1)
Revue internationale de pédagogie de l'enseignement supérieur     Open Access   (Followers: 1)
Revue internationale des technologies en pédagogie universitaire / International Journal of Technologies in Higher Education     Open Access   (Followers: 1)
Revue Marocaine de la Pensée Contemporaine     Open Access  
REXE. Revista de Estudios y Experiencias en Educacion     Open Access  
Ricerche di Pedagogia e Didattica. Journal of Theories and Research in Education     Open Access   (Followers: 3)
RIDAS. Revista Iberoamericana de Aprendizaje Servicio     Open Access  
RIDE : Revista Iberoamericana para la Investigación y el Desarrollo Educativo     Open Access   (Followers: 1)
RIED. Revista Iberoamericana de Educación a Distancia     Open Access   (Followers: 1)
RIESED : Revista Internacional de Estudios sobre Sistemas Educativos     Open Access  
RIV : Rassegna Italiana di Valutazione     Full-text available via subscription   (Followers: 1)
Rivista Italiana di Educazione Familiare     Partially Free  
Roeper Review     Hybrid Journal   (Followers: 4)
Romanian Journal for Multidimensional Education     Open Access  
Roteiro     Open Access  
RUDN Journal of Informatization in Education     Open Access  
RUDN Journal of Psychology and Pedagogics     Open Access  
Russian Education & Society     Full-text available via subscription   (Followers: 5)
Rwandan Journal of Education     Open Access  
Saber & Educar     Open Access   (Followers: 2)
Saberes : Revista interdisciplinar de Filosofia e Educação     Open Access  
Sainsmat     Open Access  
SANE journal : Sequential Art Narrative in Education     Open Access   (Followers: 2)
Sasdaya : Gadjah Mada Journal of Humanities     Open Access   (Followers: 2)
Satya Widya     Open Access  
Scandinavian Journal of Educational Research     Hybrid Journal   (Followers: 8)
Scholarship of Teaching and Learning in Psychology     Full-text available via subscription  
SCHOLE : A Journal of Leisure Studies and Recreation Education     Hybrid Journal   (Followers: 1)
School Effectiveness and School Improvement: An International Journal of Research, Policy and Practice     Hybrid Journal   (Followers: 13)
School Leadership & Management: Formerly School Organisation     Hybrid Journal   (Followers: 22)
School Leadership Review     Open Access  
School Psychology International     Hybrid Journal   (Followers: 4)
School Psychology Quarterly     Full-text available via subscription   (Followers: 7)
School Science and Mathematics     Hybrid Journal   (Followers: 4)
Schools : Studies in Education     Full-text available via subscription   (Followers: 6)
Science & Education     Hybrid Journal   (Followers: 23)
Science & Justice     Hybrid Journal   (Followers: 442)
Science Activities: Classroom Projects and Curriculum Ideas     Hybrid Journal   (Followers: 1)
Science and Knowledge in Focus     Open Access   (Followers: 1)
Science Education     Hybrid Journal   (Followers: 24)
ScienceRise : Pedagogical Education     Open Access  
Scientific Bulletin Melitopol State Pedagogical University. Series: Pedagogy     Open Access  
Scientific Issues of Ternopil Volodymyr Hnatiuk National Pedagogical University. Series: Pedagogy     Open Access  
Scope : Journal of English Language Teaching     Open Access  
Screen Education     Full-text available via subscription   (Followers: 3)
Scripta Manent     Open Access  
Secretariado Executivo em Revist@     Open Access  
Sekolah Dasar : Kajian Teori dan Praktik Pendidikan     Open Access  
Seloka : Jurnal Pendidikan Bahasa dan Sastra Indonesia     Open Access   (Followers: 5)
Seminar.net     Open Access  
Seminars in Speech and Language     Hybrid Journal   (Followers: 41)
SFU Educational Review     Open Access   (Followers: 1)
Shanlax International Journal of Education     Open Access  
Shanlax International Journal of English     Open Access  
Signum Temporis. Journal of Pedagogy and Psychology     Open Access   (Followers: 1)
Sinéctica : Revista Electrónica de Educación     Open Access  
Sinéctica, Revista Electrónica de Educación     Open Access  
SIPATAHOENAN : South-East Asian Journal for Youth, Sports & Health Education     Open Access  
Sisyphus : Journal of Education     Open Access  
Skandinavisk tidsskrift for yrker og profesjoner i utvikling     Open Access  
Smart Learning Environments     Open Access   (Followers: 6)
Social Education     Full-text available via subscription   (Followers: 5)
Social Psychology of Education     Hybrid Journal   (Followers: 5)
Social Studies and the Young Learner     Full-text available via subscription   (Followers: 4)
Social, Humanities, and Educational Studies (SHEs) : Conference Series     Open Access  
Sociology of Education     Hybrid Journal   (Followers: 39)
Solidarity : Journal of Education, Society and Culture     Open Access  
Sophía : Colección de Filosofía de la Educación     Open Access  
Sophia : Revista de investigaciones     Open Access  
Sophia Austral     Open Access   (Followers: 1)
Sosiaalipedagoginen Aikakauskirja     Open Access  
Sosio Didaktika : Social Science Education Journal     Open Access  
SosioHumanika: Jurnal Pendidikan Sains Sosial dan Kemanusiaan (Journal of Humanities and Social Sciences Education)     Open Access  
SourceOECD Education & Skills     Full-text available via subscription  
South African Journal of Childhood Education     Open Access   (Followers: 1)
South African Journal of Education     Open Access   (Followers: 2)
South African Journal of Higher Education     Open Access   (Followers: 5)
South-East Asian Journal of Medical Education     Open Access  
Southern African Journal of Environmental Education     Open Access   (Followers: 1)
Southern African Review of Education with Education with Production     Full-text available via subscription   (Followers: 2)
Spor Eğitim Dergisi     Open Access  
Sport Management Education Journal     Hybrid Journal   (Followers: 5)
Sport, Education and Society     Hybrid Journal   (Followers: 13)
Spreadsheets in Education     Open Access   (Followers: 1)
Sri Lanka Journal of Advanced Social Studies     Open Access   (Followers: 1)
Stamford Journal of English     Open Access   (Followers: 1)
Student Affairs Today     Hybrid Journal  
Student Aid News     Hybrid Journal  
Studi sulla Formazione     Open Access  
Studia paedagogica     Open Access  
Studia Paedagogica Ignatiana     Open Access   (Followers: 1)
Studier i Pædagogisk Filosofi     Open Access  
Studies in Art Education : A Journal of Issues and Research     Hybrid Journal  
Studies in Continuing Education     Hybrid Journal   (Followers: 14)
Studies in Educational Evaluation     Hybrid Journal   (Followers: 4)
Studies in Educational Research and Development     Open Access   (Followers: 1)
Studies in English Language and Education     Open Access   (Followers: 5)
Studies in English Language Teaching     Open Access   (Followers: 11)
Studies in Higher Education     Hybrid Journal   (Followers: 178)
Studies in Philosophy and Education     Hybrid Journal   (Followers: 7)
Studies in Science Education     Hybrid Journal   (Followers: 18)
Studies in Second Language Learning and Teaching     Open Access   (Followers: 12)
Studies in the Education of Adults     Hybrid Journal   (Followers: 7)
Studying Teacher Education : A journal of self-study of teacher education practices     Hybrid Journal   (Followers: 53)
Suara Guru     Open Access  
Suhuf     Open Access  
Suid-Afrikaanse Tydskrif vir Natuurwetenskap en Tegnologie     Open Access   (Followers: 1)
Support for Learning     Hybrid Journal   (Followers: 2)
Sustinere : Revista de Saúde e Educação     Open Access  
SUSURGALUR : Jurnal Kajian Sejarah & Pendidikan Sejarah (Journal of History Education & Historical Studies)     Open Access  
System     Hybrid Journal   (Followers: 13)
Ta'allum : Jurnal Pendidikan Islam     Open Access  
Ta'dib     Open Access   (Followers: 1)
Tabanque : Revista Pedagógica     Open Access  
TADBIR : Jurnal Studi Manajemen Pendidikan     Open Access  
Tadrib : Jurnal Pendidikan Agama Islam     Open Access  
Tadris : Islamic Education Journal     Open Access   (Followers: 1)
Tadris : Jurnal Keguruan dan Ilmu Tarbiyah     Open Access   (Followers: 3)
Tafáqquh : Jurnal Penelitian Dan Kajian Keislaman     Open Access  
TalentEd     Full-text available via subscription  
Tangram : Revista de Educação Matemática     Open Access   (Followers: 2)
Tantak     Open Access  
Tapestry Journal : An International Multidisciplinary Journal on English Language Learner Education     Open Access   (Followers: 2)
TARBIYA : Journal of Education in Muslim Society     Open Access   (Followers: 2)
Tarbiya, revista de Investigación e Innovación Educativa     Open Access  
Tarbiyatuna     Open Access  
Társadalom és Gazdaság     Full-text available via subscription  
TAWARIKH : Journal of Historical Studies     Open Access  
Tawazun : Jurnal Pendidikan Islam     Open Access  
TEACH Journal of Christian Education     Full-text available via subscription   (Followers: 2)
Teacher : The National Education Magazine     Full-text available via subscription   (Followers: 2)
Teacher Development     Hybrid Journal   (Followers: 6)
Teacher Education and Special Education     Hybrid Journal   (Followers: 9)
Teachers and Curriculum     Open Access   (Followers: 4)
Teachers and Teaching: Theory and Practice     Hybrid Journal   (Followers: 16)
Teaching and Learning in Medicine     Hybrid Journal   (Followers: 14)
Teaching and Learning in Nursing     Full-text available via subscription   (Followers: 13)
Teaching and Teacher Education     Hybrid Journal   (Followers: 55)
Teaching Artist Journal     Hybrid Journal   (Followers: 4)
Teaching Business Ethics     Hybrid Journal   (Followers: 6)
Teaching Education     Hybrid Journal   (Followers: 9)
Teaching Ethics     Full-text available via subscription   (Followers: 1)
Teaching History     Full-text available via subscription   (Followers: 7)
Teaching in Higher Education     Hybrid Journal   (Followers: 46)
Teaching Innovation Projects     Open Access   (Followers: 1)
Teaching Mathematics and its Applications: An International Journal of the IMA     Hybrid Journal   (Followers: 5)
Teaching of Psychology     Hybrid Journal   (Followers: 9)
Teaching Philosophy     Full-text available via subscription   (Followers: 1)
Teaching Public Administration     Hybrid Journal   (Followers: 4)
Teaching Sociology     Full-text available via subscription   (Followers: 11)
Teaching Statistics     Hybrid Journal   (Followers: 6)
Teaching Theology & Religion     Hybrid Journal   (Followers: 6)
Techne Series : Research in Sloyd Education and Craft Science A     Open Access   (Followers: 1)
Technical Communication Quarterly     Hybrid Journal   (Followers: 8)
Technology Innovations in Statistics Education (TISE)     Open Access   (Followers: 2)
Technology, Knowledge and Learning     Hybrid Journal   (Followers: 4)
Technology, Pedagogy and Education     Hybrid Journal   (Followers: 20)
TechTrends     Hybrid Journal   (Followers: 10)
TED : Tecné, Episteme y Didaxis     Open Access  
TEFLIN Journal     Open Access  
Teknodika     Open Access  
TELE     Open Access  
Temps d'Educació     Open Access  
Tendencias Pedagógicas     Open Access  
Terampil : Jurnal Pendidikan dan Pembelajaran Dasar     Open Access   (Followers: 3)
Terrae Didatica     Open Access  
TESL Canada Journal     Open Access   (Followers: 4)
TESOL in Context     Full-text available via subscription   (Followers: 13)
TESOL Journal     Hybrid Journal   (Followers: 9)
TESOL Quarterly     Hybrid Journal   (Followers: 42)
The Clearing House     Full-text available via subscription   (Followers: 2)
The Clinical Teacher     Hybrid Journal   (Followers: 26)
The Department Chair     Hybrid Journal   (Followers: 1)
The Educational Forum     Hybrid Journal   (Followers: 1)
The Geography Teacher     Hybrid Journal   (Followers: 1)
The Internet and Higher Education     Hybrid Journal   (Followers: 38)
The Journal of Continuing Higher Education     Hybrid Journal   (Followers: 9)
The Journal of Distance Education     Full-text available via subscription   (Followers: 7)
The Mathematical Gazette     Full-text available via subscription   (Followers: 1)

  First | 4 5 6 7 8 9 10 11     

Similar Journals
Journal Cover
Science & Education
Number of Followers: 23  
 
  Hybrid Journal Hybrid journal (It can contain Open Access articles)
ISSN (Print) 1573-1901 - ISSN (Online) 0926-7220
Published by Springer-Verlag Homepage  [2624 journals]
  • How Do University Students Perceive the Nature of Science'
    • Abstract: The paper presents an empirical study on university students’ perceptions of nature of science (NOS). NOS is framed in terms of the cognitive, epistemic, and social-institutional systems of science based on the Family Resemblance Approach (FRA) (Erduran and Dagher 2014; Irzik and Nola 2014; Irzik and Nola, SCED 20:591–607, 2011). FRA includes the following categories: aims and values of science, scientific practices, scientific methods, scientific knowledge, and social-institutional aspects of science. A study was conducted with 15 university students from science and non-science majors at a public university in Turkey. Individual interviews were conducted, and qualitative data analysis was carried out. The educational adaptation of FRA was previously referred to as RFN (or the Reconceptualised FRA to NOS) (Kaya and Erduran, SCED, 25(9–10):1115–1133, 2016). In this study, categories of RFN were identified in students’ responses. The results show that non-science majors (e.g., philosophy, sociology) have an enhanced perception of NOS in comparison to science majors (e.g., physics, computer engineering). It is also observed that university students were not explicitly aware of different aspects of NOS and their perceptions do not represent a holistic account. The study suggests that RFN can be used as a framework to explore university students’ perceptions of NOS and their perceptions of NOS are linked to their domain-specific educational background.
      PubDate: 2020-03-26
       
  • Dialogic Pathways to Manage Uncertainty for Productive Engagement in
           Scientific Argumentation
    • Abstract: Scientific knowledge is advanced because scientists manage uncertainty. Although managing uncertainty is an essential practice of science, transferring it from expert settings to K–12 classrooms is problematic because, understandably, students are not familiar with the intentions of scientists. Few studies have explored learning science as an enterprise of uncertainty management. This longitudinal case study, grounded in ethnographic microanalysis of interaction, examines dialogic pathways for the dynamics of authority and accountability between students and teachers as a mechanism to understand how uncertainty gets raised and managed through resources related to the epistemic understanding of argument. The data sources include 15 videotaped fifth-grade, whole class discussions over a 20-week period. Students obtained peer feedback through discussions focused on group presentations of arguments regarding the scientific concepts of the ecosystem, the human body, and the day and night cycle. As time passed and as opportunities for students to engage in managing uncertainty increased, the dialogic pathways moved away from teacher-scaffolded to serpentine and to student-led. Results indicate that elementary school students are able to engage in uncertainty management, yet they need support from the teacher to know how to use resources effectively. Student development of scientific practices and knowledge may depend on teachers knowing when to authorize and hold students accountable as they work to resolve their uncertainty, learning how to interpret data as evidence, and using resources productively. A schematic model is conceptualized regarding the tensions between authority and accountability that shape the three dialogic pathways to manage uncertainty.
      PubDate: 2020-03-25
       
  • Correction to: The Confounding of Race in High School Biology Textbooks,
           2014-2019
    • Abstract: The author deeply regrets, and apologizes to those affected as well as to the editors and readers of this journal, that the published version of this article contains the following errors:
      PubDate: 2020-03-21
       
  • The Laboratory as a Vehicle for Enhancing Argumentation Among Pre-Service
           Science Teachers
    • Abstract: A study was conducted on how scientific laboratory lessons contribute to building arguments, both cognitively and socially. The population consisted of 12 second-year pre-service teachers at a college of education specializing in the teaching of biology and chemistry in middle school. The study examines the nature of the arguments students raise when conducting a laboratory experiment and how conducting an experiment contributes to curricular science teaching in the laboratory. For this purpose, a number of methodologies were used: observations, experiment reports, and statistical analysis. The findings showed that groups conducting an open-ended experiment made more claims in their discourse than did groups that conducted a confirmatory experiment and that the level of argumentation in the open-ended experiment group was higher than in the confirmatory experiment group. Interestingly, despite the significant difference in the level and quantity of arguments in the discourses in the two types of experiments, no significant difference was found regarding the level of argumentation in the two groups’ experiment reports. However, students confirmed the great importance of scientific laboratory lessons to the development of argumentative thinking, meaningful learning, and the students’ relationship with their classmates.
      PubDate: 2020-03-09
       
  • “Evolution' I Don’t Believe in It”
    • Abstract: Due to the controversies surrounding the topic of evolution among religious and non-religious people alike, the treatment of biological evolution in education—both teaching and learning—is a potential minefield. The goal of this study was to probe the insights of Israeli stakeholders in education regarding the revision of the Israeli science and technology and biology curricula with respect to evolution. Our study is designed to capture the educational stakeholders’ opinions regarding the theological tensions surrounding the incorporation of evolution in the curricula, as well as methods of action to overcome or avoid these possible tensions. The study population was composed of 21 educational stakeholders, 11 of them scientists, developers of teaching and learning materials, and current or former chief supervisors at the Israeli Ministry of Education. These stakeholders were interviewed in-depth. The other 10 stakeholders were junior-high-school science or high-school biology leading teachers, for which focus groups were arranged. To obtain the main themes arising from the interviews, thematic analysis was conducted, and codes were obtained by grounded theory analysis. The results show themes of opposition to teaching evolution, a clear voice for no opposition to teaching evolution, and methods of action to overcome or avoid tension at the teacher and student levels. We suggest a culturally competent intervention program to reduce the dissonance between religion and evolution.
      PubDate: 2020-03-04
       
  • Conceptual Trends and Issues in Biology Didactics
    • PubDate: 2020-03-02
       
  • From Inquiry-Based Science Education to the Approach Based on Scientific
           Practices
    • Abstract: For years, inquiry-based learning has been conceived of and promoted as one of the best approaches to learning science. However, there is currently a movement within the science education community that suggests promoting science learning based on scientific practices, instead of inquiry, because in this way, science learning would be more coherent with the enterprise that is science. But, are there well-founded reasons to work towards this shift, or is it just a new terminology with which to refer to inquiry' In order to respond to this question, firstly, the main arguments which support science education based on scientific practices are presented. Secondly, an analysis is made in order to determine the extent to which the approach based on scientific practices is innovative with respect to the inquiry approach. Thirdly, nature of the inquiry and scientific practice constructs is analyzed. All of this is done from a critical and reflective view. Finally, some reflections and suggestions are made in relation to practice-based science education.
      PubDate: 2020-02-29
       
  • Acceptance of Biological Evolution by First-Year Life Sciences University
           Students
    • Abstract: Lack of acceptance of biological evolution, despite the overwhelming evidence that supports it, can be very problematic in higher education courses that have a strong biological basis. We investigated acceptance of biological evolution in 344 first-year Life Sciences undergraduate students across five programmes at the University of Roehampton, UK. In line with previous findings in British universities, we found that 9% of the students did not accept evolution by natural selection, with an increase to 16% for human evolution. Both religiosity and programme of study were significantly related to acceptance levels in our students (p < 0.001). In particular, lower acceptance was associated with Muslim or Christian beliefs, and with Biomedical Sciences and Nutrition and Health programmes (compared with Anthropology, Zoology and Biological Sciences). We suggest embedding an evolutionary perspective in the teaching of biomedical and health programmes and creating space for explicit discussion of perceived conflicts with religious beliefs.
      PubDate: 2020-02-22
       
  • Correction to: Learning About Archaeology and Prehistoric Life
    • Abstract: The original article unfortunately contains incorrect figures 6 to 13.
      PubDate: 2020-02-01
       
  • Objectivity and Science Education
    • PubDate: 2020-02-01
       
  • A Methodological Toolkit for Science
    • PubDate: 2020-02-01
       
  • Correction to: A Critical Review of Students’ and Teachers’
           Understandings of Nature of Science
    • Abstract: The original article unfortunately contains incorrect presentation of Tables 1, 3, 4, 5 and 6.
      PubDate: 2020-02-01
       
  • Editorial Vision for Science &amp; Education
    • PubDate: 2020-01-14
       
  • Arguments of 14-Year-Olds in the Context of History of the Development of
           Organic Chemistry
    • Abstract: The aim of this research was to establish the effects of argumentation and the quality of arguments related to history of the development of organic chemistry: (i) on the level of the pupils’ knowledge about the composition, structure and general properties of organic compounds; and (ii) on their perception of the key aspect of NOS that scientific knowledge is tentative. A quasi-experiment involved two parallel groups of 14-year-old pupils, a total of 105 of them. The pupils in group А, as opposed to those in group B, were exposed to argumentation in the context of history of the development of organic chemistry. The instruments in this research were a diagnostic test, used to establish how well matched the groups were in terms of previous knowledge, and a post-test, the purpose of which was to establish the effects of argumentation on the pupils’ achievements. After both tests, the pupils expressed their views of the fact that the scientific knowledge is tentative using a five-point Likert scale. All the arguments produced in group A were classified in four categories based on their structure. Although a moderately positive correlation between the quality of arguments and the post-test achievements in group A was established, no significant difference between the arithmetic means in the post-test in groups A and B was found. After the intervention, a significantly higher number of pupils in group A were of the opinion that scientific knowledge is tentative, compared with the number of pupils from group B.
      PubDate: 2020-01-09
       
  • A Multi-Perspective Reflection on How Indigenous Knowledge and Related
           Ideas Can Improve Science Education for Sustainability
    • Abstract: Indigenous knowledge provides specific views of the world held by various indigenous peoples. It offers different views on nature and science that generally differ from traditional Western science. Futhermore, it introduces different perspectives on nature and the human in nature. Coming basically from a Western perspective on nature and science, the paper analyzes the literature in science education focusing on research and practices of integrating indigenous knowledge with science education. The paper suggests Didaktik models and frameworks for how to elaborate on and design science education for sustainability that takes indigenous knowledge and related non-Western and alternative Western ideas into consideration. To do so, indigenous knowledge is contextualized with regards to related terms (e.g., ethnoscience), and with Eastern perspectives (e.g., Buddhism), and alternative Western thinking (e.g., post-human Bildung). This critical review provides justification for a stronger reflection about how to include views, aspects, and practices from indigenous communities into science teaching and learning. It also suggests that indigenous knowledge offers rich and authentic contexts for science learning. At the same time, it provides chances to reflect views on nature and science in contemporary (Western) science education for contributing to the development of more balanced and holistic worldviews, intercultural understanding, and sustainability.
      PubDate: 2020-01-09
       
  • Historical Networks in Science Education
    • Abstract: This paper discusses the potential of the creation and analysis of historical networks as didactic strategies in science education. To this end, we first argue the importance of combining critical approaches of the history of science with historical network research. This will be followed by a report of an empirical experiment in which the history of science high school students created historical networks of human and non-human objects using the ePistolarium platform in combination with other network visualization tools (Available at http://ckcc.huygens.knaw.nl/epistolarium/. Accessed on November 20, 2018). Finally, following this empirical exploration, we will explain how the creation of historical networks are in line with academic recommendations in Brazil, encouraging the development of projects by students and also using historical collections and computational tools, interdisciplinary teaching methodologies and approaches that can support the formulation of reflective questions about science. Negotiations between small groups of students that shape their historical networks in combination with mediations by the teacher in plenary meetings are the main characteristics of this educational project. Networks were made from students’ observations, their research and their presentations. In successive meetings, the whole process was evaluated and the contribution of these historical networks to the history of science was discussed. Although we argue that historical networks can be a powerful instrument of collaborative learning, it will be demonstrated that their creation requires the supervision of teachers to prevent manipulations of historical data and biased interpretations hereof.
      PubDate: 2020-01-09
       
  • Timefulness: an Important Conceptualization but Needing a Better Approach
    • PubDate: 2019-12-14
       
  • Contributions of Science and Technology Education to the Exercise of
           Students' Citizenship
    • PubDate: 2019-12-12
       
  • Science and Values in Undergraduate Education
    • Abstract: While a conception of science as value free has been dominant since Max Weber defended it in the nineteenth century, recent years have witnessed an emerging consensus that science is not – and cannot be – completely free of values. Which values may legitimately influence science, and in which ways, is currently a topic of heated debate in philosophy of science. These discussions have immediate relevance for science teaching: if the value-free ideal of science is misguided, science students should abandon it too and learn to reflect on the relation between science and values – only then can they become responsible academics and citizens. Since science students will plausibly become scientists, scientific practitioners, or academic professionals, and their values will influence their future professional activities, it is essential that they are aware of these values and are able to critically reflect upon their role. In this paper, we investigate ways in which reflection on science and values can be incorporated in undergraduate science education. In particular, we discuss how recent philosophical insights about science and values can be used in courses for students in the life sciences, and we present a specific learning model – the so-called the Dilemma-Oriented Learning Model (DOLM) – that allows students to articulate their own values and to reflect upon them.
      PubDate: 2019-12-10
       
  • The Influence of Context on the Large-Scale Assessment of High School
           Students’ Epistemic Cognition of Scientific Argumentation
    • Abstract: Scientific argumentation is a key practice in the construction, confirmation, and legalization of scientific knowledge. Although studies on scientific argumentation have been relatively plentiful, there are few quantitative studies on how students mentally perceive scientific argumentation, given that traditional quantitative tools such as Likert scales are usually decontextualized or applied in unrealistic situations. In light of this limitation in educational research, the following research question was formulated: how do contextual factors, added in to quantitative scales, influence the large-scale assessment (assessment involving complex statistical methods) of students’ epistemic cognition of scientific argument (ECSA)' The current study engaged with this research question by developing a large-scale assessment tool for students’ ECSA. After establishing the ECSA framework based on Toulmin’s argument pattern, and designing the questionnaire by combining two authentic contexts (“the selection of cable material” and “the necessity of adding tax on petrol to reduce global warming”), the tool was examined and modified through interviews and a Rasch model analysis. The instrument was then applied in a large-scale assessment of high school students’ ECSA. The results indicate two possible ways in which context influences students’ ECSA—creating differences directly and amplifying possible pre-existing differences. The results pointed to the complexity of context in the development and application of large-scale epistemic cognition assessments, with the key implications that context affects the building of epistemic cognition framework and the interpretation of the results.
      PubDate: 2019-12-02
       
 
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