Titlebook: Science Education Research in the Knowledge-Based Society; Dimitris Psillos,Petros Kariotoglou,Maria Kallery Book 2003 Springer Science+Bu

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Memorial

Longitudinal Studies — Providing Insight into Individual Themes in Science Learning and Students’ Vins over their understanding of these processes. The students were interviewed eleven times from 9 to 15 years of age about conditions for life and decomposition, and the role of the flower. Characteristic individual themes in the students’ conceptions can be followed year by year. At 15 and 19 years

Functional

Changing Referential Perspective in Science Classroom Discoursehool chemistry teacher, we distinguish between data that can be constructed from this lesson alone and data that only become visible if you look at the sequence of lessons in which this one is included. We explicitly discuss the methodological procedures to break up the 45 minutes transcript and obt

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Students’ Positions in Physics Education. A Gendered Perspectiveas: 1. Attitude and interest, 2. Epistemology, 3. Knowledge of basic physics, 4. Awareness of gender differences in physics. We discuss the interplay of interest, epistemological stances, ways of conceiving physics and gender. Contrary to our expectations, we did not find clear relations between gen

B-cell

Situated Conceptions and Obstacles. The Example of Digestion / Excretion presented on the classical example of conceptions on digestion / excretion. Differences between biology and other sciences students’ samples appear significant, except in the first year of University. The work reported in this paper illustrates the notion of “situated conceptions”, which differs wh

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About Some of the Difficulties in Learning Thermodynamics at the University Levelmodynamics at university level. In a constructivist perspective, the knowledge of the way of reasoning among students is an essential element in the didactical reconstruction work of teaching objectives and contents. This research work has allowed us to define the important conceptual difficulties t

PTCA635

Metacognitive Experiences in the Domain of Physics: Developmental and Educational Aspectshe solution provided to a task, and personal satisfaction with the solution were examined. A total of 138 fifth and sixth grade pupils were asked to (a) solve a battery of tasks measuring thermal phenomena, and (b) evaluate their experienced task difficulty, certainty and personal satisfaction with

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Mechanistic Reasoning on the Concept of Wave Surface, and on the Huygens’ Principle a three-dimensional medium in the presence or the absence of obstacles. It focuses on the concept of wave surface and on the Huygens’ principle. Sets of questionnaires were designed and about 300 French physics students (aged 20–23) were questioned after lessons on waves. The same tendencies as tho

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Atomic Physics in Upper Secondary School: Layers of Conceptions in Individual Cognitive Structures a multi-layered cognitive conceptual structure (manifold conceptions, multiple frameworks). The hypothesis of a multi-layered cognitive structure assumes that students — e.g., when asked to explain a specific problem — are able to activate significantly differing and competing understandings of a