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Stehle, Stephanie M. – ProQuest LLC, 2022
Students come to their high school physics classroom with experiences and knowledge that can be used to help explain physics concepts, but those experiences may not fully align with the scientifically accepted science concept. When there is a misalignment between a student's prior knowledge and the scientifically accepted concept a misconception…
Descriptors: High School Students, Physics, Metacognition, Problem Solving
Costu, Fatma – Journal of Baltic Science Education, 2023
Several studies compared three different types of questions (conceptual, algorithmic, and graphical) across various topics, however, few focused specifically on gifted students. This study addressed this gap. The aim of the study, hence, was to determine whether there were notable differences in gifted students' performance in the three types of…
Descriptors: Academically Gifted, Concept Formation, Algorithms, Graphs
Vegard Gjerde; Sivert Hagane – Physical Review Physics Education Research, 2024
Peer Instruction gives practice in the abstract language of physics, addresses common misconceptions among students, and is more effective than traditional lecturing. However, it is not clear what makes Peer Instruction effective nor how we might improve the method. An emerging perspective is that what makes Peer Instruction effective is how it…
Descriptors: Science Instruction, Peer Teaching, Scientific Concepts, Models
Kimberly Vo; Mahbub Sarkar; Paul J. White; Elizabeth Yuriev – Chemistry Education Research and Practice, 2025
Solving chemical problems entails content knowledge and mastery of problem-solving processes. However, students sometimes lack metacognitive processes required for problem solving in chemistry. This study investigated how first-year chemistry students engaged with the metacognitive problem-solving scaffold Goldilocks Help. Data was collected from…
Descriptors: Metacognition, Problem Solving, Student Attitudes, Learner Engagement
Budimaier, Florian; Hopf, Martin – Journal of Baltic Science Education, 2022
Research on students' thinking about the particulate nature of matter has shown that students find it difficult to connect the macroscopic with the sub microscopic world. Although they have heard about atoms, students stay within a continuous model of matter or attribute macroscopic properties to particles. The research presented focuses on the…
Descriptors: Student Attitudes, Science Experiments, Scientific Concepts, Cognitive Processes
Eryilmaz-Toksoy, Seyhan – Journal of Theoretical Educational Science, 2022
In this research, it was aimed to analyze the problem solving strategies used during solving problems related to constant speed and constant acceleration motion, which are often used in graphs, according to the presentation of the problem (text and graph). The research was carried out with 119 students studying in the 11th grade. In the research…
Descriptors: Motion, Problem Solving, Scientific Concepts, Secondary School Science
Asmussen, Gyde; Rodemer, Marc; Bernholt, Sascha – Chemistry Education Research and Practice, 2023
Students are known to have various difficulties in dealing with organic reaction mechanisms. A systematic classification of these difficulties appears necessary to design appropriate support. This paper presents insights into whether and how Bloom's revised taxonomy can be used to classify student difficulties in dealing with organic reaction…
Descriptors: Organic Chemistry, Scientific Concepts, Difficulty Level, Taxonomy
Karch, Jessica M.; Valles, Josibel C. García; Sevian, Hannah – Journal of Chemical Education, 2019
When characterizing students' item-solving strategies, methods such as interviews and think-aloud protocols are often used. However, these measures provide limited information about sub-or preconscious signals and cognitive processes that also affect students' item-solving strategies and abilities. A growing number of researchers in chemical…
Descriptors: Cognitive Processes, Difficulty Level, Eye Movements, Chemistry
Álvarez, Vanessa; Torres, Tarcilo; Gangoso, Zulma; Sanjosé, Vicente – Journal of Baltic Science Education, 2020
In physics and chemistry, the development of problem-solving skills is necessary to become an expert. A simple cognitive model to analyse such development is proposed and tested. An exploratory research was conducted with expert professors and students in initial and advanced years. A think aloud procedure was used to obtain relevant data while…
Descriptors: Physics, Chemistry, Science Instruction, Problem Solving
Horvat, Saša A.; Roncevic, Tamara N.; Arsenovic, Dragana Z.; Rodic, Dušica D.; Segedinac, Mirjana D. – Journal of Baltic Science Education, 2020
The main problem in students' lower achievement lies in the cognitive complexity of the problem. The aim of this research was to create and validate the procedure for the assessment of the cognitive complexity of chemical technology problem tasks. The procedure included the creation of Tables for assessing the difficulty of concepts in chemical…
Descriptors: Science Education, Science Achievement, Difficulty Level, Cognitive Processes
Pendrill, Ann-Marie – Physics Education, 2020
Students often use incoherent strategies in their problem solving involving force and motion, as revealed, e.g. when they are asked to draw force diagrams for amusement rides involving circular motion, whether in horizontal or vertical planes. Depending on the questions asked, assignments involving circular motion can reveal different types of…
Descriptors: Science Instruction, Physics, Motion, Scientific Concepts
Balta, Nuri; Japashov, Nursultan; Abdulbakioglu, Mustafa; Oliveira, Alandeom W. – Physics Education, 2020
Student cognition in response to intuitive and counterintuitive stimuli in the school science curriculum is not well understood. To address this issue, this study examines high school students' cognitive responses to three counterintuitive physics problems. Our analysis reveals that student success in arriving at counter-intuitive physical…
Descriptors: High School Students, Science Instruction, Secondary School Science, Physics
Güney, Burcu Gülay – Journal of Education, 2022
Science education motivates students to be problem solvers who utilize scientific knowledge for the social problems that they encounter in their lives. However, for better solutions for the problem, just knowledge of scientific concepts would not be enough because students need to approach problems aesthetically also. Understanding social,…
Descriptors: Aesthetics, Social Problems, Educational Philosophy, Problem Solving
Delahunty, Thomas; Pérez, Lance C.; Rivera-Reyes, Presentacion – Engineering Design Graphics Journal, 2018
Spatial skills have a known beneficiary role in STEM students' academic success. This paper explores data relating to the role of spatial skills in electrical engineering problem solving which is a relatively under researched area. Data indicate a significant association between electrical engineering problem solving and spatial skills and a…
Descriptors: Spatial Ability, STEM Education, Problem Solving, Engineering
Tejeda, Santa; Dominguez, Angeles – International Electronic Journal of Mathematics Education, 2019
Understanding a graph in pairs, in a productive way, improves the comprehension of a concept. In this research, we had 2 objectives: 1) to delve deep into the behavior of 15 pairs of remedial physics students when solving a problem with a graph of velocity, 2) to understand the interchange of personal meanings during their interactions. We posed…
Descriptors: Cooperative Learning, Problem Solving, Interaction, Graphs