Learning in Science Education

This readable and informative survey of key ideas about students’ thinking in science builds a bridge between theory and practice by offering clear accounts from research, and showing how they relate to actual examples of students talking about widely taught science topics.

This paper presents findings from a qualitative UK study exploring the social practices of schoolchildren visiting an interactive science discovery centre. It is promoted as a place for ‘learning through doing’, but the multi-modal, ethnographic methods adopted suggest that children were primarily engaged in a) sensory pleasure-taking and 2) playing out shifting relations of affect and sociality. In discussing this, the paper does not ask what children are learning but rather what they are doing – and how this does or does not relate to the scientific principles presented to them. The paper confirms studies that discovery centres are highly social spaces in which cognitive processing is only one aspect but goes further in suggesting that the twin dimensions of the social and the sensory are so paramount in governing children’s responses to exhibits as to eclipse thoughts of science.. The findings suggest that old-style live demonstrations are more effective than technologically interactive exhibits in foregrounding scientific concepts.

Given the collaborative nature of the TESOL profession, models that provide opportunities for teachers and other school-based stakeholders to interact directly with students to more clearly understand their successes, challenges and particular needs are significantly needed. In this article, we advocate for the use of cogenerative dialogues, a promising practice for learning more about the teaching and learning needs of English Language Learners (ELL) students in a specific learning context. Cogenerative dialogues are discussions involving students and teachers that foreground problems and generate strategies to improve teaching and learning. The dialogues were implemented as part of a larger, mixed-methods study in in 2 urban middle school science classrooms in the USA. Findings included both beneficial outcomes and tensions for both ELL students and teachers. Benefits included: (1) creating opportunities for students to develop a voice; (2) assuming responsibilities for learning; (3) sharing responsibilities for language acquisition and learning; and (4) developing a sense of community. Two specific considerations are also discussed, which include the language proficiency levels of the students involved and cultural practices around critiquing teaching and learning.

This paper demonstrates a methodology for effectively integrating computer‐based learning tools in science teaching and learning. This methodology provides a means of systematic analysis to identify the capabilities of particular software tools and to formulate a series of competencies relevant to physical science that could be developed by means of these capabilities. This analysis could inform the transition to technology‐rich

Yapılandırmacı yaklasım Fen öğretiminde öğrenme ve öğretme anlayısının değisimine neden olmustur. Bu değisimin öğrencilerin aktif olarak bilgiyi yapılandırmasını temel alan yöntem ve tekniklerde etkisini göstereceği düsünülmektedir. Öğrencilerin problemlere çözüm önerileri getirmelerini, fikirler üretmelerini ve yaratıcı becerilerini ortaya koymalarını sağlamaya yönelik yöntemlerden olan probleme dayalı öğrenme (PDÖ); 5-8 kisilik gruplarla yapılan, iki ya da üç oturumdan olusan bir öğrenme yöntemidir. PDÖ’de arastırıcılar günlük yasamda karsılasılan bir soruna iliskin çözüm yolları üreterek tartısır ve problemi çözüme ulastırmaya çalısırlar. PDÖ’nün etkili olabilmesi için öğrencilerin aktif katılımları sağlanmalıdır. Özellikle ilköğretim ikinci kademedeki öğrencilerin aktif katılımlarını sağlayabilecek tekniklerden birinin de iki ya da daha fazla karikatür biçiminde çizilmis öğenin bir olaya iliskin görüslerini içeren kavram karikatürleri olabileceği düsünülmektedir. Çalısmada, Đlköğretim Fen ve Teknoloji öğretiminde PDÖ yöntemiyle kavram karikatürlerinin açıklanması ve PDÖ yöntemi içerisinde kavram karikatürlerinin Fen ve Teknoloji derslerinde kullanımına yönelik örnek etkinliğe yer verilmesi amaçlanmaktadır.

As science education program has been rearranged on the basis of the constructivist approach in Turkey, tools providing the active participation of students in the learning process and which are aimed at constructivist approach are of great importance. One of the so-called tools is concept cartoons. Concept cartoons are a visual tool and drawings which enable students to participate in the learning environment and which can be used as a stimulus for argumentation in class. Therefore, the use of concept cartoons in science education is thought to help students to construct their knowledge. In this study, it is aimed to discuss the effects of the use of concept cartoons in constructivist approach and to give the examples about the use of concept cartoons in science education.

Bilim ve teknoloji alanındaki hızlı değisim, öğretim programlarının yeniden düzenlenmesi ve çağın kosullarına uygun bir sekle getirilmesini zorunlu kılmıstır. Fen öğretim programında da bu değisim etkisini göstermis; Fen Bilgisi Dersi’nin adı Fen ve Teknoloji Dersi olarak değistirilmis, öğretim programı yapılandırmacı yaklasıma dayalı olarak hazırlanmıstır. Arastırmada, 2006–2007 öğretim yılında altıncı sınıflarda okutulmaya baslanan Fen ve Teknoloji Ders Kitabı’nın biçim -içerik bakımından incelenmesi ve Ders kitabının olumlu ve olumsuz yönlerinin açıklanması düsünülmüstür. Ayrıca bu arastırmada “Đlköğretim Altıncı sınıfta öğrenim gören öğrencilerin Fen ve Teknoloji ders kitabına iliskin görüsleri nelerdir?” probleminin çözümü doğrultusunda İzmir’deki ilköğretim okullarında yer alan öğrencilerin kitaba iliskin görüslerini belirlemeye yönelik açık uçlu sorular hazırlanmıstır. Çalısmada betimsel analiz yoluyla öğrencilerin açık uçlu sorulara verdiği yanıtların değerlendirilmesi yapılmıs ve edinilen bulgular doğrultusunda Altıncı sınıf Fen ve Teknoloji kitabına iliskin
önerilere yer verilmistir.

Complete Book of Abstracts of the 27º Scientific Initiation Meeting at the Federal University of Sergipe. Livro de Resumos 27º Encontro de Iniciação Científica da UFS. São Cristóvão, Sergipe, 2017.

P.194 - A ecomotricidade no estado de Sergipe: construção de um corpo empírico - Ellber Rodrigo Santos Albuquerque; Cae Rodrigues.
P.197 - A ecomotricidade no estado de Sergipe: construção de um corpo teórico - Adriano Lima Sacramento; Cae Rodrigues.
P.202 - A ecomotricidade no estado de Sergipe: tecnologias virtuais e construção do conhecimento - Brian Lennon Xavier Matos; Ellber Rodrigo Santos Albuquerque; Cae Rodrigues.

Natural science importance is indubitable. Research studies of the last few decades confirm such position. Science  education  has  been  frequently  accepted  as  an  inseparable  and extremely  important part  of comprehensive  schooling (Lamanauskas, 2008). By natural science education we seek personality maturity in a wider sense.

SUMMARY This paper traces how media representations encouraged enthusiasts, youth, and skilled volunteers to participate actively in science and technology during the twentieth century. It assesses how distinctive discourses about scientific amateurs positioned them with respect to professionals in shifting political and cultural environments. In particular, the account assesses the seminal role of a periodical, Scientific American magazine, in shaping and championing an enduring vision of autonomous scientific enthusiasms. Between the 1920s and 1970s, editors Albert G. Ingalls and Clair L. Stong shepherded generations of adult 'amateur scientists'. Their columns and books popularized a vision of independent non-professional research that celebrated the frugal ingenuity and skills of inveterate tinkerers. Some of these attributes have found more recent expression in present-day 'maker culture'. The topic consequently is relevant to the historiography of scientific practice, science popularization and science education. Its focus on independent non-professionals highlights political dimensions of agency and autonomy that have often been implicit for such historical (and contemporary) actors. The paper argues that the Scientific American template of adult scientific amateurism contrasted with other representations: those promoted by earlier periodicals and by a science education organization, Science Service, and by the national demands for recruiting scientific labour during and after the Second World War. The evidence indicates that advocates of the alternative models had distinctive goals and adapted their narrative tactics to reach their intended audiences, which typically were conceived as young persons requiring instruction or mentoring. By contrast, the monthly Scientific American columns established a long-lived and stable image of the independent lay scientist.

The article presents a research study that examined the ways in which digital curation promotes personalized learning, as well as the students’ experiences of this learning process. The study was conducted in the context of K-12 education. Participants spent three months on a project that included curating a personalized digital collection. The study was conducted using a phenomenological qualitative approach for the collection and processing of data. Findings demonstrate that digital curation provides a productive learning activity that supports significant personalized, emotional, and cognitive learning experiences, enabling the curator to construct a personal subject ontology.

Modeling and using technology are two practices of particular interest to K-12 science educators. These practices are inextricably linked among professionals, who engage in modeling activity with and across a variety of representational technologies. In this paper, we explore the practices of five sixth-grade girls as they generated models of smell diffusion using drawing, stop motion animation, and computational simulation during a multi-day workshop. We analyze video, student discourse, and artifacts to address the questions: In what ways did learners' modeling practices, reasoning about mechanism, and ideas about smell shift as they worked across this variety of representational technologies? And, what supports enabled them to persist and progress in the modeling activity? We found that the girls engaged in two distinct modeling cycles that reflected persistence and deepening engagement in the task. In the first, messing about, they focused on describing and representing many ideas related to the spread of smell at once. In the second, digging in, they focused on their testing and revision of particular mechanisms that underlie smell diffusion. Upon deeper analysis, we found these cycles were linked to the girls' invention of “oogtom,” a representational object that encapsulated many ideas from the first cycle and allowed the girls to re-start modeling with the mechanistic focus required to construct simulations. We analyze the role of activity design, facilitation, and technological infrastructure in this pattern of engagement over the course of the workshop, and discuss implications for future research, curriculum design, and classroom practice.

The purpose of this review is to summarise an array of tools both for science teachers and particularly for science teacher educators to reconsider student-led cognitive outcomes that are initiated and maintained within the in-class science inquiry activities. For this purpose, first, the essential characteristics of the inquiry-based teaching are described and Bloomian taxonomies in assessing the student-led outcomes and student-led intellectual contributions to the classroom discourse is interrogated. Based on the multifaceted and social-interactive characteristics of the inquiry-based teaching, four assessment tools are displayed, justified and exemplified for the pedagogical purposes of the science teaching and learning. The assessment tools are gathered from six different groups of scholars' research efforts. As a whole, the tools are able to assess the quantitative-qualitative student-led outcomes, the students' capacities of operating inquiry skills and practices, the students' abilities to attain evidence-based reasoning and the students' capabilities to generate varying degrees of argumentation. Concrete and fictional instances and potential in-class uses of the offered tools are clarified for the science educators and science teachers.

Öz. Bu derlemenin amacı, fen eğitimcileri ve fen öğretmenleri için fene dayalı araştırma-sorgulama süreçlerinde başlatılan ve sürdürülen öğrenen-temelli bilişsel katkıların değerlendirilebilmesini sağlayacak araçları özetlemektir. Bu amaçla öncelikle, araştırma-sorgulama temelli fen öğretiminin temel özellikleri tanımlanmış ve öğrenen-temelli bilişsel çıktı ve katkıların değerlendirilmesi için sunulan Bloomcu taksonomiler sorgulanmıştır. Araştırma-sorgulama temelli öğretimin çok yönlü ve sosyal-etkileşimli yapısı temel alınarak dört farklı değerlendirme aracı sunulmuş, gerekçelendirilmiş ve fen öğrenmenin ve öğretmenin pedagojik amaçları bağlamında örneklendirilmiştir. Değerlendirme araçları, altı farklı araştırma grubunun araştırma-temelli çabaları sonucunda geliştirilmiştir. Sonuç olarak, değerlendirme araçları, öğrenenlerin nicel-yönelimli ve nitel-yönelimli bilişsel katkılarını ve çıktılarını değerlendirme, öğrenenlerin araştırma-sorgulama beceri ve pratiklerini gerçekleştirebilme kapasitelerini değerlendirme, öğrenenlerin delil-temelli akıl yürütme becerilerinin değerlendirilmesi ve öğrenenlerin argüman kurma ve çürütme yönüne kapasitelerinin değerlendirilmesi yönünde etkili bir biçimde kullanılabilir. Değerlendirme araçları ile gerçekleştirilen örnek değerlendirmeler ve sınıf-içi kullanım potansiyelleri fen eğitimcileri ve fen öğretmenleri için somutlaştırılmıştır. Anahtar Sözcükler: Araştırma-sorgulama temelli öğretim, bilişsel çıktılar, entelektüel katkılar

Apart from John Dewey, no American educational reformer has been as internationally successful and influential as Helen Parkhurst, the founder of Dalton education. In the twenties and thirties of the twentieth century, Dalton education was spread throughout the world. There was Dalton education in America, England, Germany, the Netherlands, the Soviet Union, India, China and Japan. Particularly in the Netherlands and Japan, Dalton education has remained in existence. In recent years there has been a revival of international interest. It crops up again, for instance, in England, Germany, the Czech Republic and Slovakia, Poland and China.

The Netherlands is the country with the highest density of Dalton schools. At the moment there are four hundred, three hundred and seventy of which are elementary schools. Comprising five percent of all elementary schools, Dalton education is by far the largest educational reform movement in the Netherlands. And, contrary to Montessori, Jena Plan and Waldorf education, it is steadily on the increase: approximately one hundred schools have been founded in the past five years. The only Dalton school in America, is the school that Helen Parkhurst founded herself in 1919, and which she was subsequently to direct for more than twenty years: the Dalton School in New York. It is a renowned school. But its fame is not due to its origins as an experiment in progressive education. The Dalton School is the second most expensive private school in New York.

We begin with an account of the original practice and theory of the Dalton Plan. The first chapter is mostly historical: a concise reconstruction of the history of the development of the Dalton Plan. The second chapter characterizes the theory of the Dalton Plan based upon our interpretation of texts written by Parkhurst.

The everyday expertise framework is a perspective on learning and design work that takes into account how people accomplish thinking and doing in their every day lives with the people and things around them. In this way, the everyday experience theoretical framework allows for learning to have multiple dimensions—individual, social, and cultural aspects—which results in a broad consideration how people learn within and across social settings. Because the everyday expertise perspective incorporates the values, emotions, knowledge, social practices, and other competencies involved in learning, these competencies are leveraged when designing new educational interventions.

Kumpulainen, K., & Rajala, A. (in press). Dialogic teaching and students’ discursive identity negotiation in the learning of science. In C. van der Veen, & B. van Oers (Eds.) Special issue: Classroom discourse and learning outcomes. Learning & Instruction.

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This study sought to understand how dialogic teaching, as enacted in everyday classroom interaction, affords students opportunities for identity negotiation as learners of science. By drawing on sociocultural and sociolinguistic accounts, the study examined how students' discursive identities were managed and recognized in the moment and over time during dialogic teaching and what consequences these negotiations had for their engagement in science learning. The study used video data of classroom interactions collected from an elementary science learning project and placed a specific analytic focus on four students in particular. The results reveal evidence of a rich variety of discursive identities exposed during dialogic teaching, thus demonstrating how the students' identity negotiations were configured according to the social architecture of classroom discourse. Addressing the temporal dimension of dialogic teaching points out critical shifts in the students' discursive identities, of which identification is argued to be pivotal when creating equitable science learning opportunities.

This article investigates students' conceptions of certain astronomical phenomena. The 1,920 participants were drawn from junior secondary science classes in four Australian educational jurisdictions. Participants completed a modified version of the Astronomy Diagnostic Test to elicit information about their knowledge and understanding of certain astronomical phenomena and to identify any alternative conceptions that they held. Results showed that students exhibited many alternative conceptions about concepts that they should have covered in elementary school or in the first year of high school. Discussion centers on the extent to which school science takes account of the important construct of pedagogical content knowledge.

We investigate how students connect explanations and arguments from evidence about plant growth and metabolism—two key practices described by the Next Generation Science Standards. This study
reports analyses of interviews with 22 middle and high school students post instruction, focusing on how their sense-making strategies led them to interpret—or misinterpret—scientific explanations and arguments from evidence. The principles of conservation of matter and energy can provide a framework for making sense of phenomena, but our results show that some students reasoned about plant growth as an action enabled by water, air, sunlight, and soil rather than a process
of matter and energy transformation. These students reinterpreted the hypotheses and results of standard investigations of plant growth, such as van Helmont’s experiment, to match their own understanding of how plants grow. Only the more advanced students consistently interpreted mass changes in plants or soil as evidence of movement of matter. We also observed that a higher degree of scaffolding during some of the interview questions allowed mid-level students to improve their
responses. We describe our progress and challenges developing teaching materials with scaffolding to improve students’ understanding of plant growth and metabolism.

De acuerdo con las tendencias en el mundo, es de gran importancia que los alumnos de bachillerato desarrollen habilidades de investigación en ciencias, que les permitirá fortalecer su desempeño; estas habilidades se enmarcan en un esquema general del proceso de investigación, desde la planeación hasta la evaluación
En el bachillerato se propone este desarrollo de habilidades instrumentales, reforzando las personales, con base en el establecimiento de actividades secuenciales y acumulativas, alrededor de un tema central, empleando herramientas de tecnología, que permitan conducir el avance de los estudiantes, desarrollando productos específicos.
Se presenta una propuesta de secuencia de actividades para el desarrollo de actividades de investigación en ciencias para el bachillerato.

The 10th edition of the New Perspectives in Science Education Conference will take place in Florence, Italy, on 18 - 19 March 2021.
The objective of the Conference is to promote transnational cooperation and share good practice in the field of innovation for science education. The New Perspectives in Science Education Conference is also an excellent opportunity for the presentation of previous and current projects in the science field.

The Call for Papers is addressed to teachers, researchers and experts in the field of science education as well as to coordinators of science and training projects.
Experts in the field of science teaching and learning are therefore invited to submit an abstract of a paper to be presented during the conference.

Important dates:
12 February 2021: Abstract submission extended deadline
19 February 2021: Notification of abstract evaluation
26 February 2021: Deadline for paper submission
18-19 March 2021: Conference days

There will be three presentation modalities: synchronous, asynchronous and virtual poster presentation.

All accepted papers will be included in the Conference Proceedings published by Filodiritto Editore with ISBN, ISSN, DOI and ISPN codes. The publication will be sent to be reviewed for inclusion in the Conference Proceedings Citation Index by Thomson Reuters (ISI-Clarivate). The publication will also be included in Academia and indexed in Google Scholar.

Contact: science@pixel-online.net
Official website: http://conference.pixel-online.net/NPSE/callforpapers.php
YouTube promo video: https://youtu.be/RtI-lt0KS_Q

Os jardim zoológicos atraem centenas de milhares de visitantes todos os anos por todo o mundo – muitas delas crianças. No Reino Unido, centenas de milhares de crianças em idade escolar visitam jardins zoológicos todos os anos. Entende-se, pois, que o jardim zoológico seja uma instituição chave na interacção pública com animais vivos e com a educação ambiental. No entanto, os jardins zoológicos foram recentemente alvo de críticas no plano ético, nomeadamente de que os jardins zoológicos teriam um impacto educacional mínimo ou até negativo. Enquanto que existem alguns estudos que demonstram resultados positivos para visitantes adultos, no caso de visitantes infantis, existe muito pouca investigação já existente para responder a tais críticas. Para responder a estas críticas, conduzimos um estudo usando métodos mistos de questionários, que incluíram uma componente visual central criada com o intuito de acompanhar as mudanças nas representações infantis de animais ao longo de uma visita escolar ao jardim zoológico. Especificamente, o estudo investiga o desenvolvimento de novas ideias sobre animais, habitats e o jardim zoológico dentro de uma amostra de estudantes visitantes do Jardim Zoológico londrino ZSL. Os resultados indicam o potencial de palestras centradas na visita a um jardim zoológico em permitir transformações conceptuais relativas à ciência ambiental. Simultaneamente, a nossa investigação realça o papel vital das representações culturais já existentes de diferentes animais e habitats, que são ao longo da visita, confrontadas com novas ideias.
http://www.psychologyandsociety.org/__assets/__original/2010/08/Wagoner_Jensen.pdf

As a part of a huge and overturning educational reform in the Norwegian Armed Forces (NoAF), a digital strategy is being enforced. For the educational sector, this means moving more of the instruction and learning activities online. To be able to do so successfully, the teacher/instructor/lecturer plays a crucial part. An important question is what kind of support and incentives are most effective to get teacher to develop and use more online lectures.What do they need in the planning, development and implementation of these video lectures? One of the challenges in this process is that the teachers often underestimate the workload and there is not enough time set aside on their part to map out their content, prepare and develop the script and learning material. Through in-depth interviews with teachers at NoDUC, the ADL section investigated what kind of knowledge, support and training the teachers need to increase their motivation to developing video lectures. This paper will highli...

This paper reports on an investigation of the difficulties encountered by pre-service teachers and the extent to which they can come to understand energy as a framework for analysing physical systems. We developed three open-ended questions that probed the application of the energy conservation law and required explanations of reasoning. We collected data from 190 primary education students at the University of Cyprus. The data analysis revealed a number of conceptual and reasoning difficulties that consistently hamper the students' efforts to apply the energy conservation law for the analysis of simple physical systems. We discuss these findings in relation to expectations for the preparation and professional development of teachers capable to manage learning progressions on energy.

In Greek:
H παρούσα εργασία επικεντρώνεται στη διερεύνηση του βαθμού στον οποίο οι προ-υπηρεσιακοί εκπαιδευτικοί εκτιμούν την ενέργεια ως ένα πλαίσιο ανάλυσης συστημάτων και στον εντοπισμό των δυσκολιών που αντιμετωπίζουν στην προσπάθειά τους να αναλύσουν ενεργειακά, απλά συστήματα. Για το σκοπό αυτό έχουν συλλεχθεί δεδομένα χρησιμοποιώντας τρία έργα αξιολόγησης ανοικτού τύπου τα οποία αφορούν στην εφαρμογή του νόμου διατήρησης της ενέργειας σε απλά συστήματα. Στην έρευνα συμμετείχαν 190 φοιτητές του Τμήματος Επιστημών Αγωγής του Πανεπιστημίου Κύπρου. Τα αποτελέσματα της έρευνας επιβεβαιώνουν τον ισχυρισμό που διατυπώνεται στη βιβλιογραφία για ανεπαρκή κατανόηση των εκπαιδευτικών για την ενέργεια. Επίσης, καταδεικνύουν συγκεκριμένες δυσκολίες που αντιμετωπίζουν. Στην εργασία συζητούνται οι συνέπειες που φαίνονται να απορρέουν σχετικά με την επιμόρφωση και προετοιμασία των εκπαιδευτικών, ώστε να μπορούν να οργανώνουν και να διαχειρίζονται επιτυχώς μαθησιακά περιβάλλοντα για τη διδακτική επεξεργασία της ενέργειας.

The aim of this research is to identify the problems faced by the pre-service science teachers in the process of school practice, and to determine possible solutions. School practice is very important in establishing theory-practice relationships for the candidate teachers. A qualitative design was employed for this research study. The participants of this study were 14 pre-service science teachers who pursued in their studies in the academic year period of 2016-2017. A semi-structured interview form was used as a data collection tool. In the research findings, it was revealed that the teachers had problems in planning the teaching during its practice. During the application of teaching, in addition, deficiencies in teaching methods, techniques and measurement and evaluation methods used by candidate teachers were observed. It was found that the pre-service teachers used most likely experimental pre-service science teachers used more traditional assessment tools.

The main aim of the present study was to find out the views of Pakistani secondary science teachers about the necessity of creativity at the secondary level. The study was qualitative in nature and conducted among 14-secondary science teachers in Pakistan. 14 detailed interviews were administered for the data collection after that the data were analyzed through coding and the thematic process of Miles and Huberman (1994). In last, the findings of the study were concluded which showed that due to intrinsic and extrinsic reasons the teachers considered creativity very necessary at the secondary level.

As a part of a huge and overturning educational reform in the Norwegian Armed Forces (NoAF), a digital strategy is being enforced. For the educational sector, this means moving more of the instruction and learning activities online. To be able to do so successfully, the teacher/instructor/lecturer plays a crucial part. An important question is what kind of support and incentives are most effective to get teacher to develop and use more online lectures.What do they need in the planning, development and implementation of these video lectures? One of the challenges in this process is that the teachers often underestimate the workload and there is not enough time set aside on their part to map out their content, prepare and develop the script and learning material. Through in-depth interviews with teachers at NoDUC, the ADL section investigated what kind of knowledge, support and training the teachers need to increase their motivation to developing video lectures. This paper will highlight the findings from these interviews and present them in context of relevant research and experiences from NoDUC's use of video lectures the last couple of years. Finally, the overall aim of the paper is to recommend a number measures needed to be taken to ensure that teachers/instructors have the sufficient knowledge and motivation to produce and use online learning activities. ABOUT THE AUTHORS Commander (CDR) Geir Isaksen has more than fifteen years in the field of Advanced Distributed Learning (ADL) and is responsible for more than 30 defense projects in the field of digital learning methods and learning technology. He has published more than 11 papers covering different fields like mobile learning, student motivation, cognitive overload in e-learning and use of video lectures. He has a master's degree in Information Computer Technology (ICT) & Learning from the University of Aalborg (2014) and a bachelor's degree in Electrical Engineering from Vestfold University College (1998). CDR Isaksen holds the position as an ADL Staff Officer at the NoDUC/ADL Section, where he is responsible for leading and coordinating procurement, development and implementation of digital learning projects and use of defense LMS. His military background is from the Navy, serving on submarines for six years as an electro officer and he is also responsible for international ADL cooperation at the NoDUC. Siren Elise Frøytlog Hole has years of experience in design and development of online learning both from the industry and for public sector. She is educated as a teacher, holds a bachelor's degree in culture and society, a master's degree in English literature, and a master's degree in science and technology studies from the University of Oslo. Hole is now a senior advisor at NoDUC/ADL section, where she manage projects, advise on pedagogical approaches to online learning content, and is part of collaboration projects on ADL.

The purpose of this chapter is to explore the implications of literacy in its multiple forms (e.g., print, visual, digital) for science instruction. Specifically, I focus on the role of students’ questions in constructing knowledge about science texts. Toward that end, the chapter is divided into three sections: the first section defines multiliteracies and situates this concept within social constructionist learning theory; the second section
examines several assumptions underlying the literature on self-questioning; and the third draws implications from this literature for using multiliteracies and self-questioning in
the service of science learning.

One cannot doubt in the importance of Natural science and Technology education. Over the last two or three decades, attention to Natural science and Technology education has been significantly growing. On the one hand, science and technology development was encouraging this, on the other hand, one can observe a decreasing young generation interest in natural sciences and technologies. Paradoxical contrast – in technologically developed countries youth interest in natural sciences is significantly decreased. Completely different situation is in so-called developing countries. About such a situation a lot has been written, discussed, plenty of scientific research have been carried out and so on. It is obvious, that such a situation is determined by a great number of factors. However, in spite of this, education system has to change, to search for effective natural science and technology education forms and methods. The most important goal is suitable and adequate natural science and technology education of the young generation. However, what does suitable and adequate mean? What is suitability and adequacy content? Is it only quantitatively and qualitatively new knowledge and abilities? Conception, oriented only to pragmatics (only to knowledge, qualifications and/or competencies) in a certain sense is faulty.