Rola Khishfe
Biographic Data
| ID | 6553119 |
|---|---|
| NAME | Rola Khishfe |
| GIVEN NAMES | Rola |
| FAMILY NAME | Khishfe |
| SIGNATURE | KHISHFE R |
| AFFILIATIONS | American University of Beirut |
| ORCID | 0000-0002-3302-0783 |
| VERIFIED | Yes |
| TOTAL WORKS | 10 |
| TOTAL CITATIONS | 0 |
| AUTHOR COUNT | 10 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2002 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 0 |
Science or His-Story?” Gender Representation in Science Textbooks of Thirteen Arab Countries
Investigating Science Teachers’ Nature of Science Conceptions and Argumentation in a Science Methods Course
Scientists’ Views About Nature of Science in the Context of Socioscientific Issues
Completing the progression establishing an international baseline of primary, middle and secondary students’ views of scientific inquiry
Knowledge of scientific inquiry (SI) is considered essential to the development of an individual's Scientific Literacy (SL) and therefore, SI is included in many international science education reform documents. Two previous large scale international studies assessed the SI understandings of students entering middle school and secondary students at the end of their formal K-12 science education. The purpose of this international project was to us…
Nature of science conceptions and argumentation skills in different socioscientific contexts
The purpose of this study was to investigate the consistency of nature of science (NOS) conceptions and argumentation skills among undergraduate student teachers across different socioscientific issues (SSI) contexts. The participants included 80 undergraduate student teachers enrolled in a science methods course at six different universities in Lebanon. The study used a quantitative and qualitative design to compare the responses of students rel…
Improving Students’ Conceptions of Nature of Science
Connected learning
The study investigated the influence of a connected learning approach for explicit nature of science (NOS) instruction and explicit argumentation instruction, in comparison with a non‐connected approach, on students' NOS conceptions and argumentation skills. Participants comprised 42 students enrolled in two sections of grade 10 that were randomly assigned (flip of a coin) into two groups: Connected (22 students) and non‐connected (20 students). …
Nature of Science and Argumentation Instruction in socioscientific and scientific contexts
This study investigated the effect of explicit nature of science (NOS) instruction and explicit argumentation instruction in socioscientific and scientific contexts, on students’ NOS conceptions and their argumentation skills. Undergraduate students enrolled in two sections of a science content course were assigned into two groups: Socioscientific Issues-SSI group and Scientific group. The intervention involved two stages for the explicit instruc…
Retention of acquired argumentation skills and nature of science conceptions
The study aimed to investigate the retention of acquired argumentation and NOS conceptions among grade 10 students three months after the treatment. Thirty-six grade 10 students in two intact sections, randomly assigned into the Treatment and Comparison groups, participated in the study. The participants engaged in a treatment that lasted for four months and involved two units. Participants in both groups were involved in explicit argumentation i…
Influence of explicit and reflective versus implicit inquiry‐oriented instruction on sixth graders' views of nature of science
This study investigated the influence of an explicit and reflective inquiry‐oriented compared with an implicit inquiry‐oriented instructional approach on sixth graders' understandings of nature of science (NOS). The study emphasized the tentative, empirical, inferential, and imaginative and creative NOS. Participants were 62 sixth‐grade students in two intact groups. The intervention or explicit group was engaged in inquiry activities followed by…
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Influence of explicit and reflective versus implicit inquiry‐oriented instruction on sixth graders' views of nature of science
This study investigated the influence of an explicit and reflective inquiry‐oriented compared with an implicit inquiry‐oriented instructional approach on sixth graders' understandings of nature of science (NOS). The study emphasized the tentative, empirical, inferential, and imaginative and creative NOS. Participants were 62 sixth‐grade students in two intact groups. The intervention or explicit group was engaged in inquiry activities followed by…
Retention of acquired argumentation skills and nature of science conceptions
The study aimed to investigate the retention of acquired argumentation and NOS conceptions among grade 10 students three months after the treatment. Thirty-six grade 10 students in two intact sections, randomly assigned into the Treatment and Comparison groups, participated in the study. The participants engaged in a treatment that lasted for four months and involved two units. Participants in both groups were involved in explicit argumentation i…
Nature of Science and Argumentation Instruction in socioscientific and scientific contexts
This study investigated the effect of explicit nature of science (NOS) instruction and explicit argumentation instruction in socioscientific and scientific contexts, on students’ NOS conceptions and their argumentation skills. Undergraduate students enrolled in two sections of a science content course were assigned into two groups: Socioscientific Issues-SSI group and Scientific group. The intervention involved two stages for the explicit instruc…
Improving Students’ Conceptions of Nature of Science
Connected learning
The study investigated the influence of a connected learning approach for explicit nature of science (NOS) instruction and explicit argumentation instruction, in comparison with a non‐connected approach, on students' NOS conceptions and argumentation skills. Participants comprised 42 students enrolled in two sections of grade 10 that were randomly assigned (flip of a coin) into two groups: Connected (22 students) and non‐connected (20 students). …
Completing the progression establishing an international baseline of primary, middle and secondary students’ views of scientific inquiry
Knowledge of scientific inquiry (SI) is considered essential to the development of an individual's Scientific Literacy (SL) and therefore, SI is included in many international science education reform documents. Two previous large scale international studies assessed the SI understandings of students entering middle school and secondary students at the end of their formal K-12 science education. The purpose of this international project was to us…
Nature of science conceptions and argumentation skills in different socioscientific contexts
The purpose of this study was to investigate the consistency of nature of science (NOS) conceptions and argumentation skills among undergraduate student teachers across different socioscientific issues (SSI) contexts. The participants included 80 undergraduate student teachers enrolled in a science methods course at six different universities in Lebanon. The study used a quantitative and qualitative design to compare the responses of students rel…
Investigating Science Teachers’ Nature of Science Conceptions and Argumentation in a Science Methods Course
Scientists’ Views About Nature of Science in the Context of Socioscientific Issues
Science or His-Story?” Gender Representation in Science Textbooks of Thirteen Arab Countries
Educational Strategies and Epistemologies (9 works) · Psychology (9 works) · Science Education and Pedagogy (9 works) · Mathematics education (8 works) · Pedagogy (8 works) · Science education (8 works) · Epistemology (7 works) · Education and Critical Thinking Development (6 works) · Argumentation theory (5 works) · Nature of Science (5 works)