The use of texts is an indispensable resource for students' learning, especially in science domains. While developing understanding of a specific topic usually is the main goal of reading expository texts, an important consideration is how to best measure whether this understanding has been reached. In this study, we aimed to analyze gains in…

This work analyzes whether there is a cognitive bias between the ideal perception of the skills and the real performance in an introductory physics class, and additionally, whether predictions of students' performance are related to various motivational variables. We examined through a validated survey and network analysis the relationship between…

The need to modernise school physics to encompass the fundamentals of Einsteinian physics is widely recognised. While the ability of students to comprehend qualitative Einsteinian concepts has been demonstrated, little information exists to determine the best student age and the duration of instruction required for introducing Einsteinian physics…

This study focuses on the relationship between students' use of language resources and their conceptualisation of phenomena in producing scientific explanations in physics. The objectives are to find out if there is a general model that describe the meaning-making process, the extent that this model is applicable to various branches in physics.…

This study aimed to investigate the effects of feedback types and opportunities to change answers on the learners' achievement and their ability to solve physics problems. We compared three feedback types, namely (1) static feedback with hints, (2) reducing feedback with hints, and (3) knowledge of response, and two types of opportunities to…

In teaching sciences, models are often used to introduce, elaborate or simplify real-world phenomena or concepts. It is, however, often the case that misconceptions arise from or are facilitated by these teaching models during their transition to mental models of the individual learners. For instance, models are often seen as direct replicas of…

Research indicates that students' interest in science decreases during their school years. To counteract this, a quasi-experimental instructional intervention was designed in which we addressed students' leisure interests to foster their (situational) interest in physics. Students in the intervention group got the opportunity to choose topics…

While research on the understanding of physics concepts in individuals with autism remains scarce, the ever-increasing number of these students in inclusive education nowadays makes their systematic education in all fields of learning necessary. For this purpose, an experimental investigation was conducted to compare 19 autistic adolescents with a…

This paper reports on topic-specific pedagogical content knowledge (PCK) enacted by three pre-service science teachers during their final year school-based internship. An interpretive, qualitative case study was conducted to investigate to what extent the pre-service teachers applied the knowledge taught during a preceding physical science method…

Our world is shaped profoundly by science and technology, which are strongly interrelated. The importance of integrating technology in science teaching is acknowledged by many international science-teaching standards in recent decades. The present study aims at examining how undergraduate students utilize what they have learnt about the physics of…

Through the lens of teacher professional identity, in this case study, we examine how a beginning science teacher deals with practical work in a physics classroom. We explore how various interactions occurred between personal, interpersonal, and situational dimensions of his identity as a beginning physics teacher when dealing with practical work.…

The significance of the role of students' interpretation and creation of multiple forms of representation in science learning has long been established and advocated, but there is a paucity of research into the extent to which this emphasis in science education is reflected in high stakes final year high school science examinations. This study…

The purpose of this manuscript is to explore how students perceive that online practices have enabled their participation in university physics programmes. In order to conceptualise how students bridge their science participation across physical and online spaces, we make use of the learning ecology perspective. This perspective is complemented…

University is a critical timepoint for students in the science, technology, engineering, and mathematics (STEM) career pathway. Gender differences in the persistence of STEM students have been established, with female students more at risk for attrition from this career pathway. While the persistence of undergraduate STEM students has been a focus…

This paper re-validates middle school students' learning progression of the concept of buoyancy (Gao et al., 2020) by using two-time point data. The previous study developed a four-level learning progression based on data collected at a single time point using cross-sectional design. This single-time-point model of learning progression calls for a…