Doctoral Studies

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Guidelines for writing a dissertation abstract

Dear Reader! You are hereby invited to help us build up a bank of European science education abstracts of doctoral theses. You may submit an abstract of your own dissertation, or encourage your colleagues or students to do so. Our editorial policy on this web site is to publish science education dissertation abstracts from European universities. We also publish abstracts from non-European countries if a thesis has been supervised or written by an ESERA member.

Ugo Besson

A mesoscopic approach to teaching fluid statics. Study of students’ conceptions, design and experimentation of a teaching sequence. 
University of Paris, France
Supervisor: professor Laurence Viennot
E-mail: ugobesson@aol.com

Cécile de Hosson

A contribution to the analysis of the interactions between the history of science and science education. An elaboration of an educational tool of the optical mechanism of vision for primary and secondary school.
Université Paris, France
Supervisors : Wanda Kaminski, Jean Gayon
E-mail: cecile.dehosson@paris7.jussieu.fr

Intissar Romdhane

Coherence of light and interference : students’ reasoning and historical difficulties
Université Paris, France
Supervisor: Laurence Maurines
E-mail: intissar19@yahoo.fr 

Filiz Mirzalar-Kabapinar

Teaching for conceptual understanding: Developing and evaluating a Turkish students’ understanding of solubility concept through a specific teaching intervention
The University of Leeds,United Kingdom
E-mail: j.t.leach@education.leeds.ac.uk

A. H. Mashhadi

What is the nature of the understanding of the concept of ‘wave-particle duality’ among Advanced Level Physics students?
University of Oxford, United Kingdom
E-mail: azam.mashhadi@edstud.ox.ac.uk , chrizam@pacific.net.sg 

Susan Dale Tunnicliffe

Talking about animals: Studies of young children visiting zoos, a museum and a farm.

John. T. Leach

Progression in understanding of some ecological concepts in children aged 5 to 16
The University of Leeds, United Kingdom
E-mail: J.T.Leach@leeds.ac.uk

Isabelle Kermen

Predicting and explaining the evolution of chemical systemsObservation of the implementation of a new chemistry curriculum in the final year of higher secondary education, reactions of the teachers and students confronted with the introduction of the evolution of chemical systems.
Supervisor: Martine Méheut
Université Paris, France
E-mail: martine.meheut@univ-paris-diderot.fr

Ivan Feller

SCHOOL USE OF DOCUMENTS Of NONSCHOOL ORIGIN IN PHYSICAL SCIENCES: Elements for an inventory of fixtures and impact study of a targeted accompaniment in French class of second (grade 10)
Université Paris, France
Supervisors: Laurence Viennot & Philippe Colin
E-mail: ivanof@numericable.com

Jérôme Santini

Characterization Of The Joint Elaboration Of Conceptual Understanding And Of Students’ Performances. Volcanoes And Earthquakes At Grade 5.
Université Rennes 2, France
Supervisor : Gérard Sensevy
E-mail : jerome.santini@gmail.com

Zeynab Badreddine

Study of teachers’ chronogenetic decisions in physics teaching at lower secondary school; a case study in Lebanon
E-mail: zeynab_badreddine@yahoo.fr

Aytekin Cokelez

The register of models – atom; molecule; ion; chemical bond – in the teaching of the matter and its transformations at Upper Secondary School level (grades 10-12): from reference knowledge to acquired knowledge
Ondokuz Mayis University, France
E-mail: acokelez@omu.edu.tr

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