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Using a Combination Technique for the Assessment of Students' Cognitive Structures on Acid-Base Chemistry
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Aysegül Derman; Figen Gunes; Ozcan Gulacar; Ingo Eilks – Chemistry Education Research and Practice, 2024
This study aims to determine the cognitive structures of students at different educational levels (8th grade and 12th grade) related to acid-base chemistry. The research was designed as a case study and structured in two stages. The first stage analyzed concepts related to acid-base chemistry and their direction and strength in students' knowledge…
Descriptors: Chemistry, Science Instruction, Cognitive Structures, Grade 8
Investigation of Students' Cognitive Structures Concerning the Topic of Physical and Chemical Changes: A Cross-Level Study
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Nakiboglu, Canan – Chemistry Education Research and Practice, 2023
The topic of physical and chemical changes is one of the basic and essential issues of both the lowersecondary school science curriculum and the upper-secondary school chemistry curriculum in many countries. The focus of the present study is to investigate the students' cognitive structures on the topic of physical and chemical changes at…
Descriptors: Chemistry, Science Instruction, Secondary School Students, Cognitive Structures
Using Concept Maps to Monitor Knowledge Structure Changes in a Science Classroom
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Cook, Leah J. – ProQuest LLC, 2017
The aim of this research is to determine what differences may exist in students' structural knowledge while using a variety of concept mapping assessments. A concept map can be used as an assessment which connects concepts in a knowledge domain. A single assessment may not be powerful enough to establish how students' new knowledge relates to…
Descriptors: Concept Mapping, Science Instruction, Novices, Expertise
Beyond Punnett Squares: Student Word Association and Explanations of Phenotypic Variation through an Integrative Quantitative Genetics Unit Investigating Anthocyanin Inheritance and Expression in "Brassica rapa" Fast Plants
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Batzli, Janet M.; Smith, Amber R.; Williams, Paul H.; McGee, Seth A.; Dosa, Katalin; Pfammatter, Jesse – CBE - Life Sciences Education, 2014
Genetics instruction in introductory biology is often confined to Mendelian genetics and avoids the complexities of variation in quantitative traits. Given the driving question "What determines variation in phenotype (Pv)? (Pv=Genotypic variation Gv + environmental variation Ev)," we developed a 4-wk unit for an inquiry-based laboratory…
Descriptors: Genetics, Units of Study, Plants (Botany), Statistical Analysis
Automatic Detection of Student Mental Models during Prior Knowledge Activation in MetaTutor
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Rus, Vasile; Lintean, Mihai; Azevedo, Roger – International Working Group on Educational Data Mining, 2009
This paper presents several methods to automatically detecting students' mental models in MetaTutor, an intelligent tutoring system that teaches students self-regulatory processes during learning of complex science topics. In particular, we focus on detecting students' mental models based on student-generated paragraphs during prior knowledge…
Descriptors: Data Analysis, Prior Learning, Cognitive Structures, College Students
Facilitating Conceptual Change in Understanding State of Matter and Solubility Concepts by Using 5E Learning Cycle Model
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Ceylan, Eren; Geban, Omer – Hacettepe University Journal of Education, 2009
The main purpose of the study was to compare the effectiveness of 5E learning cycle model based instruction and traditionally designed chemistry instruction on 10th grade students' understanding of state of matter and solubility concepts. In this study, 119 tenth grade students from chemistry courses instructed by same teacher from an Anatolian…
Descriptors: Experimental Groups, Control Groups, Chemistry, Learning Processes
Epistemological Resources: Applying a New Epistemological Framework to Science Instruction
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Louca, Loucas; Elby, Andrew; Hammer, David; Kagey, Trisha – Educational Psychologist, 2004
Most research on personal epistemologies has conceived them as made up of relatively large, coherent, and stable cognitive structures, either developmental stages or beliefs (perhaps organized into theories). Recent work has challenged these views, arguing that personal epistemologies are better understood as made up of finer grained cognitive…
Descriptors: Science Instruction, Comparative Analysis, Teaching Methods, Cognitive Structures