Procedural and conceptual e-scaffolding has been shown to be effective for assisting novice learners in understanding new concepts. Its integration with modelling instructions (E-MI) raises expectations for improving scientific reasoning (SR) in students whose level is still a concern in Indonesia. A quasi-experimental study was conducted to find…

Literature on student ideas about circuits largely focuses on misunderstandings and difficulties, with seminal papers framing student thinking as stable, difficult to change, and connected to incorrect ontological categorizations of current as a thing rather than a process. In this paper, we analyzed 417 student responses to a conceptual question…

The literature on scientific modelling practices in science education has provided a fruitful discussion on how learners tend to view models vs. how and what they should think about them. One approach is to teach students that models are abstractions so that they do not view them as a copy of phenomena they represent. Although teaching students…

Recent advancements in large language models (LLMs) have shown potential in enhancing educational practices, particularly in technology-assisted learning environments. This study critically evaluates the reasoning capabilities of LLMs, such as ChatGPT, within the context of chemistry education. We designed targeted adversarial prompts that…

Statistical mechanics has received limited attention in physics education research and remains a relatively underrepresented topic even in research on upper-division physics courses. The purpose of this study was to explore potential challenges that physics students encounter when they solve statistical mechanics problems in groups. Adopting a…

This article reports on a controlled study to investigate the efficacy of incorporating explicit discussions about the duality of human reasoning and its implications for learning in physics instruction. The central goal is to probe to what extent, if at all, such discussions improve student performance on tasks that tend to elicit intuitively…

Conceptual approaches to contemporary physics topics pose many learning challenges. One factor influencing knowledge integration is a student's epistemic framing. Epistemic frames provide a context within which a particular situation is perceived, interpreted, and judged. The objective of this study is to explore secondary students' framings…

Scientific argumentation skills are a key component of science learning practices needed by students in the 21st century. Where the essence of scientific argumentation is to support the argument with evidence and reasoning and then refute the claims and evidence of the opponent's argument. Supporting arguments with evidence and reasoning can be…

The need for data literacy is an increasingly pressing priority in society, but most of the work in data-centred education has focused on developing skills at the middle school, secondary, and post-secondary levels, with little attention on the potential for engaging elementary-aged students in reasoning with and about data. This paper reports…