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Chulkyu Park; Seonyeong Mun; Hun-Gi Hong – Journal of Research in Science Teaching, 2024
The purpose of this case study, informed by a Lakatosian perspective, is to identify how an alternative conception that originates in present learning but is related directly to subsequent learning contexts can be constructed. Before the study, one of the authors found by accident that a student who had learned about Avogadro's principle and…
Descriptors: High School Students, Knowledge Level, Scientific Concepts, Fuels
Alameh, Sahar; Abd-El-Khalick, Fouad; Brown, David – Journal of Research in Science Teaching, 2023
Issues regarding scientific explanation have been of interest to philosophers from Pre-Socratic times. The notion of scientific explanation is of interest not only to philosophers, but also to science educators as is clearly evident in the emphasis given to K-12 students' construction of explanations in current national science education reform…
Descriptors: College Freshmen, Secondary School Teachers, Science Teachers, Scientists
Stern, Florian; Kampourakis, Kostas; Müller, Andreas – Journal of Research in Science Teaching, 2023
Biology education research has shown that deeply rooted intuitions can influence students' understanding of biological phenomena. One example is design teleology, the intuition that organisms' traits were designed to fulfill a goal. Another example is psychological essentialism, the intuition that organisms have fixed essences. Past research has…
Descriptors: Biology, Science Education, Genetics, Scientific Concepts
Stammes, Hanna; Henze, Ineke; Barendsen, Erik; de Vries, Marc – Journal of Research in Science Teaching, 2023
Design-based learning is considered a powerful way to help students apply and develop understanding of science concepts, but research has shown that the success of this approach is not a given. Examining students' understanding of science concepts in various design-based learning contexts has thus continued to be an important field of research. To…
Descriptors: Design, Teaching Methods, Concept Formation, Scientific Concepts
Saba, Janan; Langbeheim, Elon; Hel-Or, Hagit; Levy, Sharona T. – Journal of Research in Science Teaching, 2023
Electricity, especially the flow of current, is a challenging topic for students of all ages. This study conceptualizes students' explanation of electric current as a cluster of knowledge elements. These clusters, in turn, represent students' mental models of electric circuits. Thus, this study aims to identify and characterize students' mental…
Descriptors: Energy, Scientific Concepts, Schemata (Cognition), Electronic Equipment
Reuter, Timo; Leuchter, Miriam – Journal of Research in Science Teaching, 2021
The mechanical transmission of motion, which is observable in gears' turning direction (TD) and turning speed (TS) can be understood as part of the core concept "force and motion". Previous studies have suggested that most children before the age of nine have naïve concepts of gears' TD and TS. However, these studies relied on children's…
Descriptors: Young Children, Scientific Concepts, Concept Formation, Equipment
Alvir S. Sangha; Dermot F. Donnelly-Hermosillo; Frederick P. Nelson – Journal of Research in Science Teaching, 2024
Phenomena-based approaches have become popular for elementary school teachers to engage children's innate curiosity in the natural world. However, integrating such phenomena-based approaches in existing science courses within teacher education programs present potential challenges for both preservice elementary teachers (PSETs) and for laboratory…
Descriptors: Elementary School Teachers, Personality Traits, Elementary School Students, Science Education
Tim Hartelt; Helge Martens – Journal of Research in Science Teaching, 2024
Intuitive conceptions based on cognitive biases (teleology, anthropomorphism, and essentialism) often prove helpful in everyday life while simultaneously being problematic in scientific contexts. Nonetheless, students often have intuitive conceptions of scientific topics such as evolution. As potential approaches to enable students to…
Descriptors: Self Evaluation (Individuals), Metacognition, Self Control, Intuition
Mathayas, Nitasha; Brown, David E.; Lindgren, Robb – Journal of Research in Science Teaching, 2021
Constructing causal mechanistic explanations of observable phenomena is a key science practice that is often challenging for students as most mechanisms involve interactions of unobservable entities and activities. In this study, we examined how gesturing with a computer simulation that depicts the molecular mechanism of thermal conduction…
Descriptors: Computer Simulation, Nonverbal Communication, Middle School Students, Cues
Samon, Sigal; Levy, Sharona T. – Journal of Research in Science Teaching, 2020
"Complex systems" is a general-purpose reasoning scheme, used in a wide range of disciplines to make sense of systems with many similar entities. In this paper, we examine the generality of this approach in learning chemistry. Students' reasoning in chemistry in terms of emergent complex systems is explored for two curricula: a normative…
Descriptors: Chemistry, Science Instruction, Logical Thinking, Scientific Concepts
Marcus Kubsch – Journal of Research in Science Teaching, 2024
Energy is a central concept across the sciences and an important goal of science education is to support all students so that they develop a full understanding of the energy concept. However, given the abstract and complex nature of the energy concept, only a few students develop an understanding so that they can use energy ideas to make sense of…
Descriptors: Data Analysis, Grade 6, Grade 7, Grade 8
Cuzzolino, Megan Powell; Grotzer, Tina A.; Tutwiler, M. Shane; Torres, Eric W. – Journal of Research in Science Teaching, 2019
Agent-oriented pedagogies have been used in teaching concepts related to complex systems dynamics. However, little research has systematically explored the role of a strong agency-oriented focus on understanding of complex, dynamic ecological systems. This study analyzed seventh graders' (n = 216) explanations of a complex ecological scenario. The…
Descriptors: Grade 7, Scientific Concepts, Concept Formation, Ecology
Wilmes, Sara E. D.; Siry, Christina – Journal of Research in Science Teaching, 2020
Past studies have explored the role of student science notebooks in supporting students' developing science understandings. Yet scant research has investigated science notebook use with students who are learning science in a language they are working to master. To explore how student science notebook use is co-constructed in interaction among…
Descriptors: Teaching Methods, Science Instruction, Student Journals, Interaction
Voon, Xin P.; Wong, Lung H.; Looi, Chee K.; Chen, Wenli – Journal of Research in Science Teaching, 2020
The constructivist paradigm opens abundant opportunities for effective knowledge construction in which student build knowledge and continually evaluated and improved their knowledge. The teaching mode under constructivist pedagogy redefines the role of students and the teachers and their interrelationships by creating a nurturing environment. By…
Descriptors: Constructivism (Learning), Knowledge Level, Teaching Methods, Elementary School Students
Zohar, Asnat R.; Levy, Sharona T. – Journal of Research in Science Teaching, 2019
This article concerns a lacuna in chemistry students' reasoning about chemical bonding. Although chemistry students are familiar with the charges that make up the atom--both positive and negative--they refer only to the attraction between unlike charges. Specifically, they ignore the repulsion between the positive nuclei. We named this disregard…
Descriptors: Chemistry, Science Instruction, Thinking Skills, Scientific Concepts