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Showing 1 to 15 of 169 results Save | Export
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Upahi, Johnson Enero; Ramnarain, Umesh – Chemistry Education Research and Practice, 2019
The difficulties encountered by students in learning chemistry range from human factors to the intrinsic nature of chemistry. To enhance students' understanding of chemistry, there is a wide consensus within the community of chemistry educators on the importance of and need to integrate different levels of representations in chemistry teaching and…
Descriptors: Chemistry, Science Instruction, Secondary School Science, Textbooks
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Hennah, Naomi – Chemistry Education Research and Practice, 2019
The present paper reports upon the design and implementation of a novel practical work pedagogy that is shown to increase students' retention of practical procedures. The chemistry exams, for 15 to 16-year olds in England, will be assessed entirely through terminal examination questions from 2018. Longer term retention of learning is critical if…
Descriptors: Science Instruction, Secondary School Science, Foreign Countries, Science Process Skills
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Rusek, Martin; Vojír, Karel – Chemistry Education Research and Practice, 2019
This paper focuses on the procedure and results for analyzing text-difficulty in lower-secondary chemistry textbooks in the Czech Republic. The authors use established methodology for text-difficulty analysis by Nestler, adapted by Prucha and Pluskal by adding a second independent analyser to improve reliability. Some textbooks do not follow the…
Descriptors: Textbooks, Secondary School Science, Difficulty Level, Chemistry
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Tosun, Cemal – Chemistry Education Research and Practice, 2019
The aim of this study was to develop a Scientific Process Skills Test (SPST) in the context of ''Matter and its Nature''. It was investigated whether there was a predictive effect of demographical features and participating out-of-school learning opportunities across the 7th and 8th grade students' Scientific Process Skill (SPS) levels.…
Descriptors: Science Process Skills, Science Tests, Test Construction, Scientific Concepts
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Moreira, Patricia; Marzabal, Ainoa; Talanquer, Vicente – Chemistry Education Research and Practice, 2019
The central goal of this research study was to characterise the different types of reasoning manifested by high school chemistry students when building initial written explanations of a natural phenomenon. In particular, our study participants were asked to explain why a mixture of water and alcohol works as an antifreeze. Data collected in the…
Descriptors: Logical Thinking, Chemistry, Science Instruction, Scientific Concepts
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Zheng, Changlong; Li, Langsen; He, Peng; Jia, Mengying – Chemistry Education Research and Practice, 2019
Although the content of science lessons has been analyzed from different perspectives by developing a set of codes (e.g., K. J. Roth, S. L. Druker, H. E. Garnier, M. Lemmens, C. Chen, T. Kawanaka, and R. Gallimore, (2006), Teaching science in five countries: results from the TIMSS 1999 video study, Washington, DC: National Center for Education…
Descriptors: Foreign Countries, Science Instruction, Coding, Teaching Methods
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Ye, Jianqiang; Lu, Shanshan; Bi, Hualin – Chemistry Education Research and Practice, 2019
This study uses graphs of conductivity measured by a microcomputer-based laboratory (MBL) to promote students' macro, micro, and symbolic representations when learning about net ionic reactions (NIR). A total of 54 students, aged 14-15 years old participated in this research, and were randomly divided into an experimental group (N = 27) and a…
Descriptors: Science Instruction, Science Laboratories, Scientific Concepts, Concept Formation
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Eymur, Guluzar – Chemistry Education Research and Practice, 2019
The aim of the present study was to investigate the influence of the explicit nature of science instruction embedded in the Argument-Driven Inquiry method compared with an implicit inquiry method on eleventh grade students' conceptions of NOS. The study used a pre-/post-test control group design to investigate the influence of the explicit nature…
Descriptors: Science Instruction, Scientific Principles, Persuasive Discourse, High School Students
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Lu, Shanshan; Bi, Hualin; Liu, Xiufeng – Chemistry Education Research and Practice, 2019
Students have various conceptions of electrolytes in learning chemistry. The aim of this study is to identify 10th grade students' understanding of the electrolyte concept by using a phenomenographic method. Eight students, whose abilities were at different levels, were selected and interviewed. The findings show that four distinctive categories…
Descriptors: Grade 10, High School Students, Comprehension, Scientific Concepts
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Morais, C.; Araujo, J. L.; Saude, I. – Chemistry Education Research and Practice, 2019
A storytelling approach has been seen as a powerful way to teach science and arouse interest and promote positive attitudes toward learning science in the early years. The purpose of our study was to determine how middle school students -- Key Stage 3 (KS3) aged 12-14 in Portuguese schools -- experienced learning chemistry through storytelling and…
Descriptors: Chemistry, Story Telling, Middle School Students, Preschool Children
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Tan, Kim Chwee Daniel; Taber, Keith S.; Liew, Yong Qiang; Teo, Kay Liang Alan – Chemistry Education Research and Practice, 2019
The internet is prevalent in society today, and user-friendly web-based productivity tools are readily available for developing diagnostic instruments. This study sought to determine the affordances of a web-based diagnostic instrument on ionisation energy (wIEDI) based on the pen-and-paper version, the Ionisation Energy Diagnostic Instrument…
Descriptors: Energy, Secondary School Science, Chemistry, Diagnostic Tests
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Daman Huri, Noor Haslina; Karpudewan, Mageswary – Chemistry Education Research and Practice, 2019
STEM education is gaining increasing attention globally to fulfill the acute shortage of STEM workforce. Executing STEM education is frequently viewed as a complex and challenging agenda. The current study proposes Integrated STEM-lab activities in the teaching and learning of electrolysis. The activities use real-world contexts as a platform to…
Descriptors: Integrated Activities, STEM Education, Instructional Effectiveness, Student Improvement
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Pavlin, Jerneja; Glazar, Sasa A.; Slapnicar, Miha; Devetak, Iztok – Chemistry Education Research and Practice, 2019
The purpose of this paper is to explore and explain students' achievements in solving context-based gas exercises comprising the macroscopic and submicroscopic levels of chemical concepts. The influence of specific variables, such as interest in learning, formal-reasoning abilities, and visualisation abilities, is a significant factor that should…
Descriptors: Chemistry, Science Education, Educational Background, Science Interests
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Moreira, Patricia; Marzabal, Ainoa; Talanquer, Vicente – Chemistry Education Research and Practice, 2019
Understanding how chemistry teachers' interventions shape the reasoning that students express after a lesson is critical to support prospective and in-service teachers as they work with students' ideas in the classroom. In this qualitative research study, we analysed changes in the reasoning expressed by 10th grade students in a Chilean school in…
Descriptors: Science Instruction, Chemistry, Grade 10, Foreign Countries
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Ardura, Diego; Pérez-Bitrián, Alberto – Chemistry Education Research and Practice, 2019
The main goal of the present investigation was to analyze the effect of motivation towards physics & chemistry on achievement in secondary school students. We focused our interest on the comparison between students who chose the subject when becoming optional in the Spanish educational system and those who opted out. Our analyses uncovered the…
Descriptors: Science Achievement, Student Motivation, Physics, Chemistry
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