This study investigates students' conceptions of the carbon cycle with regard to the components they believe to be relevant to the carbon cycle, how they interrelate these components, the ways in which they trace carbon atoms, and the different levels of biological organisation they consider when doing so. A total of 142 students aged 13-16 years…

Given that students are constantly communicating and documenting special experiences in their social and private lives with digital devices, we suggest that this behavior could be used to record and deepen learning experiences-such as visualizing reactions at the molecular level-in a chemistry class. An example would be the creation of stop-motion…

The current study aims to investigate students' representations of the atomic structure in a number of student cohorts with specific characteristics concerning age, grade, class curriculum and some individual differences, such as formal reasoning and field dependence/independence. Two specific task contexts, which were designed in accordance with…

"I Wonder" boards are a teaching strategy that can be used in the classroom, as well as during science learning opportunities in nonformal settings, such as after-school science programs or summer camps.This simple strategy has led to deeper science exploration in 4-H, as young people learn alongside program staff, teachers, or…