Student problems (preconceptions, errors, and learner-specific approaches) that arise when planning and conducting experiments are relevant for lesson planning and the further development of teaching practice overall. student problems are understood as a learning opportunity. So far, little attention has been paid to the relationships between…

Event-related potentials are used to test the hypothesis that an intuitive misconception persists in the mind even after the acquisition of scientific knowledge. We investigated the temporal dynamics of neural mechanisms in solving a scientific problem involving a common misconception. It showed that the increased P2 component was elicited by the…

We sought to test a hypothesis that systemic blind spots in active learning are a barrier both for instructors--who cannot see what every student is actually thinking on each concept in each class--and for students--who often cannot tell precisely whether their thinking is right or wrong, let alone exactly how to fix it. We tested a strategy for…

Results from a study of 16 community college students are presented. The research question concerned how students reasoned about p-values. Students' approach to p-values in hypothesis testing was procedural. Students viewed p-values as something that one compares to alpha values in order to arrive at an answer and did not attach much meaning to…

The aim of this study is to examine preservice science teachers' skills of formulating hypotheses and identifying variables. The research has a phenomenological research design. The data was gathered qualitatively. In this study, preservice science teachers were first given two scenarios (Scenario-1 & Scenario-2) containing two different…

Comparing multiple solutions to a single problem is an important mode for developing flexible mathematical thinking, yet instructionally leading this activity is challenging (Stein, Engle, Smith, & Hughes, 2008). We test 1 decision teachers must make after having students solve a problem: whether to only verbally discuss students' solutions or…

Error-based simulation (EBS) has been developed to generate phenomena by using students' erroneous ideas and also offers promise for promoting students' awareness of errors. In this paper, we report the evaluation of EBS used in learning "normal reaction" in a junior high school. An EBS class, where students learned the concept…

Despite concerted efforts by science educators to understand patterns of evolutionary reasoning in science students and teachers, the vast majority of evolution education studies have failed to carefully consider or control for item feature effects in knowledge measurement. Our study explores whether robust contextualization patterns emerge within…

Previous research has found a link between theory of mind and cooperation. The aim of this study is to deepen into this relationship, to identify which theory of mind skills are more related to the cooperative ability on a referential communication task. A total of 50 children from first and fifth grade completed a battery of theory of mind tasks,…