Framing students' progression in understanding matter: a review of previous research

JC Hadenfeldt, X Liu, K Neumann - Studies in Science Education, 2014 - Taylor & Francis
This manuscript presents a systematic review of the research on how students conceptualise
matter. Understanding the structure and properties of matter is an essential part of science …

[图书][B] Constructing representations to learn in science

R Tytler, V Prain, P Hubber, B Waldrip - 2013 - books.google.com
Constructing Representations to Learn in Science Current research into student learning in
science has shifted attention from the traditional cognitivist perspectives of conceptual …

Understanding needs embodiment: A theory‐guided reanalysis of the role of metaphors and analogies in understanding science

K Niebert, S Marsch, DF Treagust - Science Education, 2012 - Wiley Online Library
Many authors stress the importance of basing teaching on students' prior knowledge. To
build a bridge between students' everyday knowledge and scientific concepts, the role of …

An analysis of 16–17-year-old students' understanding of solution chemistry concepts using a two-tier diagnostic instrument

E Adadan, F Savasci - International Journal of Science Education, 2012 - Taylor & Francis
This study focused on the development of a two-tier multiple-choice diagnostic instrument,
which was designed and then progressively modified, and implemented to assess students' …

[图书][B] Progressing science education: Constructing the scientific research programme into the contingent nature of learning science

KS Taber - 2009 - Springer
Chapter 5 examined major areas of criticism of the tradition of work often labelled as
'constructivism in Science Education'. Among these were suggestions that research in this …

Students' competence in translating between different types of chemical representations

V Gkitzia, K Salta, C Tzougraki - Chemistry Education Research and …, 2020 - pubs.rsc.org
Meaningful understanding of chemistry, among others, includes the ability of an individual to
think simultaneously at macroscopic, submicroscopic and symbolic levels, and this …

Using multiple representations to promote grade 11 students' scientific understanding of the particle theory of matter

E Adadan - Research in science education, 2013 - Springer
This study explored two groups of Grade 11 (age 16–17) students' conceptual
understandings about aspects of particle theory before, immediately after, and 3 months …

Exploring grade 11 students' conceptual pathways of the particulate nature of matter in the context of multirepresentational instruction

E Adadan, KC Trundle, KE Irving - Journal of research in …, 2010 - Wiley Online Library
This study investigated the conceptual pathways of 19 Grade 11 introductory chemistry
students (age 16–17) as they participated in a multirepresentational instruction on the …

[HTML][HTML] Educational neuroscience: new discoveries from bilingual brains, scientific brains, and the educated mind

LA Petitto, KN Dunbar - Mind, brain and education: the official …, 2009 - ncbi.nlm.nih.gov
Educational Neuroscience is an exciting and timely new discipline. It brings together
individuals from diverse backgrounds, including cognitive brain scientists, learning …

Effect of animation enhanced conceptual change texts on 6th grade students' understanding of the particulate nature of matter and transformation during phase …

H Özmen - Computers & Education, 2011 - Elsevier
In this study, the effect of animation enhanced conceptual change texts (CCT–CA) on grade
6 students' understanding of the particulate nature of matter (PNM) and transformation …