Visualisation has been a critical means of scientific reasoning, knowledge development, and communication. In science classrooms, visualisation plays significant roles for teaching and learning. To better understand the landscape of the existing research on visualisation for supporting student science learning in K to 12 classroom contexts, we…

While expository texts are an efficient and dominant genre used by science teachers in the United States, they generally lack justification for their claims and fail to reflect science as practice. In contrast, epistemically considerate texts detail specific scientific experiments, providing the reader insight into the methods and data of a…

In order to investigate the impact of science drawing instruction in a first-grade unit on carnivorous plants (CPs), we analysed student-produced drawings after explicit instruction in drawing scientifically (n=38), as well as compared their drawings with students in a previous implementation (year 1) who did not experience explicit drawing…

If students are to acquire deep learning in science, they need to know about the nature of science (NOS), particularly not only the cognitive-epistemic but also the social-institutional aspects of NOS. In this paper, we investigate the content of the Norwegian science curriculum in order to establish how NOS is represented, in particular to the…

Studies have shown the potential of explainer videos. An alternative is a written explanation, as found in science textbooks. Prior research suggests that instructional explanations sometimes lead to the belief that a topic has been fully understood, even though that is, not the case. This 'illusion of understanding' may be affected by the medium…

Previous research from in and outside museums suggests that the haptic exploration of surfaces and objects have various educational benefits and can positively influence the museum visit experience. However, there is still a need for more research on the potential effects of object handling on museum learning, especially in science museums. The…

The present study investigated the effects of online argumentation scaffolding on students' argumentation involving hypothetical and theoretical biological concepts. Two types of scaffolding were developed in order to improve student argumentation: continuous scaffolding and withdraw scaffolding. A quasi-experimental design was used with four…

We present an analysis of students' reflective writing (diaries) of two cohorts of Grade 8 students, one undergoing inquiry and the other traditional science teaching. Students' writing included a summary of what students had learned in class on that day and their opinions and feelings about the class. The entries were analysed qualitatively and…

The need for renewable and non-fossil fuels is now recognised by nations throughout the world. Consequently, an understanding of alternative energy is needed both in schools and in everyday life-long learning situations. This study developed a two-tier instrument to diagnose students' understanding and alternative conceptions about alternative…

The present study examined the comparative effects of a prediction/discussion-based learning cycle, conceptual change text (CCT), and traditional instructions on students' understanding of genetics concepts. A quasi-experimental research design of the pre-test-post-test non-equivalent control group was adopted. The three intact classes, taught by…

Although a broad literature exists concerning the development of conceptual understanding of force and other topics within mechanics, little is known about the role and development of students' talk about the subject. The paper presents an in-depth investigation of students' talk whilst being introduced to the concept of force. The main research…

Understanding bonding is fundamental to success in chemistry. A number of alternative conceptions related to chemical bonding have been reported in the literature. Research suggests that many alternative conceptions held by chemistry students result from previous teaching; if teachers are explicit in the use of representations and explain their…

Due to the scarcity of cross-cultural comparative studies in exploring students' self-efficacy in science learning, this study attempted to develop a multi-dimensional science learning self-efficacy (SLSE) instrument to measure 316 Singaporean and 303 Taiwanese eighth graders' SLSE and further to examine the differences between the two student…

This article reports on the construction process of inclusion/exclusion for high school chemistry students in two schools in Belo Horizonte, the capital of Minas Gerais State, Brazil. We examined the interactional accomplishment of inclusion/exclusion of four students, two from a private school and two from a public school. The aim of this article…