The learning process of scientific concepts has been investigated and discussed in several studies in recent decades. However, the understanding of this process may be different depending on the psycho-pedagogical approach adopted. From the perspective of the conceptual profile, the same concept can present more than one mode of thinking and way…

This study explores prospective primary school teachers' misconceptions concerning basic concepts in chemistry. The data was gathered during the years 2012-2016 among first-year primary school teachers in Finland (N = 389). The results show that every year, as many as 40%-80% of teachers share the same kinds of misconceptions as children ages 5-12…

The study that is the subject of this paper tested the effects of EDI (explanation-driven inquiry) on students' redox conceptual understanding and their misconceptions. Two classes of 119 10th grade high school students were involved. Two groups of students in the same school were chosen. One class that was taught by EDI teaching was set as the…

Aspects of chemistry content knowledge held by 265 UK-based pre-service teachers (PSTs) were probed using 28 diagnostic questions in five chemistry concept areas, "Particle theory and changes of state", "Mass conservation" (taught to 11-14-year-olds), and "Chemical bonding", "Mole calculations" and…

It is a common view that developing teachers' competence to restructure or reframe their knowledge and beliefs is inevitably a complex challenge. This paper reports on a research project with the aim to develop science teachers' pedagogical content knowledge (PCK) through their participation in a learning study. A learning study is a…

This study explored undergraduate students' understanding of the chemistry topic of thermodynamics using a 4-tier diagnostic instrument, comprising 30 questions, and follow-up interviews. An additional objective of the study was to assess the utility of the 4-tier instrument for use in studies on alternative conceptions (ACs) as there has been no…

Around 150 pre-service science teachers (PSTs) participated in a study comparing academic and personal characteristics with their misconceptions about basic chemical ideas taught to 11-16-year-olds, such as particle theory, change of state, conservation of mass, chemical bonding, mole calculations, and combustion reactions. Data, collected by…

Submicrorepresentations (SMRs) are a powerful tool for identifying misconceptions of chemical concepts and for generating proper mental models of chemical phenomena in students' long-term memory during chemical education. The main purpose of the study was to determine which independent variables (gender, formal reasoning abilities, visualization…

Based on the analysis of available research on students' alternative conceptions about the particulate nature of matter, we identified basic implicit assumptions that seem to constrain students' ideas and reasoning on this topic at various learning stages. Although many of these assumptions are interrelated, some of them seem to change or…

Chemical phenomena can be described using three representation modes: macro, submicro, and symbolic. The way students use and connect these modes when solving conceptual problems was studied, using a think-aloud interview protocol. The protocol was validated through interviews with six faculty members, and then applied to four graduate and six…

Evidence of a gap in student understanding has been well documented in chemistry: the typical student holds an abundance of misconceptions. The current expectation is that educational reform will foster greater student achievement via inquiry teaching within classrooms. Using assessments involving both conceptual and algorithmic knowledge of gas…

This study focused on students' misconceptions related to evaporation, evaporation rate, and vapour pressure. Open-ended diagnostic questions were used with 107 undergraduates in the Primary Science Teacher Training Department in a state university in Turkey. In addition, 14 students from that sample were interviewed to clarify their written…

Analyzes student performance on solution calorimetry problems in an introductory university chemistry class. Includes data from written classroom exams for 207 students and an extensive longitudinal interview with a student. Indicates learning difficulties, most of which appear to originate from failure to understand, that net increases and…

Examines 9th grade students' explanations of chemical reactions using two forms of open-ended essay questions, those providing students with key terms to be used as "anchors" on which to base their essay, and those that do not provide terms. Results indicate that more misunderstandings were elicited by the use of key terms as compared to…

Describes 10 steps for developing a diagnostic test of students' misconceptions and the use of two tests in chemistry (covalent bonding and structure) and in biology (photosynthesis and respiration in plants). Discusses the results and some implications for teaching science. (YP)