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Download full textLamanauskas, Vincentas, Ed. – International Baltic Symposium on Science and Technology Education, 2019
These proceedings contain papers of the 3rd International Baltic Symposium on Science and Technology Education (BalticSTE2019) held in Šiauliai, Lithuania, June 17-19, 2019. This symposium was organized by the Scientific Methodical Center "Scientia Educologica" in cooperation with the Institute of Education, Šiauliai University. The…
Descriptors: Science Education, Technology Education, Formative Evaluation, Chemistry
Peer reviewedTsai, Chin-Chung – Research in Science and Technological Education, 1999
Describes a study of Taiwanese 14-year-olds' (n=48) cognitive structures derived from the instruction of basic atomic physics. Finds that even academically above-average students tended to use relatively lower-level modes of knowledge construction, focusing on reciting or describing specific factual knowledge in physics. (Contains 27 references.)…
Descriptors: Cognitive Structures, Constructivism (Learning), Foreign Countries, Learning Processes
Peer reviewedGil-Perez, Daniel; Carrascosa, Jaime – Science Education, 1990
Discussed is a constructivist model of science learning and its possible use in the treatment of science misconceptions. Science learning as conceptual and methodological change is described. (KR)
Descriptors: Cognitive Development, Cognitive Structures, Concept Formation, Learning Processes
Peer reviewedGuzzetti, Barbara J.; Williams, Wayne O.; Skeels, Stephanie A.; Wu, Shwu Ming – Journal of Research in Science Teaching, 1997
Explores the influences of text structure on students' conceptual change. Case studies were conducted and results showed that individuals used refutational text to change their alternative conceptions and acquire new concepts. Findings indicate that refutational text does cause cognitive conflict. While refutational text is effective for groups,…
Descriptors: Abstract Reasoning, Cognitive Development, Cognitive Processes, Cognitive Structures
Neto, Antonio; Valente, Maria Odete – 1997
This study explored the possibility of developing classroom strategies that would encourage physics teachers to put greater focus on a more qualitative, metacognitive approach to problem solving. The empirical part of this research was carried out with students approximately 16 years of age in physics (i.e., introductory Newtorian mechanics)…
Descriptors: Cognitive Psychology, Cognitive Structures, Educational Strategies, Foreign Countries
