Despite representations' central role in conveying chemical phenomena, mastering them is not trivial, given the wide variety of different conventions to interpret and use them. Furthermore, instructional approaches and materials may overlook explicit discussion on how students should reason with representations. To gather evidence that could guide…

Learning and presenting chemical concepts at the triple level of chemical concepts provides opportunities for the development of misconceptions. The research aimed to identify potential misconceptions of chemical concepts: the states of matter, a pure substance, a mixture, an element, a compound, a physical change, and a chemical reaction at the…

A didactic sequence is proposed for the teaching of chemical equilibrium law. In this approach, we have avoided the kinetic derivation and the thermodynamic justification of the equilibrium constant. The equilibrium constant expression is established empirically by a trial-and-error approach. Additionally, students learn to use the criterion of…

Many studies suggest that students have difficulties in learning acid-base concepts. This study presents some conflicts in the textbook descriptions of these concepts and proposes these to be the cause of the students' difficulties. This is especially true regarding the description of the relationship among the Arrhenius, Brønsted-Lowry, and Lewis…

It is a common view that developing teachers' competence to restructure or reframe their knowledge and beliefs is inevitably a complex challenge. This paper reports on a research project with the aim to develop science teachers' pedagogical content knowledge (PCK) through their participation in a learning study. A learning study is a…

The focus of the current study is to understand which unique features of an immersive virtual reality environment have the potential to improve learning relative motion concepts. Thirty-seven undergraduate students learned relative motion concepts using computer simulation either in immersive virtual environment (IVE) or non-immersive desktop…

Within middle school classrooms a diverse body of students require specialized instruction and science teachers with unique abilities to implement a reform-based science curriculum. To achieve the goal of success for all, students who are English language leaners and with exceptionalities, such as learning disabilities, and emotional and…

Background: Case-based learning (CBL) is simply teaching the concept to the students based on the cases. CBL involves a case, which is a scenario based on daily life, and study questions related to the case, which allows students to discuss their ideas. Chemical kinetics is one of the most difficult concepts for students in chemistry. Students…

Learning occurs through various processes. Among these processes, conceptual change has a pivotal part. This article discusses briefly conceptual change in physics. Anchoring on Kuhn's original explanation of theory change in science, this article elaborates especially on the influence of children's science concepts in general, and pre-conceptions…

This paper reports on an investigation of the effectiveness an intervention using several different methods for teaching solution chemistry. The teaching strategy comprised a four-step approach derived from a constructivist view of learning. A sample consisting of 44 students (18 boys and 26 girls) was selected purposively from two different Grade…

The use of computer simulations as educational tools may afford the means to develop understanding of evolution as a natural, emergent, and decentralized process. However, special consideration of developmental constraints on learning may be necessary when using these technologies. Specifically, the essentialist (biological forms possess an…

Research on conceptual change assumes that students enter a science classroom with prior(mis-)conceptions. When being exposed to instruction, students are supposed to develop or change their conceptions to (more) scientific concepts. As a consequence, instruction typically concentrates on appropriate examples demonstrating that students'…

This study aims to investigate the effects of concept maps, together with conceptual change texts, given to 11th grade students' on the subject of molecules carrying genetical information. The semistructured individual interviews were conducted with 5 upper class students to find misconceptions related to the subject. A success test was developed…

Pedagogical strategies have been experimentally applied in large-enrollment biology courses in an attempt to amplify what teachers do best in effecting deep learning, thus more closely approximating a one-on-one interaction with students. Carefully orchestrated in-class formative assessments were conducted to provide frequent, high-quality…

This paper describes research conducted in a classroom devoted to conceptual change instruction. The teacher in this class of fifth grade students at a midwestern parochial school made explicit attempts to have her students comment on the conceptions they held, their justification for those conceptions, and the status they attached to their…