The abstractness of the chemistry concept can be understood easily through chemistry learning using multiple representations. This article used the Systematic Literature Review (SLR) method to review eleven articles published from 2012 to 2021 and focused on chemistry learning using various representations. The articles are systematically obtained…

Argues for the need for theoretical work on mental models in the field of science education. Considers relationships between both models and theories, and mental models and conceptions in order to improve the notions of "model" and "mental model" used in the literature. Contains 20 references. (Author/WRM)

Describes a study that investigated the relationship and development of fifth-grade students' conceptual ecologies of heat. Contends that relying on a single mode of assessing students' learning can lead to a restricted view of what they truly know. (WRM)

Discusses the various conflicting trends in mechanics education that have appeared over the past two decades, especially as related to conceptual change teaching and learning. Proposes the theory of schemata as a means to resolve the conflict that exists within the literature. Contains 82 references. (Author/WRM)

Discusses the epistemology and typical applications of learning models focusing on practical methods to operationally introduce the distinctive, alloseric models into the educational environment. Alloseric learning models strive to minimize the characteristic resistance that learners typically exhibit when confronted with the need to reorganize or…

Discussed is the idea that students come into their lessons with already preformed notions for many basic astronomical events. Examples of students' responses during an astronomy lesson are included. Suggestions for uncovering students' alternative frameworks are presented. (KR)

This paper aims to clarify and describe the process of change in learners' conceptual understanding of natural phenomena. It begins by reviewing the existing literature on models of conceptual change and on children's conceptions in a number of selected topic areas. Strategies for exploring and developing children's ideas in these areas have also…

Reviews research from the past 40 years on students' and teachers' conceptions of the nature of science, clarifies the basic assumptions and logic which have guided earlier research efforts, contrasts the results from qualitative and quantitative research, makes recommendations about research methods, and suggests avenues for future research about…