The amount of substance and its unit the mole is a basic concept in chemistry. However, previous research has shown that teaching and learning the concept are challenging tasks for both teachers and students. The purpose of this study was to pinpoint the problems which emerge in the teaching and learning process, and provide integrated suggestions…

In this study, we investigated the value of a concept map marking guide as an alternative formative assessment tool for science teachers to adopt for the topic of energy. Eight high school science teachers marked students' concept maps using an itemized holistic marking guide. Their marking was compared with the researchers' marking and the scores…

Teaching students to use and interpret representations in science is critically important if they are to become scientifically literate and learn how to communicate their understandings and learning in science. This study involved 248 students (119 boys and 129 girls) from 26 grade 6 teachers' classes in nine primary schools in Brisbane,…

A strong, recent movement in tertiary education is the development of conceptual, or "big idea" teaching. The emphasis in course design is now on promoting key understandings, core competencies, and an understanding of connections between different fields. In biochemistry teaching, this radical shift from the content-based tradition is…

Concept mapping used in a science unit of a baccalaureate nursing program helped students become independent learners and gain confidence in science knowledge; instructor time was freed to work with students with learning difficulties. Issues included balancing science content with mapping techniques and effectively assessing learning. (SK)