Resonance is a fundamental chemistry concept first introduced to students in General Chemistry I, reintroduced in Organic Chemistry I, and then utilized throughout other higher-level chemistry courses. A molecule or ion can be said to exhibit resonance when it can be represented by two or more chemical structures (i.e., Lewis structures) that…

Electricity and magnetism are fundamental areas of physics and are integral to science curricula at various educational levels. However, this area has been reported to contain several concepts that students find challenging, leading to perspectives that diverge from scientifically accepted views. This study examines the errors made by physics…

Resonance is a foundational organic chemistry concept, but it is consistently misunderstood by undergraduate students. The development of a concept inventory--a multiple-choice assessment where the incorrect answer choices stem from commonly held alternate conceptions--on the concept of resonance could help organic chemistry instructors quickly…

One of the most important problems of today's science education is the misconceptions and lack of knowledge that arise due to the science concepts not being learned in depth and meaningfully. For this reason, in this study, misconceptions, lack of knowledge, and scientific knowledge levels of science teachers about liquid pressure, which is one of…

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…

Background: Bringing about conceptual change in school science classrooms is difficult for teachers. Researchers in this field have struggled to influence classroom practice. Purpose: The present research presents a method and a framework for video-based pedagogy analysis. Sample: Six groups of 11-year-old pupils took part (three girls and three…

A study on the misconceptions developed or held by teachers related to the two terms valence and valency was undertaken. A total of 48 teachers (26 males and 22 females) teaching the chemistry component of science subject to 14-16-year-old students, in 48 schools affiliated to one district, were randomly selected for the study by taking one…

This study sought to examine whether teachers' and educational administrators' conceptions of inquiry promote or constrain inquiry-based science teaching in junior high schools. The study also explored any connections between participants' conceptions of scientific inquiry, inquiry teaching, and inquiry learning. Multiple-case study involving…

We used a sequential synthesis problem to investigate novice teachers' conceptual difficulties in hydrodynamics. Twenty-one new secondary level physics teachers from various regions of China, who had been in service for no more than 2 years, participated in the study. Each participant completed a written hydrodynamics problem consisting of four…

Background: Many researchers have investigated student reasoning in Newtonian mechanics. In 1979 Viennot revealed that most students associate the concept of force with the velocity or acceleration of a motion. Forty years later, student understandings remain a major challenge for teachers. The implications of this challenge are still unclear,…

The purpose of the study is to investigate the effect of cooperative and individual learning methods on the conceptual understanding at sub-micro level of pre-service science teachers (PST) in equilibrium chemistry. The study was conducted on 52 PSTs. A pre-test/posttest non-equivalent quasi-experimental design was used in this study. Data…

This systematic review is aimed to explore the researches that established students' conceptual change process, both studies that facilitate conceptual change and studies that determined learner characters influencing conceptual change. Overall, 50 studies were examined in this review. The current study focused on the common characteristics of the…

Analogical reasoning is a basic learning mechanism. Analogy in teaching science is a very popular pedagogical approach in many countries. The use of analogy is not recognized as one of the formal teaching learning strategies to facilitate students' science learning in Bangladesh. In secondary science teaching, teachers' unconscious and…

Teachers and students struggle with the complexities surrounding the evolution of species and the process of natural selection. This article examines how science teacher candidates (STCs) engage in a clinical simulation that foregrounds two common challenges associated with natural selection--students' understanding of "survival of the…

The proper learning strategy, mainly in cellular respiration topic, can be determined as mapping teacher candidate's prior knowledge was done. This study aimed to get the profile of prior knowledge of teacher candidates in cellular respiration topic. This survey research used four-tier diagnostic test as data collection instrument. The number of…