One of the essential goals of science learning is to lead students to master scientific concepts or ideas and apply them to explain relevant everyday phenomena. Such mastery should help students to work with various representations. The objective of this study was to determine the effectiveness of the Learning Cycle Multiple Representation (LCMR)…

This study examined student language in learning the human circulatory system, to understand the challenges they face in representing the knowledge in this topic. Data for this study comprised students' written responses to a range of structured test items. Responses to 17 test items from 70 students across four classes were analysed using tools…

The purpose of this study was to describe the effect of multiple knowledge representations of physical and chemical changes on the development of primary pre-service teachers' cognitive structures. The study took place in an introductory general chemistry laboratory course in a four-year teacher education program. Multiple knowledge…

Context-Based Learning (CBL) and learning through developing and using models are two important teaching approaches for chemistry conceptual understanding. We aimed to examine the influence of a CBL approach on students' understanding of Multiple Models of Knowledge Representations ("MMKRs") and "multiple molecular…

Students try to understand many abstract concepts by using mental models they have created by thinking and imagining. Students must have a functional and dynamic atomic model in their minds in order to understand the atomic and atomic concepts. In this study; it was aimed to determine the models of science student candidates using the analogy of…

Abstract electronics concepts are difficult to develop because the phenomena of interest cannot be readily observed. Visualisation skills support learning about electronics and can be applied at different levels of representation and understanding (observable, symbolic and abstract). Providing learners with opportunities to make transitions…

This article notes the convergence of recent thinking in neuroscience and grounded cognition regarding the way we understand mental representation and recollection: ideas are dynamic and multi-modal, actively created at the point of recall. Also, neurophysiologically, re-entrant signalling among cortical circuits allows non-conscious processing to…