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Showing 1 to 15 of 38 results Save | Export
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Christou, Konstantinos P.; Vamvakoussi, Xenia – Mathematics Education Research Journal, 2023
Over the last years, there is a growing interest in studying students' difficulties with rational numbers from a cognitive/developmental perspective, focusing on the role of prior knowledge in students' understanding of rational numbers. The present study tests the effect of the "whole" or "natural number bias" (i.e., the…
Descriptors: Number Concepts, Bias, Multiplication, Division
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Tholani Tshuma; Eunice Nyamupangedengu – Research in Social Sciences and Technology, 2025
This inquiry sought to investigate the opportunities and potential challenges of engaging in a self-study approach as a strategy for enhancing professional growth during my teaching of the topic of evolutionary genetics to 24 twelfth-grade students. I had, for many years, experienced pedagogical deficits and shortcomings when teaching evolutionary…
Descriptors: Science Instruction, Teaching Methods, Faculty Development, Science Teachers
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Wheatley, Christopher; Wells, James; Pritchard, David E.; Stewart, John – Physical Review Physics Education Research, 2022
The Force Concept Inventory (FCI) is a popular multiple-choice instrument used to measure a student's conceptual understanding of Newtonian mechanics. Recently, a network analytic technique called module analysis has been used to identify responses to the FCI and other conceptual instruments that are preferentially selected together by students;…
Descriptors: Physics, Science Instruction, Concept Formation, Scientific Concepts
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Krijtenburg-Lewerissa, K.; Pol, H. J.; Brinkman, A.; van Joolingen, W. R. – Physical Review Physics Education Research, 2020
In order to investigate students' misunderstandings of potential wells and tunneling, a conceptual knowledge test was administered to Dutch secondary school students after they were taught about quantum mechanics. A frequency analysis of responses to the multiple choice questions (n = 98) and coding of the responses to the open-ended questions and…
Descriptors: Secondary School Students, Misconceptions, Knowledge Level, Quantum Mechanics
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Kula Ünver, Semiha; Özgür, Zekiye; Bukova Güzel, Esra – REDIMAT - Journal of Research in Mathematics Education, 2020
Microteaching provides a valuable setting for preservice teachers to practice teaching prior to real classroom teaching experiences, as well as allowing teacher educators to observe the strengths and weaknesses of the preservice teachers' pedagogical content knowledge. Therefore, we studied the preservice mathematics teachers' microteachings, with…
Descriptors: Preservice Teachers, Pedagogical Content Knowledge, Microteaching, Lesson Plans
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Ren, Kexin; Gunderson, Elizabeth A. – Developmental Psychology, 2019
Children and adults often have difficulties comparing decimal magnitudes. Although individuals attempt to reconcile decimals with prior whole-number and fraction knowledge, conceptual and procedural differences between decimals and prior knowledge of whole numbers and fractions can lead to incorrect strategies. The dynamic strategy choice account…
Descriptors: Number Concepts, Fractions, Bias, Arithmetic
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Wakhata, Robert; Balimuttajjo, Sudi; Mutarutinya, Védaste – Mathematics Teaching Research Journal, 2023
The present study explored 285 11th-grade students' preconceptions, misconceptions, and errors in solving mathematics tasks by graphical method. A descriptive-explorative study design was adopted. Cluster sampling was used to select students from sampled secondary schools in eastern and central Uganda. Students' paper and pen solution sketches…
Descriptors: Foreign Countries, Secondary School Mathematics, High School Students, Grade 11
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Mazibe, Ernest Nkosingiphile; Gaigher, Estelle; Coetzee, Corene – African Journal of Research in Mathematics, Science and Technology Education, 2020
It has recently been suggested that pedagogical content knowledge (PCK) has a concept-specific nature, beyond the topic-specific level of PCK. This paper reports a case study of three pre-service teachers' reported PCK about three fundamental concepts within the topic of electrostatics, namely electrostatic force, electric field and electric field…
Descriptors: Pedagogical Content Knowledge, Knowledge Level, Fundamental Concepts, Concept Teaching
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McLure, Felicity; Won, Mihye; Treagust, David F. – International Journal of Science Education, 2021
Understanding plate tectonics is pivotal to development of an integrated understanding of Geoscience topics. However, geology is frequently introduced to students in lower secondary school by describing separate processes, such as sedimentary rock formation, rather than investigating the overall driving forces for change. This study investigated…
Descriptors: Visual Aids, Freehand Drawing, Concept Formation, Scientific Concepts
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Spangenberg, Erica Dorethea – Journal of Pedagogical Research, 2021
Although trigonometry is an important section in secondary school mathematics curricula, many teachers find it challenging to teach as a result of insufficient pedagogical content knowledge (PCK). Therefore, the aim of this article was to report on how PCK on trigonometry manifests itself in teachers' practice. This exploratory case study was…
Descriptors: Pedagogical Content Knowledge, Trigonometry, Knowledge Level, Mathematics Teachers
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Behera, Biswajit – Educational Research and Reviews, 2019
Students commonly develop alternative ideas about topics in science. According to constructivist view of learning, students' alternative conceptions and misconceptions about the process of developing new knowledge should be highlighted. Remedy can be undertaken through conceptual change approach. In order to understand what factors causes 9th…
Descriptors: Misconceptions, Scientific Concepts, Grade 9, Molecular Structure
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Makhubele , Yeyisani Evans – International Electronic Journal of Mathematics Education, 2021
This paper presents an analysis of fractions errors displayed by learners due to deficient mastery of prerequisite concepts. Fractions continue to pose a critical challenge for learners. Fractions can be a tricky concept for learners although they often use the concept of sharing in their daily lives. 30 purposefully sampled learners participated…
Descriptors: Foreign Countries, Middle School Students, Secondary School Mathematics, Algebra
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Saifurrisal, Ahmad Hasan – International Society for Technology, Education, and Science, 2022
Problem-solving is one of the 21st-century skills. However, students still have difficulty solving sequences and series word problems. The purpose of this research is to analyze students' errors in solving sequences and series word problems based on problem-solving steps of Polya. The research method is descriptive qualitative. The research…
Descriptors: Error Patterns, Word Problems (Mathematics), Mathematics Tests, Student Attitudes
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Barbieri, Christina A.; Miller-Cotto, Dana; Booth, Julie L. – Journal of the Learning Sciences, 2019
The current study examined the effectiveness of self-explanation prompts, visual signaling cues, and a combination of the two features on middle school students' (N = 202) algebra learning. Also explored were the differential effects of features for students with faulty conceptual knowledge (evidenced by a higher prevalence of making errors during…
Descriptors: Middle School Students, Algebra, Mathematics Instruction, Cues
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Chang, Tzyh-Lee; Hsin, Huai-Tzu – Research in Science & Technological Education, 2021
Background: Being able to think independently is a must for students to construct new knowledge in their minds. Self-explaining is a constructive learning strategy that encourages students to think for themselves and to make inferences that go beyond the given information. The Self-explain--Discuss--Re-explain (SDR) strategy adapted from…
Descriptors: Learning Strategies, Instructional Effectiveness, Science Instruction, Science Achievement
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