Strand 3Part 3 : Teaching and learning science

Co-editors : Marisa Michelini and Reiners Duit

Relations between teaching practices and student cognitive and affective development, planning teaching/learning intervention. Research based intervention and its role for curricula planning, instructional paths and learning outcomes, monitoring learning and its role in teaching practices, laboratory-based practice.

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• Investigating classroom activities: what kind of information do we get – and what do we miss ? / Claudia Von Aufschnaiter
• Learning about greenhouse effect: framing thermal phenomena and optics in a challenging context / Ugo Besson, Anna De Ambrosis, Pasquale Onorato
• Which standards should textbooks meet to support competence oriented teaching ? / Katrin Bölsterli, Markus Rehm, Markus Wilhelm
• Study of the approach of electrical concepts in teaching physics at college (proposals for the syrian educational system compared with the french system) / Chaza Cheikh
• Multi-theoretic approaches to understanding the science classroom / David Clarke, Li Hua Xu, Jenny Arnold, Lay Hoon Seah, Christina Hart, Russell Tytler, Vaughan Prain
• The impact of physical explanations on secondary students’ knowledge acquisition in thermodynamics / Antony Crossley, Erich Starauschek
• A sustainable teacher training: approaching more science content and inquiry / Margareta Enghag, Birgitta Norberg Brorsson
• Watching the sky -new realizations, new meanings, and surprizing aspects in university level astronomy / U. Eriksson, C. Linder, J. Airey
• The effects of aim-gapped experimentation on concept learning and gaining scientific process skills / İlknur Güven, Ayla Gürdal
• The influence of content and language integrated learning on content performance in magnetism / Claudia Haagen, Martin Hopf
• Graphs in upper secondary school chemistry education / Marja Happonen, Maija Aksela
• The effect of brain based learning on academic success, attitude and retrieval of information in science and technology classes / Nuray İnci, Hilmi Erten
• Teachers’ conceptions: interaction between self-epistemology / didactical skills / professional identity. “mixtures and solutions” course design – analysis of french school teachers’ practices in the last elementary grades / Frédéric Kapala
• Promoting student-active and inquiry-based science learning by the project salis / Marika Kapanadze, Ingo Eilks, Simon Janashia, Malkhaz Makashvili, Marc Stuckey, Silvija Markic
• Toward a theoretical explanation of the interplay between the collective and the individual dynamics in physics learning / Olivia Levrini, Paola Fantini, Marta Gagliardi, Giulia Tasquier, Barbara Pecori
• Teaching and learning sequences for the study of electric energy at primary school / Dulce María López-valentín, María Teresa Guerra-ramos, Carmen Mayela Rojo-camarillo
• Lesson plans for student language heterogeneity for the topic “matter and its properties” / Silvija Markic
• The development and validation of a tool for measuring topic specific pck in chemical equilibrium / M.e. Mavhunga, M. Rollnick
• Education to scientific images through chat-supported collaboration to design functional brain images / Réjane Monod-ansaldi, Grégoire Molinatti, Eric Sanchez
• Pedagogical link making: a methodology of analysis of teaching and learning scientific conceptual knowledge / Eduardo F. Mortimer, Phil Scott
• An intervention for using multiple representations of mechanics in upper secondary school courses / Pasi Nieminen, Antti Savinainen, Niina Nurkka, Jouni Viiri
• Genetic engineering education and citizenship in tunisia / Wided Oueslati, Laurence Simonneaux, Atf Azzouna
• Using communication patterns for analysing classroom activities in chemistry / Tobias Pollender, Oliver Tepner
• Acting with pendulum – the process matters where the object also should / Oleg Popov, Thongloon Vilaythong
• Comments on the results of a teaching intervention on evolution. which pupils benefited ? / Lucia Prinou, Lia Halkia, Constantine Skordoulis
• How to help pupils to build up scientific problems in biology lessons / Patricia Schneeberger, Yann Lhoste, Brigitte Peterfalvi
• Greek teachers' attitudes, beliefs, knowledge and context, concerning evolution teaching / Panagiotis Stasinakis, Kyriacos Athanasiou
• Designing virtual experiments in electric circuits by high school students / Athanasios Taramopoulos, Euripides Hatzikraniotis, Dimitrios Psillos
• How secondary school students design, perform and explain experiments on the rate of reaction / Montserrat Tortosa Moreno
• Types of intra- and intermolecular bonding: the case of general chemistry textbooks / Georgios Tsaparlis , Eleni T. Pappa
• Learning science through engaging with its epistemic representational practices / Russell Tytler, Peter Hubber, Annie Maj Johansson, Per-olof Wickman, Vaughan Prain, Jim Carolan, Bruce Waldrip, Richard Duschl
• Mathematics in physics: analysis of students' difficulties / Olaf Uhden, Gesche Pospiech
• Pupils’ views about experiments in science / Stefan Uhlmann, Burkhard Priemer
• Students ideas about diagrams of a flower and a plant cell / Unsal Umdu Topsakal, John Oversby
• Using kitchen stories as starting point for chemical instruction in high school / Jenni Vartiainen, Maija Aksela, Anu Hopia
• The use of thought experiments in teaching physics. the case of the principle of equivalence / Athanasios Velentzas, Krystallia Halkia
• The effect of lesson duration (45 vs. 60 minutes) on quality of physics instruction / Rainer Wackermann, Burkhard Priemer
• Researching experimental phases in chemistry education using video analysis / Maik Walpuski, Alexandra Schulz
• Learning physics in daily life contexts: a concept for effective learning and teaching / Bianca Watzka, Raimund Girwidz