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Tianli Han; Shanshan Yang; Liying Zhu; Xirong Lin; Jinyun Liu – Journal of Chemical Education, 2023
An experimental design by combining hydrogel and ethylenediaminetetraacetic acid disodium salt (EDTA) for visually displaying chemical complexation reactions is developed. The Na[superscript +] ions on the [alpha]-l-guluronic acid (G) unit of the sodium alginate molecule undergo an ion exchange with a divalent cation, so that the G units are…
Descriptors: Chemistry, Science Education, Teaching Methods, Science Experiments
Rikke Petersen; Mie Feldfoss Nørremark; Nils J. Færgeman – Advances in Physiology Education, 2025
Here we describe an approach and overall concept of how to train undergraduate university students to understand basic regulation and integration of glucose and fatty acid metabolism in response to fasting, intake of carbohydrates, and aerobic exercise. During lectures and both theoretical and practical sessions, the students read, analyze, and…
Descriptors: Foreign Countries, Undergraduate Students, Biochemistry, Molecular Biology
Nicola Broderick – Irish Educational Studies, 2025
This discussion paper focuses on the purpose of, and vision for, Irish primary science education prior to the redevelopment and publication of the primary science curriculum in 2024. Scientific literacy is broadly accepted as the goal of science education. Despite this, curricular analysis focusing on scientific literacy in Europe is scarce. There…
Descriptors: Scientific Literacy, Elementary School Science, Teaching Methods, Science Education
Zydrick L. Avelino – Journal of Biological Education Indonesia (Jurnal Pendidikan Biologi Indonesia), 2025
The study focused on the development of a website that can be used in various fields of science in Junior High School. Particularly, topics that were utilized as part of the re-search report include chromosomes, DNA, and genes for grade 9 learners. This exploratory case study explored learners' engagement and performance on a developed virtual…
Descriptors: Foreign Countries, Web Sites, Science Instruction, Grade 9
Sinethemba Mdleleni; Kenneth Mlungisi Ngcoza – African Journal of Research in Mathematics, Science and Technology Education, 2025
Many learners seem to struggle to grasp the concepts of forces and Newton's law of motion, possibly owing to decontextualised teaching pedagogies used in science classrooms. This study investigates Grade 11 Physical Sciences teachers' perspectives in South Africa on integrating Indigenous Knowledge (IK) to improve learners' understanding of…
Descriptors: Grade 11, Science Instruction, Scientific Concepts, Motion
Clegg, Amanda; Collins, Karen – School Science Review, 2022
A pilot study, funded by the Gatsby Charitable Foundation, supported 10 secondary schools across England to plan and deliver open-ended investigative practical work within science curriculum time. This enabled all students to experience the benefits of investigative work, rather than just those attending extracurricular STEM enrichment activities.…
Descriptors: Foreign Countries, Secondary School Science, Science Education, Science Curriculum
Ina Zaimi; Field M. Watts; David Kranz; Nicole Graulich; Ginger V. Shultz – Chemistry Education Research and Practice, 2025
Solving organic chemistry reactions requires reasoning with multiple concepts and data (i.e., multivariate reasoning). However, studies have reported that organic chemistry students typically demonstrate univariate reasoning. Case comparisons, where students compare two or more tasks, have been reported to support students' multivariate reasoning.…
Descriptors: Undergraduate Students, College Science, Organic Chemistry, Science Process Skills
Sebastian Tempelmann; Jakub Sowula; Trix Cacchione – International Journal of Science Education, 2025
Research reveals that teachers regularly refer to intuitive construals (IC) in formal science education. Only a few studies, however, have investigated why teachers refer to them. Alarmingly, these studies suggest didactic consideration is not the main reason for this. Instead, teachers introduce IC unintentionally or due to a lack of expertise. A…
Descriptors: Science Education, Preservice Teachers, Elementary School Teachers, Knowledge Level
Soraya Kresin; Kerstin Kremer; Andreas Nehring; Alexander Georg Büssing – Journal of Research in Science Teaching, 2025
The rise of social media platforms and subsequent lack of traditional gatekeeping mechanisms have enabled the proliferation of scientific disinformation. Users attempting to properly evaluate scientific information and disinformation are immensely obstructed by media communication mechanisms such as filter bubbles and echo chambers. Given the…
Descriptors: Grade 10, Social Media, Science Education, Familiarity
Mpho Kenneth Madavha; Thuli Gladys Ntuli; Awelani Victor Mudau – Research in Social Sciences and Technology, 2025
This study employed a qualitative interpretative case study methodology, involving two teachers and one class of learners from two selected schools. The researcher used observation to address a critical question: How does the application of the Tshivenda scientific language register shape meaningful learning? The findings reveal that the…
Descriptors: Foreign Countries, African Languages, Science Instruction, Physical Sciences
Václav Šimandl; Jirí Vanícek; Václav Dobiáš – Informatics in Education, 2025
Research on collaborative learning of computer science has been conducted primarily in programming. This paper extends this area by including short tasks (such as those used in contests like the Bebras Challenge) that cover many other computer science topics. The aim of this research is to explore how problem-solving in pairs differs from…
Descriptors: Cooperative Learning, Problem Solving, Computer Science, Computer Science Education
Evi Aprianti; Ari Sunandar; Anandita Eka Setiadi – Journal of Biological Education Indonesia (Jurnal Pendidikan Biologi Indonesia), 2025
Understanding the photosynthesis concepts is challenging due to its abstract nature, often leading to student misconceptions. This study aims to identify and analyze misconceptions among science and social studies students using the image analysis method. A total of 78 students (32 science, 46 social studies) participated, selected through a…
Descriptors: Scientific Concepts, Misconceptions, Science Instruction, Grade 12
ScottP. Buzzolani; Matthew J. Mistretta; Aleksandra E. Bugajczyk; Arun J. Sam; Samantha R. Elezi; Daniel L. Silverio – Journal of Chemical Education, 2025
The ability to extract structural information from a drawing of a molecule is key to being successful in organic chemistry. One source of difficulty for novices in interpreting structures is that hydrogens bound to carbon are represented implicitly in the often-used line-angle structures. Other representations that explicitly show hydrogens, such…
Descriptors: Undergraduate Students, Science Instruction, Chemistry, Organic Chemistry
Min Wu; Peiyao Tian; Daner Sun; Dan Feng; Ma Luo – International Journal of Science and Mathematics Education, 2025
This study aimed to develop a comprehensive diagnostic tool for assessing upper-secondary school students' understanding of isomers, expanding upon existing two- and three-tier conceptual diagnostic methods. By incorporating 'Confidence Rating Factor' tiers within the answer and reason sections, a four-tier test was designed and developed. This…
Descriptors: Secondary School Science, High School Students, Scientific Concepts, Science Tests
Inas Sausan; Elda Frediana Rety Kartika; Faizal Akhmad Adi Masbukhin; Sukma Wahyu Wijayanti; Ayu Fahimah Diniyah Wathi; Dola Suciana – Journal of Chemical Education, 2025
STEAM (Science, Technology, Engineering, Arts, Mathematics) learning is designed to contextualize the abstract concepts of science in chemistry learning. Integration STEAM in chemistry learning needs a learning model to help students understand real-world problems. For this reason, STEAM-PBL (Project Based Learning) was employed. This paper…
Descriptors: Science Education, Chemistry, Information Sources, Social Media