Titlebook: Cognitive and Affective Aspects in Science Education Research; Selected Papers from Kaisa Hahl,Kalle Juuti,Jari Lavonen Book 2017 Springer

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Key Concepts of the IBIS Specificationinal plants and stimulant herbal drugs trigger high interest, whereas spice plants, edible plants and ornamental plants raise less interest. Mean values, however, do not allow drawing conclusions on an individual level. In order to gain better insight into the interest patterns of individual student

SLAG

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Nikolai Gaponik,Andrey L. Rogachtors prevented the students from making sense of a particular context and that the possession of appropriate conceptual resources was a necessary, but insufficient, requirement for the development of an explanation that matched the accepted scientific argument. The notion of coherence is used to exa

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2213-3623 r international partners for both science education and science education research. The twenty-five chapters showcase current orientations of research in science education and are of interest to science teacher978-3-319-86455-6978-3-319-58685-4Series ISSN 2213-3623 Series E-ISSN 2213-3631

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Is Topic-Specific PCK Unique to Teachers?d showed unanticipated competence in the selection and sequencing of big ideas for teaching. However, they were not proficient in recognising and confronting misconceptions or suggesting conceptual teaching strategies, showing that these abilities seem to be better developed in teachers.

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Book 2017e variety of topics and research approaches, conducted in various contexts and settings, all adding a strong contribution to knowledge on science teaching and learning. The book is comprised of selected high-quality studies that were presented at the 11.th. European Science Education Research Associ