Formal climate education without consideration of the ocean is incomplete. The effectiveness of a new climate lesson for youth that includes the ocean-climate nexus was examined by delivering the lesson to nine classes situated in separate British Columbia, Canada public schools and assessing the students' understanding of basic climate concepts…

Computer simulations have been used very effectively for many years in the teaching of science but the focus has been on cognitive development. This study, however, is an investigation into the possibility that a student's experimental skills in the real-world environment can be judged via the undertaking of a suitably chosen computer simulation…

In a 1-hour teaching interview, 20 children (aged 7 to 11) discovered how to tell whether objects might be made of the same material by using ratios of measures of weight and size. We examine progress in the children's reasoning about measurement and proportional relations, as well as design features of instruments, materials, and tasks crafted to…

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…

Many science educators are concerned with students' ability to understand science as a process and with their conceptions of scientific knowledge. Preliminary work has shown that the use of a model organizer can result in student perceptions of improved understanding, but the reason for this effect is not known. This research was undertaken to…

It can be inferred from the corpus of misconception research that an assumption that students come into secondary and college classes with a relatively homogeneous view of the world has been made. This paper takes the position that this assumption keeps researchers from a more comprehensive understanding of the factors that lead to science…

Conceptual change teaching is an instructional method that helps students modify, extend, or exchange their alternative conceptions for the appropriate scientific conceptions. Provides activities and a diagnostic test to apply the method to the concepts of heat and temperature. (MDH)