The ability to represent the world like a scientist is difficult to teach; it is more than simply knowing the representations (e.g., graphs, words, equations and diagrams). For meaningful science learning to take place, consideration needs to be given to explicitly integrating representations into instructional methods, linked to the content, and…

This paper reports on the nature of the conceptual understandings developed by Year 12 Victorian Certificate of Education (VCE) physics students as they made the transition from the essentially deterministic notions of classical physics, to interpretations characteristic of quantum theory. The research findings revealed the fact that the…

While genetics has remained as one key topic in school science, it continues to be conceptually and linguistically difficult for students with the concomitant debates as to what should be taught in the age of biotechnology. This article documents the development and implementation of a two-tier multiple-choice instrument for diagnosing grades 10…

This article explores the conceptual change of students in Grades 10 and 12 in three Australian senior high schools when the teachers included computer multimedia to a greater or lesser extent in their teaching of a genetics course. The study, underpinned by a multidimensional conceptual-change framework, used an interpretive approach and a…

This study describes the multiple analogical models used to introduce and teach Grade 12 chemical equilibrium. We examine the teacher's reasons for using models, explain each model's development during the lessons, and analyze the understandings students derived from the models. A case study approach was used and the data were drawn from the…