Science Education and Pedagogy
This cluster of papers explores the enhancement of science education through inquiry-based teaching, argumentation discourse, and the development of scientific literacy. It delves into topics such as the nature of science, conceptual change, STEM education, socioscientific issues, learning progressions, teacher preparation, and model-based learning. The research emphasizes the importance of fostering critical thinking and practical skills in science education.
Papers listed on taxonomy pages are the top few works per node from the OpenAlex snapshot. That list is not exhaustive and is not an endorsement. The topic map and the journal registry remain separate: there is still no authoritative topic-to-venue or topic-to-organization edge. Search is a lexical lookup, not a claim that a venue publishes a topic.
Most cited
- The Use of Cronbach’s Alpha When Developing and Reporting Research Instruments in Science Education
- Accommodation of a scientific conception: Toward a theory of conceptual change
- Aspects of Scientific Explanation.
- Force concept inventory
- Attitudes towards science: A review of the literature and its implications
- Peer Instruction: Ten years of experience and results
Most recent
- From Manipulation to Meaning-Making: Dialogic Inquiry in Virtual-Lab-Supported Physics Classrooms in Brazil
- Cultivating Teachers for STEAM Education: Preparing Educators for Integrated, Equitable, and Responsive Practice
- Figuring Science Across Worlds: A Case of Newcomer Multilingual Learners’ Meaning-Making in Online Science Learning
- Seeing the System, Positioning the Self: Engineering Students’ Conceptualizations of Wicked Problems
- Science, Technology, and Society Pedagogy: Enhancing Student Engagement in Science and Technology
- Comment: Teaching kids to speak the language of ionic bonds