Abstract Typically, the scientific method in science classrooms takes form of discrete, ordered steps meant to guide students' inquiry. In this paper, we examine how focusing on as discrete affects inquiry and teachers' perceptions thereof. To do so, study a ninth‐grade environmental class which students first reviewed typical version method, then brainstormed about sites school grounds could be good earthworm habitats test their ideas. Our discourse analysis explores dynamics between...

Abstract How anthropomorphic reasoning functions in scientific thinking has been a controversial topic. There is evidence it problematic as well can play productive roles, for scientists and students. In science education, however, the prevailing view remains that an impediment. For this study, we have chosen examples of what claim are instances elementary students' reasoning, analyze them to understand how anthropomorphisms functioned support thinking. We argue one role temporary shifts...

ABSTRACT This study examines Chinese primary science teachers' professional learning experience in a web‐based community of practice established and run by practitioners, with support from teacher researchers. Over time, it has grown into preferred knowledge‐sharing base for teachers the region gradually gained national recognition. Through narrative inquiry, we reconstruct story that shows how emerged developed way empowering their own development. Adopting framework (Wenger 1998) attention...

ABSTRACT To cultivate the capability of making informed decisions on socioscientific issues, ideally, we hope students would engage in discerning and evaluating justifications for against different positions while constructing well‐structured, persuasive arguments. When argumentations do not develop it is important to understand constraints presented. This study explores a case where argumentation (SSA) fifth‐grade classroom showed unbalanced structural content quality. The students’ oral...

Abstract Through analysis of a classroom lesson led by decorated teacher, we illustrate how instructional practices favor students seeking empirical patterns at the expense using mechanistic reasoning. In lesson, when spontaneously come up with hypothetical mechanisms to explain why light bulb in an electric circuit does or not light, following guidance standardized curricula, redirects them toward pattern‐seeking. We argue that this bias pattern‐seeking Chinese national standards and along...

Prior research often attributed Chinese students' classroom silence to their previous schooling experiences, yet rarely provides evidence of exactly how these experiences shaped students into silent learners. Through surveys and in-depth interviews with 6th graders, our study examined 'learned be silent'. Guided by the theory planned behaviour (TPB) framework, analysis showed that non-participating behaviours are driven intentions consisting behavioural, normative control beliefs towards...

Scoring rubrics are widely employed across content areas and grade levels, including in high school biology classes. Besides regular external use within accountability systems, educators also have advanced their instructional inside classrooms. In recent years, a consensus appears to be emerging the educational literature that of is beneficial for student learning, numerous examples research practitioner establish importance teachers’ planning, instruction, assessment. We examine this...

Abstract Science education researchers agree about the importance of evidence in science practices such as argumentation. Yet, disagreements and ambiguities what counts “evidence” classrooms pervade literature. We argue that these can be viewed falling along three fault lines: (i) source evidence, specifically, whether it must first‐hand; (ii) always empirical; (iii) extent to which is inferred, degree inference transforms into something else. In this paper, after showing how lines manifest...

This study aimed to gain a deep understanding of how teachers in Botswana develop their professional identity and it is shaped by status. Using qualitative approach, in-depth interviews were conducted understand identity. Based on social symbolic interaction perspective, this study's findings revealed that being teacher informed various interactions within teachers' contexts. Furthermore, teacher's the status teaching. Teachers' narratives reveal interactions, such as limited resources with...

Abstract Students often learn about measurement uncertainty as an isolated topic, with a focus on generalizable strategies to manage in scientific investigation. In this study, we report and analyze case of emergent learning uncertainty, which students Chinese elementary school science class explored reconciled discrepancies hypotheses by constructing using measures making inferences. Adopting model‐based view measurement, show that when allowed take while inquiring into causes for...

“美育”这一概念强调审美教育对学生人格塑造的重要作用。合唱作为一种音乐教育形式，是实现音乐美育的重要手段。合唱活动可以提升学生的团队协作能力及社交技巧，优秀的合唱作品以其自律性的音乐形态和他律性的歌词文本内容陶冶学生的音乐及文化审美感知能力。通过梳理“美育”概念的缘起及其在我国学校教育方针政策中的发展历程，体现了其在我国当代中小学艺术教育中的重要作用。进而对近年来流行的二声部合唱《萱草花》进行分析，以说明合唱作为一种集体性参与的音乐教育手段在提升音乐审美、文化素养，培养团队协作能力及建立正确价值导向等各方面对学生起到的综合教育价值。

Background Epistemological beliefs and motivational factors are significant predictors of achievement in science.

Click to increase image sizeClick decrease size Additional informationNotes on contributorsGang ShuGang Shu (474369647@qq.com) is a vice principal at Shenglicun Elementary School in Chongqing, P.R. China. Xiaowei Tang an assistant professor Faculty of Education, University Macau, Macao SAR, Huimin Chen science teacher Yanghe Garden China.Xiaowei TangGang China.Huimin ChenGang

In this study, we explore how cross-linguistic differences can contribute to children's scientific thinking. We compared first and third grade Chinese students' pre-instructional ideas of the earth expressed in clinical interviews with that their English-speaking Greek-speaking counterparts (as recorded literature). Inspired by a "Complex Dynamic Systems" (CDS) theoretical perspective on cognition literature "linguistic relativity" hypothesized cases when two language systems offer greatly...

This study sought to gain a deep understanding of how teachers come up with the concept their professional identity and it is shaped by teachers’ status. The revealed that teacher’s status teaching. Using social symbolic interactions perspective findings being teacher informed different in context. Teachers’ narratives reveal such as limited resources, students, parents, society educational administration are constructs identity. Based on these implications drawn suggestions for improvement shared.