A renovation incorporated Innovative Learning Environments' design principles. The exploratory study used a Basic Mixed Method, Convergent Parallel Research Design. Behavioral observations and photographic tracing, two surveys (pre- and post-intervention), interviews, and instrument testing. Overall findings: (a) students and educators are excited…

This study investigates students' conceptions of the carbon cycle with regard to the components they believe to be relevant to the carbon cycle, how they interrelate these components, the ways in which they trace carbon atoms, and the different levels of biological organisation they consider when doing so. A total of 142 students aged 13-16 years…

This study aimed to investigate ninth grade students' views about enzymes using fortune lines technique and to obtain the students' views about fortune lines technique. Participants were 38 ninth grade students in a Technique Vocational Girls High School in the city of Kocaeli, Turkey. After instruction of subject of enzymes, the participants were…

This research is distinctive in that a mixed-methods approach, employing both cogenerative dialogues and student responses from the Constructivist Learning Environment Survey (CLES), was used to help to understand 9th grade urban students' experiences in their biochemistry class in New York City. Factor analyses of student responses demonstrated…

This study addressed one aspect of scientific reasoning, the control of variables reasoning scheme. We explored whether a short intervention aimed at accelerating this reasoning scheme by CASE lessons would improve students' ability to apply this scheme in problems related to the biology curriculum. About 120 students from grade nine were assessed…

This study reports on our steps toward achieving a conceptually coherent and empirically validated learning progression for carbon cycling in socio-ecological systems. It describes an iterative process of designing and analyzing assessment and interview data from students in upper elementary through high school. The product of our development…