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Direct linkStavrou, Dimitris; Michailidi, Emily; Sgouros, Giannis – Chemistry Education Research and Practice, 2018
Introducing Nanoscience and Nanotechnology (NST) topics into school science curricula is considered useful for an in-depth understanding of the content, processes and nature of science and technology, and also for negotiating the social aspects of science. This study examines (a) the development of an inquiry-based Teaching-Learning Sequence (TLS)…
Descriptors: Sequential Learning, Chemistry, Models, Communities of Practice
Zarkadis, Nikolaos; Papageorgiou, George; Stamovlasis, Dimitrios – Chemistry Education Research and Practice, 2017
Science education research has revealed a number of student mental models for atomic structure, among which, the one based on Bohr's model seems to be the most dominant. The aim of the current study is to investigate the coherence of these models when students apply them for the explanation of a variety of situations. For this purpose, a set of…
Descriptors: Cognitive Structures, Schemata (Cognition), Models, Nuclear Physics
Taber, Keith S.; Tsaparlis, Georgios; Nakiboglu, Canan – International Journal of Science Education, 2012
Previous research has reported that students commonly develop alternative conceptions in the core topic of chemical bonding. Research in England has reported that students there commonly demonstrate an alternative "molecular" conceptual framework for thinking about ionic bonding: in terms of the formation of molecule-like ions pairs…
Descriptors: Chemistry, Foreign Countries, National Curriculum, Science Education
Stamovlasis, Dimitrios; Tsitsipis, Georgios; Papageorgiou, George – Chemistry Education Research and Practice, 2010
This work uses the concepts and tools of complexity theory to examine the effect of logical thinking and two cognitive styles, such as, the degree of field dependence/independence and the convergent/divergent thinking on students' understanding of the structure of matter. Students were categorized according to the model they adopted for the…
Descriptors: Cognitive Style, Logical Thinking, Psychometrics, Scores
Petridou, E.; Psillos, D.; Hatzikraniotis, E.; Viiri, J. – Physics Education, 2009
As research shows that the knowledge and use of models and modelling by teachers is limited, particularly for predicting phenomena, we developed and applied a sequence of three representations of a simulated model focusing on polarization and specifically showing the behaviour of an atom, and forces exerted on a dipole and an insulator, when a…
Descriptors: Preservice Teachers, Science Activities, Science Instruction, Physics
Tsaparlis, Georgios; Papaphotis, Georgios – International Journal of Science Education, 2009
This study tested for deep understanding and critical thinking about basic quantum chemical concepts taught at 12th grade (age 17-18). Our aim was to achieve conceptual change in students. A quantitative study was conducted first (n = 125), and following this 23 selected students took part in semi-structured interviews either individually or in…
Descriptors: Constructivism (Learning), Rote Learning, Chemistry, Interviews
