This study consists of a categorisation of the vocabulary of chemistry, focusing on the
terminological difficulties student face when learning this subject. Therefore, this …

A growing body of research has examined the experiential grounding of scientific thought
and the role of experiential intuitive knowledge in science learning. Meanwhile, research in …

Este trabajo revisa las principales dificultades asociadas con el vocabulario de la química.
Esta revisión ha permitido clasificar esta terminología en dos grandes grupos: términos …

Various features of scientific discourse have been characterized in the science education
literature, and challenges students face in appropriating these features have been explored …

Using self‐generated analogies has been proposed as a method in a constructivist tradition
for students to learn about a new subject, by use of what they previously know. We report on …

This Resource Letter draws on discipline-based education research from physics, chemistry,
and biology to collect literature on the teaching of thermodynamics and statistical mechanics …

This exploratory study in a classroom setting investigates first graders'(age 7–8 years, N=
25) ability to perform analogical reasoning and create their own analogies for two …

Life science students develop a variety of resources for thinking about entropy and
spontaneity in their biology, chemistry, and introductory physics courses. Helping students to …

Thermodynamics, and in particular entropy, has been found to be challenging for students,
not least due to its abstract character. Comparisons with more familiar and concrete …

Entropy is often introduced to students through the use of the disorder metaphor. However,
many weaknesses and limitations of this metaphor have been identified, and it has therefore …