This study aimed to analyze second-semester organic chemistry students' problem-solving strategies, specifically focusing on the resources activated while solving problems on E2, E1, and E1cB elimination reactions. Using the theoretical framework by Elby and Hammer, we defined a resource as a unit of information used in the problem-solving…

Researchers in physics education have advocated both for including modeling in science classrooms as well as promoting student engagement with sensemaking. These two processes facilitate the generation of new knowledge by connecting to one's existing ideas. Despite being two distinct processes, modeling is often described as sensemaking of the…

Despite problem solving being a core skill in chemistry, students often struggle to solve chemistry problems. This difficulty may arise from students trying to solve problems through memorising algorithms. Goldilocks Help serves as a problem-solving scaffold that supports students through structured problem solving and its elements, such as…

We propose cross-disciplinary learning as a construct that can guide instruction and assessment in programs that feature sequential learning across multiple science disciplines. Crossdisciplinary learning combines insights from interdisciplinary learning, transfer, and resources frameworks and highlights the processes of resource activation,…

Clear and rigorous quantum reasoning is needed to explain quantum physical phenomena. As pillars of true quantum physical explanations, we suggest specific quantum reasoning derived from quantum physical key ideas. An experiment is suggested to support such a quantum reasoning, in which a quantized radiation field interacts with an optical beam…

Understanding molecular processes and coordinating the various activities across levels of organization in biological systems is a complicated task, yet many curricular guidelines indicate that undergraduate students should master it. Employing mechanistic reasoning can facilitate describing and investigating biological phenomena. Biofilms are an…

Many studies in science education research have found metacognition to be beneficial for undergraduate STEM students. Students do not necessarily know how to employ their metacognition without some training or prompting, and undergraduate chemistry instructors do not always have the capacity to instruct their students on metacognition. Thus, it…

While existing studies have underscored the educational benefits of generating explanatory hypotheses (EHs) in response to unexpected outcomes, empirical research on the underlying mechanisms driving their effectiveness in science learning remains limited. Thus, this study aimed to empirically examine the effectiveness of generating an EH for…

As quantum technologies transition from the research laboratory into commercial development, the opportunities for students to begin their careers in this new quantum industry are increasing. With these new career pathways, more and more people are considering the best ways to educate students about quantum concepts and relevant skills. In…

Feedback loop reasoning is an essential part of systems thinking, which includes the analysis and description of system behaviour and regulative measures. In feedback loops, every change can simultaneously represent a cause and an effect. Research on reasoning in feedback loops is limited to investigating students' existing mental models. This…

This study investigated eight experienced science teachers' and eight senior high school students' metavisualization when they drew models to represent their concepts of carbon cycling. Qualitative data collection techniques including think-aloud tasks and follow-up retrospective interviews were employed. The purposes of the study included: (1) to…

Emphasizing stoichiometry appears to be a norm of introductory chemistry courses. In this longitudinal and mixed-methods study, we examined how the emphasis on stoichiometry in assessments of introductory chemistry impacted educational equity and student learning. Using quantitative methods, we identified mole and stoichiometric conversions as two…

We studied the impact of metacognitive reflections on recently-completed work as a way to improve the retention of newly learned problem-solving techniques. Students video recorded themselves talking through problems immediately after finishing them, completed ongoing problem-solving strategy maps or problem-sorting exercises, and filled out…

The Hertzsprung-Russell diagram (HRD) is a fundamental representation in stellar physics. It contains information about key properties of stars and allows inferences about stellar evolution. The use of the HRD is an important disciplinary activity in astrophysics. For example, it is particularly important to have a graphical understanding of the…

Undergraduate biology students' molecular-level understanding of stochastic (also referred to as random or noisy) processes found in biological systems is often limited to those examples discussed in class. Therefore, students frequently display little ability to accurately transfer their knowledge to other contexts. Furthermore, elaborate tools…