Search results for author:"Haim Eshach"
Total records matched: 8 Search took: 0.071 secs
Journal of Science Education and Technology Vol. 12, No. 3 (2003) pp. 261–75
Investigates students' changes in conception about diffused shadows during Nussbaum and Novick's suggested sequence of teaching. Reports that (a) students'"entering" ideas were unstable, (b) language and materialistic views of light influenced...
Journal of Science Education and Technology Vol. 23, No. 1 (February 2014) pp. 108–115
The interpretation of data and construction and understanding of graphs are central practices in science; therefore, an important skill needed in the undergraduate physics laboratory is the ability to analyze data obtained from experiments. Often...
Journal of Science Education and Technology Vol. 14, No. 3 (September 2005) pp. 315–336
This essay considers the question of why we should teach science to K-2. After initial consideration of two traditional reasons for studying science, six assertions supporting the idea that even small children should be exposed to science are given. ...
Journal of Science Education and Technology Vol. 11, No. 4 (2002) pp. 333–46
Investigates how students interpret and analyze multivariate data organized in tables and the nature of external visual displays that they tend to create and use for this purpose. Reports that: (1) students based their conclusions on only part of...
Scaffolding the "Scaffolding" Metaphor: From Inspiration to a Practical Tool for Kindergarten Teachers
Journal of Science Education and Technology Vol. 20, No. 5 (October 2011) pp. 550–565
The present research aims shifting "scaffolding" from an inspiring metaphor to a practical tool to be used by kindergarten teachers when conducting scientific activities. It identifies scaffolding strategies that three experienced kindergarten...
Journal of Science Education and Technology Vol. 23, No. 1 (February 2014) pp. 67–81
Despite the wide agreement among educators that classroom learning and teaching processes can gain much from student and teacher questions, their potential is not fully utilized. Adopting the view that reporting both teachers' (of varying age...
Journal of Science Education and Technology Vol. 22, No. 4 (August 2013) pp. 418–431
The purpose of this study is to examine the manner in which the features of a constructivist learning environment, and the mechanisms at its base, are expressed in junior high school students' conceptions. Our research is based on an...
Journal of Science Education and Technology Vol. 23, No. 1 (February 2014) pp. 183–197
There is a distance between the power that whole class dialogic discussions (WCDD) may offer to the science class and their use in practice. Teachers' attitudes toward WCDD are part of the problem. The aims of this study were twofold: (a) to...