We studied the emotions experienced by students during the last two years of compulsory secondary education (15 and 16 years old) when learning physics and chemistry. The objective of this piece of research was to establish different relationship between emotions felt by students and variables like the didactic methodology or the kind of science…

Given that students are constantly communicating and documenting special experiences in their social and private lives with digital devices, we suggest that this behavior could be used to record and deepen learning experiences-such as visualizing reactions at the molecular level-in a chemistry class. An example would be the creation of stop-motion…

Recently, students' interest in science has been conceptualized as a network model: the science interest network model (SINM) in which affective, behavioural and cognitive components interact together; building on science interest being a dynamic relational construct. In the current study, we combine the Australian Programme for International…

Visualizing the chemical structure and dynamics of particles has been challenging for many students; therefore, various visualizations and tools have been used in chemistry education. For science educators, it has been important to understand how students visualize and represent particular phenomena--i.e., their mental models-- to design more…

This study evaluates the use of an open-ended question to determine students' knowledge structure on the topic of galvanic cells. The open-ended question was developed and administered to 163 Grade 10 students who had earlier completed a course on electrochemistry. Students' responses were marked as well as coded on the basis of the fields…

This paper discusses the nature of learner engagement with science content during small group discussions in which learners use their home languages. We observed that learners reverted to their home languages in small group discussions, yet very little is known about the dynamics of learner engagement when they use their home languages in…

This study investigated the role of collective knowledge building in promoting scientific inquiry and achievements among Hong Kong high-school chemistry students. The participants included 34 Grade 10 (15-16 years old) students who engaged in collective inquiry and progressive discourse, using Knowledge Forum®, a computer-supported collaborative…

Dynamic visualizations can make unseen phenomena such as chemical reactions visible but students need guidance to benefit from them. This study explores the value of generating drawings versus selecting among alternatives to guide students to learn chemical reactions from a dynamic visualization of hydrogen combustion as part of an online inquiry…

The concept of energy is central to all the science disciplines, seamlessly connecting science, technology, and mathematics. For high school and upper middle school teachers, this compendium comprises inquiry-based activities, lesson plans, and case studies designed to help teach increased awareness of energy, environmental concepts, and the…