The diversity of scientific methods has received increasing attention in the field of science education. This paper aimed to investigate how preservice chemistry teachers perceive scientific methods and their diversity. Based on the theoretical framework of Brandon's Matrix and previous research, two tasks (i.e., Task 1 "understanding of the…

This study investigated the conceptions of the nature of science held by pre-service undergraduate biology teachers in South-West, Nigeria. Specifically, the study examined the influence of their gender on their conceptions of the nature of science. The study was a descriptive research of the survey method. The population for the study comprised…

Teacher knowledge is a critical focus of educational research in light of the potential impact of teacher knowledge on student learning. The dearth of research exploring entry-level preservice teachers' geometric knowledge poses an onerous challenge for mathematics educators in initial teacher education (ITE) when designing experiences that…

A recent essay in "CBE-Life Sciences Education" criticized biology education researchers' use of the term "misconceptions" and recommended that, in order to be up-to-date with education research, biology education researchers should use alternative terms for students' incorrect ideas in science. We counter that…

Existing studies report on secondary school students' misconceptions related to climate change; they also report on the methods of teaching as reinforcing misconceptions. This quasi-experimental study was designed to test the null hypothesis that a curriculum based on constructivist principles does not lead to greater understanding and fewer…

The study was designed to probe students' thinking about which numerical values can be assigned to algebraic letters. The data from students in Year 7 (n = 533), Year 8 (n = 377) and Year 9 (n = 172) was analysed using response patterns. The data confirmed that each year contained students with two misconceptions; "Different Letter means…

Conceptual change requires learners to restructure parts of their conceptual knowledge base. Prior research has identified the fragmentation and the integration of knowledge as 2 important component processes of knowledge restructuring but remains unclear as to their relative importance and the time of their occurrence during development. Previous…