Twenty-first-century teaching focuses on the standards of teaching practice to improve instruction and learning outcomes. Teachers as the key figures in school are called upon to reflect on their instructional practices and exemplify the highest standard for teaching grounded in global best practices. This study aimed to assess the teachers'…

This article is the second of a two-part series that explores science teachers' and their pupils' experiences of using different pedagogical approaches based on understandings of how brains learn. Part 1 (Torrance Jenkins, 2017) focused on the two approaches rooted in cognitive psychology: Cognitive Load Theory (CLT) and Cognitive Acceleration…

This research aims to develop an instructional model using advanced laboratory equipment (ALE) based on collective intelligence attributes that can be applied to the scientifically-gifted students. The developed GI-ALE model is defined by introducing the principles of the group investigation (GI) model to the existing ALE instructional model based…

Teaching chemical bonding using the octet rule as an explanatory principle is problematic in many ways. The aim of this case study is to understand the learning and teaching of chemical bonding using a research-informed teaching model in which chemical bonding is introduced as an electrostatic phenomenon. The study posed two main questions: (i)…

This paper reports an experimental study on Form Four (16 year olds) students' conceptions about two acid-base models (Arrhenius & Brønsted-Lowry). An intact class was divided into two groups that were taught different acid-base models. One teacher taught one of the groups the Brønsted-Lowry model while another teacher taught the Arrhenius…

Inquiry has been advocated as an effective pedagogical strategy for promoting deep conceptual understanding and more sophisticated scientific thinking by numerous bodies associated with chemistry (and science) education. To allow inquiry to achieve these goals, the teacher must manage the amount of cognitive load experienced by students while they…

The efficacy of a teaching sequence designed for a specific content of learning of electrochemistry is described in this paper. The design of the teaching draws upon theoretical insights into perspectives on learning and empirical studies to improve the teaching of this topic. A case study involving two classes, the experimental and baseline…

The study of teaching and learning during the period of translating ideals of reform into classroom practice enables us to understand student-teacher-researcher symbiotic learning. In line with this assumption, the purpose of this study is threefold:(1) observe effects of the "Common Knowledge Construction Model" (CKCM), a conceptual…

This study describes the analogical models and narratives used to introduce and teach Grade 9 chemical covalent compounds which are relatively abstract and difficult for students. We explained each model's development during the lessons and analyzed understanding students derived from these learning materials. In this context, achievement,…

The results presented here derive from a longitudinal study of Swedish upper secondary science students' (16-19 years of age) developing understanding of key chemical concepts. The informants were 18 students from two different schools. The aim of the present study was to investigate the mental models of matter at the particulate level that…

The purpose of the study was to investigate secondary students' understanding of the descriptive and predictive nature of teaching models used in representing compounds in introductory organic chemistry. Of interest were the relationships between teaching models, scientific models, and students' mental models and expressed models. The results from…