NotesFAQContact Us
Collection
Advanced
Search Tips
Showing all 6 results Save | Export
A Teaching Learning Sequence on Nanoscience and Nanotechnology Content at Primary School Level: Evaluation of Students' Learning
Peer reviewed Peer reviewed
Direct linkDirect link
Peikos, Giorgos; Spyrtou, Anna; Pnevmatikos, Dimitris; Papadopoulou, Penelope – International Journal of Science Education, 2022
It is widely argued that Nanoscience and Nanotechnology (NST) is going to affect several aspects of our life. Therefore, students need to develop their nanoliteracy to cope with the everyday issues related to NST. Although there is an increasing interest in introducing NST content to primary school students, the theoretical frameworks for…
Descriptors: Science Instruction, Molecular Structure, Technology, Elementary School Students
Nanoscale Science and Technology Education: Primary School Students' Preconceptions of the Lotus Effect and the Concept of Size
Peer reviewed Peer reviewed
Direct linkDirect link
Peikos, George; Spyrtou, Anna; Pnevmatikos, Dimitris; Papadopoulou, Penelope – Research in Science & Technological Education, 2023
Background: It is stated that it is necessary that students develop their nanoliteracy in order to come up with everyday issues arising from Nanoscale Science and Technology (NST) applications, taking informed decisions and estimating the potential risks and benefits. Even though the inclusion of NST in compulsory education is supported by many…
Descriptors: Science Education, Technology Education, Scientific Concepts, Scientific Attitudes
Evaluation of Questions in General Chemistry Textbooks According to the Form of the Questions and the Question-Answer Relationship (QAR): The Case of Intra-and Intermolecular Chemical Bonding
Peer reviewed Peer reviewed
Direct linkDirect link
Pappa, Eleni T.; Tsaparlis, Georgios – Chemistry Education Research and Practice, 2011
One way of checking to what extent instructional textbooks achieve their aim is to evaluate the questions they contain. In this work, we analyze the questions that are included in the chapters on chemical bonding of ten general chemistry textbooks. We study separately the questions on intra- and on intermolecular bonding, with the former…
Descriptors: Textbooks, Chemistry, Science Instruction, Molecular Structure
The Effect of Logical Thinking and Two Cognitive Styles on Understanding the Structure of Matter: An Analysis with the Random Walk Method
Peer reviewed Peer reviewed
Direct linkDirect link
Stamovlasis, Dimitrios; Tsitsipis, Georgios; Papageorgiou, George – Chemistry Education Research and Practice, 2010
This work uses the concepts and tools of complexity theory to examine the effect of logical thinking and two cognitive styles, such as, the degree of field dependence/independence and the convergent/divergent thinking on students' understanding of the structure of matter. Students were categorized according to the model they adopted for the…
Descriptors: Cognitive Style, Logical Thinking, Psychometrics, Scores
Design and Development of a Microscopic Model for Polarization
Peer reviewed Peer reviewed
Direct linkDirect link
Petridou, E.; Psillos, D.; Hatzikraniotis, E.; Viiri, J. – Physics Education, 2009
As research shows that the knowledge and use of models and modelling by teachers is limited, particularly for predicting phenomena, we developed and applied a sequence of three representations of a simulated model focusing on polarization and specifically showing the behaviour of an atom, and forces exerted on a dipole and an insulator, when a…
Descriptors: Preservice Teachers, Science Activities, Science Instruction, Physics
High-School Students' Conceptual Difficulties and Attempts at Conceptual Change: The Case of Basic Quantum Chemical Concepts
Peer reviewed Peer reviewed
Direct linkDirect link
Tsaparlis, Georgios; Papaphotis, Georgios – International Journal of Science Education, 2009
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…
Descriptors: Constructivism (Learning), Rote Learning, Chemistry, Interviews