Results 101 to 110 of about 72,406 (278)

Emotional experiences and stigma among families benefiting from Barcelona's shock plan against school segregation and for inclusion and equal opportunities and educational success

British Educational Research Journal, EarlyView.
Abstract This article examines the emotional experiences and processes of stigmatisation encountered by families benefiting from the Shock Plan Against Segregation and for Inclusion, Equal Opportunities and Educational Success (SP), implemented in Barcelona.
Andrea Jover, Martí Manzano, Berta Llos, Andreu Termes   +3 more
wiley   +1 more source

Scientific Reasoning and Argumentation: Advancing an Interdisciplinary Research Agenda in Education

Frontline Learning Research, 2014
Scientific reasoning and scientific argumentation are highly valued outcomes of K-12 and higher education. In this article, we first review main topics and key findings of three different strands of research, namely research on the development of ...
Frank Fischer, Ingo Kollar, Stefan Ufer, Beate Sodian, Heinrich Hussmann, Reinhard Pekrun, Birgit Neuhaus, Birgit Dorner, Sabine Pankofer, Martin Fischer, Jan-Willem Strijbos, Moritz Heene, Julia Eberle   +12 more
doaj   +1 more source

An approach to epistemic emotions in physics' teaching-learning. The case of pre-service teachers. [PDF]

Heliyon, 2022
Hernández Del Barco MA, Cañada FC, Cordovilla Moreno AM, Airado-Rodríguez D.   +3 more
europepmc   +1 more source

‘These reforms have teeth’: The affective dimensions of teacher education policy enactment

British Educational Research Journal, EarlyView.
Abstract The affective dimensions of education policy enactment have often received less attention in the research literature, especially regarding teacher education policy. This article reports on a study of the affective responses of university‐based teacher educators in England to the significant initial teacher education reforms of 2019–2022: the ...
Ian Cushing, Viv Ellis
wiley   +1 more source

Do STEM education problem-solving tasks trigger learners’ epistemic curiosity? And why we should be astonished

International Journal of STEM Education
Background In STEM education, tasks are essential for organizing and designing teaching–learning processes, as they give concrete form to curricular goals and content standards.
Sebastian Stuppan, Markus Rehm, Tessa J. P. van Schijndel, Markus Wilhelm   +3 more
doaj   +1 more source

Cultivating Doxastic Responsibility

Humana.Mente: Journal of Philosophical Studies, 2021
This paper addresses some of the contours of an ethics of knowledge in the context of ameliorative epistemology, where this term describes epistemological projects aimed at redressing epistemic injustices, improving collective epistemic practices, and ...
Guy Axtell
doaj  

Epistemic Emotions and Observations Are Intertwined in Scientific Sensemaking: A Study among Upper Secondary Physics Students. [PDF]

Int J Sci Math Educ, 2023
Vilhunen E, Chiu MH, Salmela-Aro K, Lavonen J, Juuti K.   +4 more
europepmc   +1 more source

Emotional unreliability and epistemic defeat

The Philosophical Quarterly
Abstract Among those who think that emotions can provide epistemic reasons for belief, there is disagreement about whether emotions provide foundational reasons (ones that are not based on further reasons) or non-foundational reasons (ones that are based on further reasons).
openaire   +1 more source

Risky or rigorous? Developing trustworthiness criteria for AI‐supported qualitative data analysis

Anatomical Sciences Education, EarlyView.
Michelle D. Lazarus, Linxuan Zhao, Andrew Gibson, Roberto Martinez‐Maldonado, Georgina C. Stephens   +4 more
wiley   +1 more source

Learning to explain environmental crises: A dialogic analysis of teacher professional learning between Chile and the United States

British Educational Research Journal, EarlyView.
Abstract Many studies and initiatives are animated by the potential for science education to intervene in the climate crisis and crises of environmental degradation and disinformation. For science teachers to learn to address these issues in their classes, their teaching must expand beyond scientific facts and face controversial social aspects. Dealing
Valeria M. Cabello, Alejandra Frausto Aceves, Daniel Morales‐Doyle   +2 more
wiley   +1 more source