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What Resources Do High School Students Activate to Link Energetic and Structural Changes in Chemical Reactions? - A Qualitative Study
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Benjamin Pölloth; Dominik Diekemper; Stefan Schwarzer – Chemistry Education Research and Practice, 2023
Recent progress in elucidating chemical reactions allows to explain chemistry by the potential energy of the involved chemical structures. Nevertheless, from an educational point of view, empirical results indicate that students often do not connect the core idea of energy with other chemical concepts. From a resource-oriented perspective,…
Descriptors: Chemistry, Science Instruction, Student Attitudes, High School Students
Investigating Learning and Improving Teaching in Engineering Thermodynamics Guided by Constructive Alignment and Competency Modeling: Part I. Improving Our Learning Environment -- How We Support Student Learning
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Stierle, Rolf; Fischer, Matthias; Braun, Thorsten; Gross, Joachim – Chemical Engineering Education, 2023
How is it possible to create and continuously improve a quality learning environment for our students? We present our one-year course on engineering thermodynamics as a case study in which we investigate the learning environment based on a competency model from the students' perspective. Based on the analysis of our course structure and exam…
Descriptors: Engineering Education, Thermodynamics, College Students, Student Attitudes
How Do Students Become Experts? An In-Depth Study on the Development of Domain-Specific Awareness in a Materials Chemistry Course
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Lenzer, Stefanie; Smarsly, Bernd; Graulich, Nicole – International Journal of Science Education, 2020
The need to develop clean-energy storage systems, harvesting technologies, and new functional materials are but a few of the many contemporary challenges in the domain of science today. To address these challenges, problem solving has become a key skill of the 21st century. It is generally documented, however, that experts and students differ in…
Descriptors: Undergraduate Students, College Science, Science Instruction, Chemistry
How Do Students Coordinate Context-Based Information and Elements of Their Own Knowledge? An Analysis of Students' Context-Based Problem-Solving in Thermodynamics
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Löffler, Patrick; Pozas, Marcela; Kauertz, Alexander – International Journal of Science Education, 2018
In science education, context-based learning is mostly based on problem-oriented tasks [Gilbert, J. K. (2006). On the nature of "context" in chemical education. "International Journal of Science Education", 28(9), 957-976]. Therefore, a relevant question is, how do students integrate the information given in the task into their…
Descriptors: Problem Solving, Thermodynamics, Foreign Countries, Secondary School Students
Bridging Research and Practice in Science Education: Selected Papers from the ESERA 2017 Conference. Contributions from Science Education Research. Volume 6
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McLoughlin, Eilish, Ed.; Finlayson, Odilla E., Ed.; Erduran, Sibel, Ed.; Childs, Peter E., Ed. – Contributions from Science Education Research, 2019
This edited volume presents innovative current research in the field of Science Education. The chapter's deal with a wide variety of topics and research approaches, conducted in a range of contexts and settings. Together they make a strong contribution to knowledge on science teaching and learning. The book consists of selected presentations from…
Descriptors: Theory Practice Relationship, Science Education, Teaching Methods, Learning Processes