Previous research has reported that students commonly develop alternative conceptions in the core topic of chemical bonding. Research in England has reported that students there commonly demonstrate an alternative "molecular" conceptual framework for thinking about ionic bonding: in terms of the formation of molecule-like ions pairs…

The present study contributes to the constructivist research programme (RP) into learning science by comparing patterns in responses from two groups of learners--senior high school students and pre-service teachers--in the same educational context (Singapore), to a diagnostic instrument relating to the topic of ionisation energies. This topic is…

This paper reports evidence that learners commonly develop a notion of chemical stability that, whilst drawing upon ideas taught in the curriculum, is nevertheless inconsistent with basic scientific principles. A series of related small-scale studies show that many college-level students consider a chemical species with an octet structure, or a…

The present paper discusses the conceptual demands of an apparently straightforward task set to secondary-level students--completing chemical word equations with a single omitted term. Chemical equations are of considerable importance in chemistry, and school students are expected to learn to be able to write and interpret them. However, it is…

The results presented here derive from a longitudinal study of Swedish upper secondary science students' (16-19 years of age) developing understanding of key chemical concepts. The informants were 18 students from two different schools. The aim of the present study was to investigate the mental models of matter at the particulate level that…

The purpose of this study is to identify how upper secondary school French students (Grade 10-12) interpret chemical transformation with regards to the changes within molecules and atoms, and in terms of intramolecular and/or intermolecular bond breaking. In order to identify and describe the students' assimilated knowledge, four questions were…

Addresses the interface between two scientific disciplines, chemistry and physics, and suggests that learners do not readily integrate their knowledge across such domains. Recommends further research on how demarcations encourage learners. Contains 46 references. (DDR)

Reports that learners' alternative ideas in science may be coherent, stable, and theory-like. Studies how a learner can simultaneously hold several alternative explanatory schemes, each of which is persistent over time and applied coherently across a wide range of overlapping contexts. Concludes that the manifold nature of learners' conceptions…

Grounded theory may be used to bridge case studies and large-scale surveys as it enables the strengths of both to be combined in the same research program. Presents one example of the application of a grounded theory approach to research into science learning, and considers the generalizability of the research results. (Contains 33 references.)…

Conceptual development may be described in terms of a gradual shift in which one of several alternative explanatory principles is the learner's preferred choice. Illustrates the long-term nature of conceptual change as a learner comes to see the limitations of one explanatory framework and the scope for exploring and developing another. (Contains…