Science Instruction in the Middle and Secondary Schools: Developing Fundamental Knowledge and Skills

By Eugene L. Chiappetta, T. Koballa. 2005

514 citations recorded by the source corpus.

View Paper: https://www.semanticscholar.org/paper/55b8a957aca8ab40b9a7f90dd7edcc627b57d66b

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Citations in the corpus

‘Should We Kill the Grey Squirrels?’ A Study Exploring Students’ Justifications and Decision-Making (2012, background): “Hence, one can conclude that socioscientific problems are ill-defined and value-laden, invoking aesthetic, ecological, economic, moral, educational, cultural, religious and recreational values that are constrained by missing knowledge (Chiapetta, Koballa, & Collette, 1998 ).”
Analysis of Five High School Biology Textbooks Used in the United States for Inclusion of the Nature of Science (2007, background): “The purpose of this study was to analyze five high school biology textbooks to determine the emphasis given to four themes or facets of the nature of science: (a) science as a body of knowledge, (b) science as a way of investigating, (c) science as a way of thinking, and (d) science and its interact”
Contextual Teaching and Learning of science in elementary schools (2004, background): “…component CTL strategies to be used effectively, they should be used with other commonly accepted good teaching practices such as promoting self-regulated learning and addressing student diversity when teaching (Chiappetta & Koballa, 2002; LoucksHorsley, Lovle, Stiles, Mundry, & Hewson, 2003).”
The Story Behind the Science: Bringing Science and Scientists to Life in Post-Secondary Science Education (2011, unknown): “…Project Rationale Despite ongoing calls stressing understanding the NOS as a critical component of scientific literacy (AAAS 1989, 1993; ASE 1981; Collette and Chiappetta 1984; Lederman 1992; Matthews 1989, 1994; NSTA 1982, 2000; Shahn 1988), few science teachers, particularly at the…”
Learning outcome achievement in non-traditional (virtual and remote) versus traditional (hands-on) laboratories: A review of the empirical research (2015, background): “From this viewpoint, it would thus be necessary to go beyond K, and thus beyond facts and results of investigations, in order to show how “these products were derived by scientistsdhow a body of knowledge grows and how new conceptions come about” (Chiappetta & Koballa, 2010, p. 125).”