The interactive mechanism between social and concept networks is a key question in connectivist learning, which explains the impact of interaction on cognitive development and knowledge generation. The successful practice of "Internet Change Education: Dialogue between Theory and Practice", the first cMOOC in China, provides data support…

Kinematics is an important but challenging area in physics. In previously published works of the current research project, it was revealed that there is a significant relationship between facial microexpression states (FMES) changes and conceptual conflict-induced conceptual change. Consequently, the current study integrated FMES into a kinematics…

When, how, and why students use conceptual knowledge during math problem solving is not well understood. We propose that when solving routine problems, students are more likely to recruit conceptual knowledge if their procedural knowledge is weak than if it is strong, and that in this context, metacognitive processes, specifically feelings of…

Research on students' understanding of the greenhouse effect and global warming has been focused on identifying and overcoming misconceptions. However, to date, very few studies have looked into the ways in which student conceptions are organised and interrelated from a model-based perspective. In this study, we investigated student-generated…

One of the goals of science education is to help students make sense of the world around them. To that end, it is critical that students understand the central ideas in each discipline like, in chemistry, energy and interactions. These ideas are of particular importance because they are directly related to one another and are relevant across other…

Training a scientific workforce in order to mitigate the impacts of climate change drives an international need for climate science education, including in Ghana. How preservice teachers understand climate change, and the often misunderstood relationship between ozone depletion and global warming, critically impacts the students they will teach.…

Policies shift their focus from increasing enrolment to quality improvement and enhancing the conceptual knowledge and investigating skills of the students. Students' achievement scores are generally considered the true reflectors of quality improvement. This study investigated the relationship between public sector students' physics achievement…

Although, a number of studies exists regarding students' experiences of Geography as a school subject, the gender differences in students' geographical knowledge and interests are rarely recognised. Drawing from the cognitive interest theory, and using a qualitative phenomenological design, this study explored the gender differences in the…

Peer instruction (PI) involves interaction between students and provides opportunities for students to reveal their own ideas, articulate their thinking, and facilitate construction of their knowledge with social interaction. Since the classroom environment of PI provides a rich information for students to discuss scientific phenomena, this…

Introductory statistics courses, which are important in preparing students for their daily lives, generally derive inferential statistics from informal knowledge. In this transition process, sampling distributions have an important place, yet research has shown that students often have difficulties with this concept. In order to increase their…

A digital instructional game with embedded multimedia was believed not limited to allowing the learner to visualize chemistry concepts while playing but enable them to collect relevant information that connects the understanding of the other. The subject was described as a core science area with multiple macroscopic, submicroscopic, and symbolic…

In this article we present an overview of four studies investigating Greek secondary students' conceptual and procedural knowledge of fractions. We discuss the problem of defining conceptual and procedural knowledge, and the implications of adopting one particular definition over others. We draw on the studies and their results to discuss the…

This study characterized students' online collaborative discourse from a theory-building perspective and examined its relation to epistemic and conceptual understanding. Fifty-two fifth graders' Knowledge Forum discussions on electricity were analysed. Discourse moves were coded within the inquiry threads, and two key epistemic patterns were…

This study investigated relationships between the thinking processes that 28 undergraduate chemistry students engaged in during guided discovery and their subsequent success at reasoning through a transfer problem during an end-of-semester interview. During a guided-discovery laboratory module, students were prompted to use words, pictures, and…

Multiplicative thinking has been widely accepted as a critically important "big idea" of mathematics and one which underpins much mathematical understanding beyond the primary years of schooling. It is therefore of importance to consider the capacity of children to think multiplicatively but also to consider the capacity of their…