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Showing 1 to 15 of 32 results Save | Export
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Thomas Schubatzky; Claudia Haagen-Schützenhöfer; Rainer Wackermann; Carina Wöhlke; Sarah Wildbichler – Science Education, 2024
The greenhouse effect is a complex scientific phenomenon that plays a crucial role in understanding climate change. Grasping students' understanding of this phenomenon on the content-specific level but also how students' conceptions are organized is vital for effective climate change education. This study addresses both levels and delves into the…
Descriptors: High School Students, Grade 11, Secondary School Science, Science Instruction
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Hartelt, Tim; Martens, Helge; Minkley, Nina – Science Education, 2022
Students possess alternative conceptions of many science topics, and these conceptions can act as obstacles for learning scientific concepts. In the field of biology education, students' alternative conceptions of evolution have been widely investigated. However, there is little research on how teachers diagnose and deal with these alternative…
Descriptors: Science Education, Scientific Concepts, Misconceptions, Concept Formation
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Romine, William L.; Todd, Amber N.; Clark, Travis B. – Science Education, 2016
We developed and validated a new instrument, called "Measuring Concept progressions in Acid-Base chemistry" (MCAB) and used it to better understand the progression of undergraduate students' understandings about acid-base chemistry. Items were developed based on an existing learning progression for acid-base chemistry. We used the Rasch…
Descriptors: Test Construction, Chemistry, Undergraduate Students, Scientific Concepts
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Heddy, Benjamin C.; Sinatra, Gale M. – Science Education, 2013
Teaching and learning about complex scientific content, such as biological evolution, is challenging in part because students have a difficult time seeing the relevance of evolution in their everyday lives. The purpose of this study was to explore the effectiveness of the Teaching for Transformative Experiences in Science (TTES) model (Pugh, 2002)…
Descriptors: Misconceptions, Science Instruction, Transformative Learning, Evolution
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Williams, Michelle; DeBarger, Angela Haydel; Montgomery, Beronda L.; Zhou, Xuechun; Tate, Erika – Science Education, 2012
This study examines students' understanding of the normative connections between key concepts of cell division, including both mitosis and meiosis, and underlying biological principles that are critical for an in-depth understanding of genetic inheritance. Using a structural equation modeling method, we examine middle school students'…
Descriptors: Factor Analysis, Genetics, Middle School Students, Structural Equation Models
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Sneider, Cary I.; Ohadi, Mark M. – Science Education, 1998
Presents a study designed to test the effectiveness of a constructivist-historical teaching strategy in changing students' misconceptions about the earth's shape and gravity at the upper elementary and middle school levels. Contains 27 references. (DDR)
Descriptors: Concept Formation, Earth Science, Elementary Education, Gravity (Physics)
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Galili, Igal; Kaplan, Dov – Science Education, 1996
Analyzed operational knowledge of the weight concept of high school students after two educational levels: introductory and advanced physics. Results showed that apparent and true weight concepts are poorly assimilated by most of the advanced placement students. Discusses origins of the shortcomings of the alternative knowledge about weight.…
Descriptors: Concept Formation, High School Students, Misconceptions, Physics
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Ebenezer, Jazlin V.; Gaskell, P. James – Science Education, 1995
Explores changes in students' conceptions about solution chemistry in the context of instruction based on collaboration between a researcher and an experienced teacher attempting to implement strategies from the literature on conceptual change. (ZWH)
Descriptors: Chemistry, Concept Formation, Cooperative Learning, Educational Change
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Hills, George L. C. – Science Education, 1989
Explores how some of the work in the history and philosophy of science might develop a more adequate understanding of students' untutored ideas. Describes how students' views can be interpreted. Explains and discusses the merits of commonsense-scientific theory analogy. (YP)
Descriptors: Beliefs, Cognitive Structures, Concept Formation, Misconceptions
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Ledbetter, Cynthia E. – Science Education, 1993
This research endeavored to study student's views of science through their operative definitions of science. The results were used to create an instrument with which teachers could evaluate students' perceptions of science and then prepare lessons that address misconceptions. (PR)
Descriptors: Concept Formation, Educational Research, Elementary Secondary Education, Ethnic Groups
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Weaver, Gabriela C. – Science Education, 1998
Presents a summary of teaching practices that are successful in promoting conceptual change based on a study of Grades 4, 8, and 10 and on the research literature. Proposes improvements in teaching methodology. Contains 31 references. (DDR)
Descriptors: Concept Formation, Elementary Secondary Education, Hands on Science, Knowledge Representation
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Furio, C.; Guisasola, J. – Science Education, 1998
Analyzes students' main difficulties in learning the concept of electric field. Briefly describes the main conceptual profiles within which electric interactions can be interpreted and concludes that most students have difficulty using the idea of electric field. Contains 28 references. (DDR)
Descriptors: Cognitive Processes, Concept Formation, Electricity, Epistemology
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Wu, Hsin-Kai; Shah, Priti – Science Education, 2004
In this article, we examine the role of visuospatial cognition in chemistry learning. We review three related kinds of literature: correlational studies of spatial abilities and chemistry learning, students' conceptual errors and difficulties understanding visual representations, and visualization tools that have been designed to help overcome…
Descriptors: Chemistry, Visualization, Concept Formation, Spatial Ability
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Zohar, Anat; Ginossar, Shlomit – Science Education, 1998
Advocates removing the taboo regarding anthropomorphism and teleology in biology education. Argues that for high school students, accepting such formulations does not necessarily imply anthropomorphic or teleological reasoning. Further, living organisms seem goal-oriented because of their adaptation for survival. Concludes with the argument that…
Descriptors: Biological Sciences, Concept Formation, Evolution, Heuristics
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Linder, Cedric J. – Science Education, 1993
Argues that, by not considering examples drawn from students' everyday lives, a teacher is detracting from science itself. A challenge is made to Conceptual Change Learning Model advocates and users to embrace the idea of conceptual fitting based upon context as well as conceptual change when considering how students learn. (ZWH)
Descriptors: Concept Formation, Constructivism (Learning), Educational Research, Elementary Secondary Education
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