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Towards a Better Understanding of Conceptual Difficulties in Introductory Quantum Physics Courses
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Bouchée, T.; de Putter-Smits, L.; Thurlings, M.; Pepin, B. – Studies in Science Education, 2022
Research on teaching and learning quantum physics (QP) frequently explores students' conceptual difficulties to identify common patterns in their reasoning. The abstractness of QP is often found to be at the origin of students' conceptual difficulties. Due to this abstract nature students resort to common sense reasoning or classical thinking when…
Descriptors: Science Instruction, Mechanics (Physics), Scientific Concepts, Concept Formation
Probability-Related Naïve Ideas across Physics Topics
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Hull, Michael M.; Jansky, Alexandra; Hopf, Martin – Studies in Science Education, 2021
In this literature review, we survey student naïve ideas (frequently referred to as 'misconceptions') that plausibly relate, at least in part, to difficulty in understanding probability. We collected diverse naïve ideas from a range of topics in physics: Non-linear Dynamics; Cosmology; Thermal Physics; Atomic, Nuclear, and Particle Physics;…
Descriptors: Probability, Science Instruction, Physics, Misconceptions
Identifying Precursory Concepts in Evolution during Early Childhood -- A Systematic Literature Review
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Bruckermann, Till; Fiedler, Daniela; Harms, Ute – Studies in Science Education, 2021
Difficulties in understanding evolution are often rooted in early childhood, arising from naïve assumptions and cognitive biases. However, literature reviews mainly focus on school and university students' understanding of evolution, with only limited comprehensive reviews on children in early childhood aged up to 7 years. This systematic review…
Descriptors: Evolution, Biology, Scientific Concepts, Fundamental Concepts
Domain of Validity Framework: A New Instructional Theory for Addressing Students' Preconceptions in Science and Engineering
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Sommeillier, Raoul; Quinlan, Kathleen M.; Robert, Frédéric – Studies in Science Education, 2021
We propose a new instructional theory, the Domain of Validity (DoV) Framework, which offers a new way forward for designing teaching for conceptual change, while also resolving conflicts between existing theories related to common, difficult-to-change conceptions students have about particular scientific topics. We propose that knowledge consists…
Descriptors: Educational Theories, Teaching Methods, Validity, Instructional Design
Models of Conceptual Change in Science Learning: Establishing an Exhaustive Inventory Based on Support Given by Articles Published in Major Journals
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Potvin, Patrice; Nenciovici, Lucian; Malenfant-Robichaud, Guillaume; Thibault, François; Sy, Ousmane; Mahhou, Mohamed Amine; Bernard, Alex; Allaire-Duquette, Geneviève; Blanchette Sarrasin, Jérémie; Brault Foisy, Lorie-Marlène; Brouillette, Nancy; St-Aubin, Audrey-Anne; Charland, Patrick; Masson, Steve; Riopel, Martin; Tsai, Chin-Chung; Bélanger, Michel; Chastenay, Pierre – Studies in Science Education, 2020
In this article, we propose an analysis of the state of, and trends in, the field of conceptual change research in science education through the lens of its models. Using a quantitative approach, we reviewed all conceptual change articles (n = 245) published in five major journals in the field of science education in search of the support that…
Descriptors: Scientific Concepts, Concept Formation, Science Instruction, Science Education
A Systematic Review of Trends and Findings in Research Employing Drawing Assessment in Science Education
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Chang, Hsin-Yi; Lin, Tzung-Jin; Lee, Min-Hsien; Lee, Silvia Wen-Yu; Lin, Tzu-Chiang; Tan, Aik-Ling; Tsai, Chin-Chung – Studies in Science Education, 2020
In this study, we reviewed 76 journal articles on employing drawing assessment as a research tool in science education. Findings from the systematic review suggest four justifications for using drawing as a type of research tool, including assessment via drawing as (a) an alternative method considering young participants' verbal or writing…
Descriptors: Science Education, Formative Evaluation, Student Evaluation, Cognitive Tests
A Categorisation of the Terminological Sources of Student Difficulties When Learning Chemistry
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Quílez, Juan – Studies in Science Education, 2019
This study consists of a categorisation of the vocabulary of chemistry, focusing on the terminological difficulties students face when learning this subject. Therefore, this classification intends to provide chemistry teachers an awareness of the language barriers students must overcome in their understanding of this scientific discipline. Two…
Descriptors: Chemistry, Science Instruction, Verbs, Vocabulary Development
Learning and Engagement through Natural History Museums
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Mujtaba, Tamjid; Lawrence, Martin; Oliver, Mary; Reiss, Michael J. – Studies in Science Education, 2018
This review examines how natural history museums (NHMs) can enhance learning and engagement in science, particularly for school-age students. First, we describe the learning potential of informal science learning institutions in general, then we focus on NHMs. We review the possible benefits of interactions between schools and NHMs, and the…
Descriptors: Teaching Methods, Museums, Science Instruction, School Community Programs