Scientific literature about neuromyths has proliferated in the last few years. However, there is a gap of knowledge around neuroedumyths. While neuromyths are based on hoaxes about the brain, neuroedumyths use neuroscientific concepts but state consequences for education that are false. This article presents, for the first time, research about…

Organic chemistry education is one of the youngest research areas among all chemistry related research efforts, and its published scholarly work has become vibrant and diverse over the last 15 years. Research on problem-solving behavior, students' use of the arrow-pushing formalism, the investigation of students' conceptual knowledge and…

The design and use of a valid and reliable instrument for the assignment of cognitive complexity ratings to chemistry exam items is described in this paper. Use of such an instrument provides a simple method to quantify the cognitive demands of chemistry exam items. Instrument validity was established in two different ways: statistically…

Susan E. Carey, winner of the 2009 Award for Distinguished Scientific Contributions, is cited for groundbreaking studies of the nature of concepts and conceptual change. Her research deepens understanding of the development of concepts, and of the belief systems in which they are embedded, over human childhood, over the history of science, and…

Societal benefit depends on the general public's understandings of biotechnology (Betsch in "World J Microbiol Biotechnol" 12:439-443, 1996; Dawson and Cowan in "Int J Sci Educ" 25(1):57-69, 2003; Schiller in "Business Review: Federal Reserve Bank of Philadelphia" (Fourth Quarter), 2002; Smith and Emmeluth in "Am Biol Teach" 64(2):93-99, 2002). A…

Based on the analysis of available research on students' alternative conceptions about the particulate nature of matter, we identified basic implicit assumptions that seem to constrain students' ideas and reasoning on this topic at various learning stages. Although many of these assumptions are interrelated, some of them seem to change or…

In this paper, I discuss different types of models in science education and applications of them in learning and teaching science, in particular physics. Based on the literature, I categorize models as conceptual and mental models according to their characteristics. In addition to these models, there is another model called "physics model" by the…

The purpose of this study was to investigate the effects of a Computer-Assisted Instruction designed according to 7E model of constructivist learning(CAI7E) related to "electrostatic'' topic on physics student teachers' cognitive development, misconceptions, self-efficacy perceptions and attitudes. The study was conducted in 2006-2007…

This study tested for deep understanding and critical thinking about basic quantum chemical concepts taught at 12th grade (age 17-18). Our aim was to achieve conceptual change in students. A quantitative study was conducted first (n = 125), and following this 23 selected students took part in semi-structured interviews either individually or in…

This study explored relationships between preservice early childhood teachers' views of nature of science (NOS), cognitive developmental levels, and their cultural values. Using the Views of Nature of Science Questionnaire (VNOS-B) and interviews, we assessed views of NOS. The Learning Context Questionnaire (LCQ) was used to determine the…

The purpose of this study was to examine how 3-dimensional (3-D) models of the Solar System supported student development of conceptual understandings of various astronomical phenomena that required a change in frame of reference. In the course described in this study, students worked in teams to design and construct 3-D virtual reality computer…