Results 41 to 50 of about 180 (141)
A Dialogue on Revolutions and Revolutionaries in Science: A Perspective From Quantum Mechanics
Natural Sciences, Volume 6, Issue 3, July 2026.ABSTRACT We discuss the notions of scientific revolutions and revolutionaries in the context of the Relativity Revolution and of the First, Second, and Third Quantum Revolutions. We conclude that at the core of the question of what qualifies as a revolution and revolutionary is an assessment of the gradients of knowledge accumulation over time, both at
Ron Folman, Bretislav Friedrich
wiley +1 more source
Science Education, Volume 110, Issue 4, Page 1079-1095, July 2026.ABSTRACT This study investigates the outcomes of the implementation of a first grade unit incorporating multiple modes of representation and genre‐based pedagogy to support writing instruction in the genre of sequential explanations. At the end of a 6‐day unit investigating the structure and functions of carnivorous plants, 47 first graders completed a
Rachel E. Wilson, Leslie U. Bradbury
wiley +1 more source
Epistemological Contributions of Toulmin’s Argumentative Model in Scientific Education
Creative Education, 2018 On the basis of a theoretical study, the objective of this article is to analyze questions around the scientific rationality, with an indication of the potentialities of Toulmin’s model of argument that can subsidize the confrontation of the problem of scientific education practices landmarked of an absolute and neutral science.
Tiago Clarimundo Ramos +1 more
openaire +2 more sources
Supporting learner agency in collaborative writing with generative AI
British Journal of Educational Technology, Volume 57, Issue 4, Page 984-1008, July 2026.Abstract To support learner agency in LLM‐powered writing environments, this research introduces a new interface that integrates two key features: an Argument Outline and a Similarity Viewer. These features were designed to enhance intentionality in writing and self‐monitoring of reliance on AI‐generated suggestions.
Sujin Kim, Hyo‐Jeong So, Kyudong Park
wiley +1 more source
Bioedukasi: Jurnal Pendidikan Biologi, 2016 Lemahnya argumentasi ilmiah mahasiswa dalam pembelajaran telah banyak menjadi perhatian, terutama dalam hal mengevaluasi dan mengkonstrak permasalahan dan solusinya. Penelitian ini bertujuan untuk mengetahui bagaimana profil keterampilan argumentasi
RIEZKY MAYA PROBOSARI +4 more
doaj +1 more source
AI &Innovation, Volume 1, Issue 1, June 2026.ABSTRACT The rapid advancement of large language model (LLM) technology is profoundly transforming the practice of social science research. Scholarly discussions on Artificial Intelligence (AI)'s role in social science research can be organised into three levels: AI as a research tool, AI as a methodological infrastructure and AI as a quasi‐cognitive ...
Jie Xiong
wiley +1 more source
Berichte zur Wissenschaftsgeschichte, Volume 49, Issue 2, Page 135-293, June 2026.Since late 2021, serious allegations have been made against physicist Erwin Schrödinger, ranging from pedophilia to serial sexual abuse. These accusations have significantly tarnished the Nobel Prize winner's public reputation. The ongoing debate has repeatedly raised the question of whether, and to what extent, these grave allegations are justified ...
Magdalena Gronau, Martin Gronau
wiley +1 more source
Negotiating ethical issues in Biology: three case studies
Review of Science, Mathematics and ICT Education, 2016 This paper attempts to answer the questions as to what are the chief transactional strategies for negotiating ethical issues in high school biology classroom.
ASTHA SAXENA, ALKA BEHARI
doaj +1 more source
Supporting Students' Argumentation Structure Construction using Indeterminacy of Diagram
Journal of Educational Research in Mathematics, 2020 In this study, we analyze students' argumentation structures constructed using semiotic mediation activities involving a task with indeterminate diagrams.
Kyeong-Hwa Lee +2 more
doaj +1 more source
Students' Perception of Generative AI‐Assisted Collaborative Argumentation
European Journal of Education, Volume 61, Issue 2, June 2026.ABSTRACT The rapid scaling of generative artificial intelligence (GenAI) technology presents opportunities for personalised learning experiences and facilitates collaborative learning, including collaborative argumentation (CA). However, empirical research examining students' perceptions of GenAI‐assisted CA within classroom contexts remains limited ...
Jinhee Kim +4 more
wiley +1 more source