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Seshadri Reddy Varikasuvu; Lavanya Ranvee; Saurabh Varshney; Himel Mondal – Advances in Physiology Education, 2024
Competency-based physiology and biochemistry education can benefit from the creative integration of imaginative narratives into traditional teaching methods. This paper proposes an innovative model using a pen and palm analogy to visualize enzyme function theories. The pen (substrate) must fit snugly into the palm (enzyme's active site) for…
Descriptors: College Students, Physiology, Biochemistry, Interdisciplinary Approach
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Lu, Alexander; Dong, Vy M. – Journal of Chemical Education, 2022
We present two simple classroom exercises designed to explain challenging concepts in conformation for students beginning organic chemistry. These macroscopic demonstrations serve as analogies to bridge students' understanding of flat two-dimensional drawings to real three-dimensional molecules. In the first demonstration, an apple is drawn from…
Descriptors: Class Activities, Logical Thinking, Scientific Concepts, Organic Chemistry
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Nazli Rüya Taskin Bedizel; Nursen Azizoglu – Journal of Science Learning, 2023
The present study has two main goals. First, it aims to examine the analogies an instructor uses about "DNA conservation across generations" in a university-level General Biology course. Second, it aims to examine the analogies used in those lessons according to Thiele and Treagust's framework. A qualitative case study design is adopted…
Descriptors: Science Education, Genetics, Biology, College Science
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Cardinali, Camila A. E. F.; Martins, Yandara A.; Prates, Rodrigo Pereira; de Araújo, Emmanuel Veríssimo; Viana, Felipe Jose Costa; de Sousa, Maria Eleticia; Bombardi, Eduardo da Cunha; Nunes, Maria Tereza – Advances in Physiology Education, 2022
Learning endocrine physiology can be challenging. Some physiological concepts are abstract, making the process of learning more difficult for students. The comprehension of basic concepts, such as chemical hormone classification, is essential to understand the differences in synthesis, secretion, transport, and mechanism of action of hormones. To…
Descriptors: Physiology, Biochemistry, Metabolism, Medical Education
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Gur Arie Livni Alcasid; Michal Haskel-Ittah – Research in Science Education, 2025
Mechanistic explanations, aiming to disclose details of entities and their activities, employ the act of unpacking which, inherently and paradoxically, produces explanatory gaps--pieces of undisclosed, undetailed mechanistic information. These gaps, termed explanatory black boxes, are often perceived as counterproductive to the teaching of…
Descriptors: Science Instruction, Science Teachers, Biology, Teacher Attitudes
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Gürses, Ahmet; Sahin, Elif; Barin, T. Barkin; Günes, Kübra – Education Quarterly Reviews, 2022
Analogies can be powerful teaching tools because they can make new material intelligible to students by comparing it to material that is already familiar. In assisting students to understand chemistry concepts, teachers occasionally use analogies. These analogies are believed to help the students to structure the new knowledge and they are…
Descriptors: Teaching Methods, Logical Thinking, Thermodynamics, Constructivism (Learning)
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Zac Patterson; Lin Ding – Physical Review Physics Education Research, 2025
Conceptual approaches to contemporary physics topics pose many learning challenges. One factor influencing knowledge integration is a student's epistemic framing. Epistemic frames provide a context within which a particular situation is perceived, interpreted, and judged. The objective of this study is to explore secondary students' framings…
Descriptors: Secondary School Students, Physics, Science Instruction, Quantum Mechanics
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Constantine Kapetanakis; Samantha Conflitti; Sarah Abdo; L. Kate Wright; Dina L. Newman – Biochemistry and Molecular Biology Education, 2024
Analogies are used to make abstract topics meaningful and more easily comprehensible to learners. Incorporating simple analogies into STEM classrooms is a fairly common practice, but the analogies are typically generated and explained by the instructor for the learners. We hypothesize that challenging learners to create complex, extended analogies…
Descriptors: Critical Thinking, Logical Thinking, Skill Development, Thinking Skills
Alistair Gilbert McInerny – ProQuest LLC, 2024
Understanding human behavior and reasoning is essential for developing successful instruction. Discipline-based education researchers have examined how students learn, informing the development of successful instructional strategies. Researchers have also identified barriers to the successful implementation of such strategies. This work utilizes…
Descriptors: Teaching Methods, Logical Thinking, Thinking Skills, Physics
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Ezema, Marcus Jideofor; Ugwuany, Christian Sunday; Okeke, Chinedu Ifedi; Orji, Emmanuel Ifeanyi – Journal of Turkish Science Education, 2022
When students were exposed to cognitive conflict and 5E teaching models, this study looked at the impact of cognitive ability on their conceptual change in the particulate nature of matter in physics. With a sample of 195 first-year upper secondary school students, the study used a quasi-experimental design with non-equivalent groups. The data…
Descriptors: Cognitive Ability, Scientific Concepts, Concept Formation, Science Instruction
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Beth A. Lindsey; Andrew Boudreaux; Drew J. Rosen; MacKenzie R. Stetzer; Mila Kryjevskaia – Physical Review Physics Education Research, 2024
In this study, we have explored the effectiveness of two instructional approaches in the context of the motion of objects falling at terminal speed in the presence of air resistance. We ground these instructional approaches in dual-process theories of reasoning, which assert that human cognition relies on two thinking processes. Dual-process…
Descriptors: Science Instruction, Teaching Methods, Instructional Effectiveness, Motion
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Mohammed, Ridwan E.; Odeniyi, Oluwasegun O.; Ameen, Khadijat S.; Yusuf, Aishat A. – Science Education International, 2023
Analogies are useful tools for teaching difficult scientific concepts and clearing up learners' misconceptions. However, if not properly used, they can lead to further misconceptions. More importantly, little is known about how science teachers use analogies in Nigerian classrooms. This study assessed science teachers' use of analogies by…
Descriptors: Foreign Countries, Science Teachers, Science Instruction, Logical Thinking
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Kizilcik, Hasan Sahin – Physics Teacher, 2021
Students may have some confusion understanding certain physical concepts and principles because of their abstract nature. Using analogies is one of the useful methods to help them more easily grasp abstract concepts to promote conceptual understanding. Bilaloglu classified analogies in four groups: (a) simple analogies, (b) storified analogies,…
Descriptors: Physics, Science Instruction, Teaching Methods, Logical Thinking
Melanie J. Snow – ProQuest LLC, 2022
Much of the research examining teacher discourse in learning environments has given little focus to teacher discourse while using educational technology such as simulations (Erduran, 2019; Tabak & Kyza, 2018). Research has shown how discourse often contributes to the developmental aspects of the learning environment such as argumentation or…
Descriptors: Teaching Methods, Discussion (Teaching Technique), Technology Uses in Education, Scaffolding (Teaching Technique)
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Causton, Edward – Science & Education, 2019
In this article, I introduce Robert Brandom's inferentialism as an alternative to common representational interpretations of constructivism in science education. By turning our attention away from the representational role of conceptual contents and toward the norms governing their use in inferences, we may interpret knowledge as a capacity to…
Descriptors: Inferences, Science Education, Scientific Concepts, Energy
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