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Hartelt, Tim; Martens, Helge; Minkley, Nina – Science Education, 2022
Students possess alternative conceptions of many science topics, and these conceptions can act as obstacles for learning scientific concepts. In the field of biology education, students' alternative conceptions of evolution have been widely investigated. However, there is little research on how teachers diagnose and deal with these alternative…
Descriptors: Science Education, Scientific Concepts, Misconceptions, Concept Formation
Romine, William L.; Todd, Amber N.; Clark, Travis B. – Science Education, 2016
We developed and validated a new instrument, called "Measuring Concept progressions in Acid-Base chemistry" (MCAB) and used it to better understand the progression of undergraduate students' understandings about acid-base chemistry. Items were developed based on an existing learning progression for acid-base chemistry. We used the Rasch…
Descriptors: Test Construction, Chemistry, Undergraduate Students, Scientific Concepts
Parker, Joan; Heywood, David – Science Education, 2013
Opportunities for the development of science-related pedagogy during training are necessarily limited for the generalist primary (elementary), preservice teacher. While school placement is an important context within which to develop such professional expertise, the role of institution-based learning is less well understood in this regard. This…
Descriptors: Preservice Teacher Education, Science Teachers, Elementary School Teachers, Reflection
Jakobsson, Anders; Makitalo, Asa; Saljo, Roger – Science Education, 2009
Much of the research on students' understanding of the greenhouse effect and global warming reports poor results. Students are claimed to hold misconceptions and naive beliefs, and the impact of teaching on their conceptions is also low. In the present study, these results are called into question, and it is argued that they may to a large extent…
Descriptors: Research Methodology, Climate, Misconceptions, Scientific Concepts