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Jianqiang Ye; Yubin Zheng; Min Zhan; Yiling Zhou; Long Li; Dimei Chen – Research in Science Education, 2025
Organic chemistry is challenging for novices as it involves a large quantity of organic reactions. Effective learning requires not only profound theoretical knowledge but also the ability to reason about causal mechanisms. This study investigated pre-service chemistry teachers' mechanistic reasoning and the implicit cognitive process. Participants…
Descriptors: Organic Chemistry, Science Instruction, Preservice Teachers, Science Teachers
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Gur Arie Livni Alcasid; Michal Haskel-Ittah – Research in Science Education, 2025
Mechanistic explanations, aiming to disclose details of entities and their activities, employ the act of unpacking which, inherently and paradoxically, produces explanatory gaps--pieces of undisclosed, undetailed mechanistic information. These gaps, termed explanatory black boxes, are often perceived as counterproductive to the teaching of…
Descriptors: Science Instruction, Science Teachers, Biology, Teacher Attitudes
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Tekkumru-Kisa, Miray; Schunn, Christian; Stein, Mary Kay; Reynolds, Bertha – Research in Science Education, 2019
Science education communities around the world have increasingly emphasized engaging students in the disciplinary practices of science as they engage in high levels of reasoning about scientific ideas. Consistently, this is a critical moment in time in the USA as it goes through a new wave of science education reform within the context of Next…
Descriptors: Science Education, Learner Engagement, Logical Thinking, Educational Change
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Wu, Ying-Tien – Research in Science Education, 2013
This study aims to provide insights into the role of learners' knowledge structures about a socio-scientific issue (SSI) in their informal reasoning on the issue. A total of 42 non-science major university students' knowledge structures and informal reasoning were assessed with multidimensional analyses. With both qualitative and…
Descriptors: College Students, Qualitative Research, Statistical Analysis, Logical Thinking
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Hand, Brian; Choi, Aeran – Research in Science Education, 2010
This study was designed to examine students' use of multiple modal representations within their written arguments as a consequence of completing a series of investigations of an organic chemistry laboratory course. One hundred and eleven students from a major Midwestern university were involved in using the Science Writing Heuristic (SWH) approach…
Descriptors: Organic Chemistry, Science Laboratories, College Science, College Students