There is extensive literature focusing on students' misconceptions in various subject
domains. Several conceptual change approaches have been trying to understand how …

The design and implementation of topic-oriented teaching-learning sequences (TLS) is a
flourishing area of research and development for improving science teaching. One …

This study investigates students' ability to interpret multiple representations consistently (ie,
representational consistency) in the context of the force concept. For this purpose we …

Previous physics education research has raised the question of “hidden variables” behind
students' success in learning certain concepts. In the context of the force concept, it has …

The purpose of this study is to examine the difference in effectiveness between two on-line
scientific learning programs–one with an argumentation component and one without an …

This study tested for deep understanding and critical thinking about basic quantum chemical
concepts taught at 12th grade (age 17–18). Our aim was to achieve conceptual change in …

Bu araştırmanın amacı 5E modelinin kullanıldığı kavramsal değişime dayalı öğretimin, 7.
sınıf öğrencilerinin kavramsal anlamalarına, öğrenme yaklaşımlarına, üst bilişlerine ve üst …

Two disparate research programs have addressed the challenge of instructional multimedia
design. One, based on cognitive load theory, has focused on ways of reducing unnecessary …

The purpose of this study was to investigate the role of epistemic beliefs and knowledge
representations in cognitive and metacognitive processing when learning about physics …

Newton's third law is one of the most important concepts learned early in introductory
mechanics courses; however, ample studies have documented a wide range of students' …