In this article, we present a qualitative study examining students' thoughts and strategies while transferring concepts about energy in physics. We include theoretical approaches of existing transfer research and findings from think-aloud interviews with 20 students of different ages and school levels to develop a framework for analysing the…

This study designed a decision-making learning module to engage students in collective decision-making in a collaborative learning environment. The purpose of this study was to explore the interplay of students' regulation learning in groups and their collective decision-making about a socioscientific issue. Thirty-eight 10th-grade students…

Problems persist with physics learning in relation to students' understanding and use of representations for making sense of physics concepts. Further, students' views of physics learning and their physics learning processes have been predominantly found to reflect a "surface" approach to learning that focuses on mathematical aspects of…

The development and evaluation of science students' metacognition, learning processes and self-efficacy are important for improving science education. This paper reports on the development of an empirical self-report instrument for providing a measure of students' metacognition, self-efficacy and constructivist science learning processes. A review…

Presents a framework that connects concepts such as expert consensus models, target models, intermediate models, preconceptions, learning processes, and natural reasoning skills for thinking about cognitive factors involved in model construction in the classroom. Provides guidance to teachers in the form of instructional principles and reminds…

This paper discusses the notion of metacognition, which is usually defined as 'cognitions about cognitions', or 'thinking about one's own thinking'. In so doing, it reviews the literature on metacognition over the past three decades, listing different definitions of the term and identifying diverse origins of processes metacognitive. Aspects of…

Investigated students' metaphors for themselves as learners in an 11th-grade chemistry classroom. Discovered that students' metaphors were congruent with their views of learning and learning processes as evidenced by multiple data sources. Argues that students' metaphors can provide valuable information for practicing teachers and researchers who…

Summarizes content analyses of verbatim transcripts of secondary chemistry lessons. Finds that the use of words with a metacognitive and metalinguistic function was generally limited in extent and simple and colloquial in expression and that the language of the enacted curriculum did not match the terminology of the official curriculum document.…