AI is transforming how science is done. Science education must reflect this change.

AI is transforming how science is done. Science education must reflect this change.

There is growing interest in the use of artificial intelligence (AI) in science education. Many issues and questions raised about the role of AI in science education target primarily science learning objectives. They relate to AI's capacity to generate tools for teaching, learning, and assessme...

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Bibliografiske detaljer
Hovedforfatter:	Erduran, S
Format:	Journal article
Sprog:	English
Udgivet:	American Association for the Advancement of Science 2023

Lignende værker

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From FRA to RFN: How the Family Resemblance Approach Can Be Transformed for Science Curriculum Analysis on Nature of Science
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Udgivet: (2016)

Trust in science and science education — part 2
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Udgivet: (2022)

Trust in science and science education — part 1
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Udgivet: (2022)

Science education in the era of a pandemic: How can history, philosophy and sociology of science contribute to education for understanding and solving the Covid-19 crisis?
af: Erduran, S
Udgivet: (2020)

COVID-19 Challenge: What Has Been Done and What Must Be Done?
af: I. G. Belenkiy
Udgivet: (2020-07-01)

Obesity and sedentarism in the 21st century: what can be done and what must be done?
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Editorial vision for Science and Education
af: Erduran, S
Udgivet: (2020)

Abandoning patchwork approaches to nature of science in science education
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Udgivet: (2017)

Visualizing the nature of science: beyond textual pieces to holistic images in science education
af: Erduran, S
Udgivet: (2017)

Nature of science in preservice science teacher education–case studies of Irish pre-service science teachers
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Udgivet: (2022)

1.5°C Too Soon : More Must Be Done
af: Sembiring, Margareth
Udgivet: (2018)

No time to waste: revisiting time for science education
af: Erduran, S
Udgivet: (2023)

Respect for evidence: can science education deliver it?
af: Erduran, S
Udgivet: (2021)

Too philosophical, therefore useless for science education?
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Udgivet: (2022)

Science must speak truth to power
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Udgivet: (2019-06-01)

A systematic review of research on family resemblance approach to nature of science in science education
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Udgivet: (2022)

Methodological diversity in HPS-informed science education research
af: Erduran, S
Udgivet: (2021)

Investigating scientists’ views of the family resemblance approach to nature of science in science education
af: Wu, J-Y, et al.
Udgivet: (2022)

To FRA or not to FRA: what is the question for science education?
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Udgivet: (2023)

Bringing nuance to “the Science” in public policy and science understanding
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Udgivet: (2020)

The pedagogy of argumentation in science education: Science teachers’ instructional practices
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Udgivet: (2017)

Drawing nature of science in pre-service science teacher education: Epistemic insight through visual representations
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Udgivet: (2018)

The Review of Fundamental Framework for Reflective Thinking and Practice in Science Education: Implications for Transformative Science Learning
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Udgivet: (2023-12-01)

Ethical commentaries must be based on sound science.
af: Pandit, J
Udgivet: (1998)

Who's done what? The Human Side of the Science Enterprise
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Udgivet: (2001-06-01)

Policymakers’ views of future-oriented skills in science education
af: Ioannidou, O, et al.
Udgivet: (2022)

The Effectiveness of a Must-Have Practical Work in Tertiary Life Science Education
af: Marina Constantinou, et al.
Udgivet: (2020-08-01)

Reconceptualised family resemblance approach to nature of science in pre-service science teacher education
af: Kaya, E, et al.
Udgivet: (2018)

The Transformation and Observations of AI for Science (AI4S) Driven by Artificial Intelligence
af: SUN Tan, ZHANG Zhixiong, ZHOU Lihong, WANG Dongbo, ZHANG Hai, LI Baiyang, YONG Suhua, ZUO Wangmeng, YANG Guanglei
Udgivet: (2023-10-01)

Argumentation in science and religious education: An interdisciplinary study on teaching and learning in British schools
af: Erduran, S
Udgivet: (2021)

Toulmin’s argument pattern as a “horizon of possibilities” in the study of argumentation in science education
af: Erduran, S
Udgivet: (2018)

Policymakers’ Views of Future-Oriented Skills in Science Education
af: Olga Ioannidou, et al.
Udgivet: (2022-06-01)

Contributions of the family resemblance approach to nature of science in science education: A review of emergent research and development
af: Erduran, S, et al.
Udgivet: (2019)

Looking at the social aspects of nature of science in science education through a new lens
af: Kaya, S, et al.
Udgivet: (2018)

Eszter Hargittai (Ed.). Research exposed. How empirical social science gets done in the digital age
af: Sophie Mützel
Udgivet: (2022-09-01)

Science and democracy must orientate Brazil's path to sustainability
af: Ricardo Dobrovolski, et al.
Udgivet: (2018-07-01)

Argumentation and interdisciplinarity: Reflections from the Oxford Argumentation in Religion and Science Project
af: Erduran, S, et al.
Udgivet: (2019)

Future-Oriented Learning for Inclusive Science Education Teaching and Learning Resources for Secondary Education
af: Erduran, S, et al.
Udgivet: (2024)