Part 2 : Learning science - cognitive, affective, and social factors

Co-editors : Silvia Caravita and Albert Zeyer

Cognitive, affective, and social dimensions in learning science. Design of in-school and extra-school learning environments and study of teaching/learning processes. Representational languages and knowledge organization. Collaborative construction of knowledge.

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• Science teacher training through an ibl experience / M.r. Ariza, A. Quesada, A.m. Abril, F.j. García
• Mathematical and scientific wellbeing (m/swb): broadening the original construct / Philip C Clarkson, Wee Tiong Seah
• The challenge of implementing ibl cross-culturally and cross-curricularly / Nina Cords, Robert Fischer, Amrita Prasad, Manfred Euler
• Representation use and strategy choice in physics problem solving / Mieke De Cock
• Worldviews to the concept of evolution among students in an initial teacher training course / Luís Fernando Marques Dorvillé, Sandra Escovedo Selles
• Force dynamic gestalt of natural phe- nomena: teaching the concept of energy / Hans U. Fuchs, Federico Corni, Enrico Giliberti, Cristina Mariani
• Self-determined learning in science classrooms (grade 8) – an empirical study / Anja Göhring
• The influence of interconnectedness and problem-orientation on achievement in context-based learning / Andrea Harbach, Sabine Fechner
• Authentic inquiry learning : students and scientists “on equal terms” / Christine Heidinger, Franz Radits
• Lads in physics classes : interactions between masculinities and learning opportunities / Josimeire M. Julio, Arnaldo M. Vaz
• How are high school students’ epistemological beliefs related to their goal orientations ? / Cansel Kadioglu, Esen Uzuntiryaki, Yesim Capa Aydin
• A study on the relationship among the cognitive, emotional and social development of open university students / Stavroulia Kalliopi-evangeli, Psycharis Sarantos, Makri-botsari Evi
• Do science research apprenticeships enhance pupils’ interest in science ? / Suzanne Kapelari, Elisabeth Carli, Anna Oberrauch
• An examination of gender difference in middle school students’science self-efficacy and its sources / Dekant Kiran, Semra Sungur
• The effect of metaconceptual teaching interventions on students’ self-efficacy toward chemistry / Zubeyde Demet Kirbulut, Omer Geban
• Differences in students’ situational interest and learning achievement caused by learning with different contexts / Eva Kölbach, Elke Sumfleth
• High school students’ domain specific epistemological beliefs and their conceptual change / Feral Ogan-bekiroglu, Ercan Kaymak
• Its chemistry! an intervention programme aimed at developing thinking skills in chemistry / Maria Sheehan, Peter E. Childs
• Involving students in research on the use and construction of concept cartoons for chemistry classes / Rosina Steininger, Anja Lembens
• Homework motivation and achievement in chemistry education / Katja Stief, Hubertina Thillmann, Elke Sumfleth
• The secrets of outdoor games and the laws of kinematics / Ekaterina Teteleva, Sergey Bogdanov
• Predictors of chemistry self-efficacy among college students / Esen Uzuntiryaki Kondakci, Yesim Capa Aydin, Zubeyde Demet Kirbulut, Michael E. Beeth
• Characteristics of real life contexts and their influence on student interest in learning chemistry / Helena Van Vorst, Sabine Fechner
• Evaluation of educational design methodology utilizing concept mapping / Veli-matti Vesterinen, Johannes Pernaa, Maija Aksela
• The potential of an out-of-school laboratory to improve the image of physics and chemistry / Susanne Weßnigk, Manfred Euler
• Implementation of inquiry-based learning in german school practice / Jens Wilbers, Silke Mikelskis-seifert, Katja Maaß, Alexander Oettlin
• Brain type, sex differences, and motivation to learn science: a cross-cultural study / Albert Zeyer, Ayla Çetin-dindar, Ahmad Nurulazam Md Zain, Mojca Juriševič, Iztok Devetak, Freia Odermatt