In this study, we conducted in-depth interviews with 106 students from sixth to twelfth grade and 34 middle and high school teachers about how they conceptualized math and science engagement and disengagement.
(3) Upon closer scrutiny, the kind of content that we encounter in the world of experience and conceptualize in the empirical sciences shows itself to be a compound of form and content.
Ring et al., (2017) also found that practicing science teachers conceptualized STEM integration in various ways and that these conceptions change over time as teachers write and implement integrated STEM curricula (Ring-Whalen, Dare, Roehrig, Titu, & Crotty, in press).
We re-conceptualize the role of science policy makers, envisioning and illustrating their move from being simple investors in scientific projects to entrepreneurs who create the conditions for entrepreneurial experiments and initiate them.
Although Woodhull (1915) addressed the notion of a topic or project-based teaching approach, general science was conceptualized by scholars such as Woodhull, Eikenberry, and Caldwell who combined progressive education with Dewey's child-centered approach and problem-solving methods, which had been adopted by many science teachers.
It is argued that learners must understand the nature of science to appropriately conceptualize evolution (McComas 2006, NRC 1996).
Practitioners of simulation, particularly in engineering contexts, in weapons testing, and in climate science, tend to conceptualize the EOCS in terms of verification and validation.
Cognitive psychologists and science education researchers conceptualize learning as a student-centered activity in which students change their ideas about a topic (Posner et al., 1982).
Traditional cognitive science has certainly conceptualized central cognitive processing, what we will call cognition in the narrow sense, in abstraction from bodily mechanisms of sensory processing and motor control.
Although this is vital, few North American social science studies have conceptualized youth (generally, high school aged) as primary stakeholders, and fewer still have engaged children (elementary school and middle school aged) in this role (Checkoway 1998; Checkoway and Richards-Schuster 2003; but see McIntyre 2000 for an exception).
