Science Education Research For Evidence-based Teaching and Coherence in Learning
Proceedings of the ESERA 2013 Conference
General Editors: Constantinos P. Constantinou, Nicos Papadouris, Angela Hadjigeorgiou
Co-editors: Robin Millar, Jens Dolin, Justin Dillon, Andreas Redfors, Christiana Nicolaou, Petros Kariotoglou, Terence Russell, Margareta Enghag, Maria Evagorou, Kalypso Iordanou, Miriam Ossevoort, Jari Lavonen, Albert Zeyer, Andrée Tiberghien, Eleni Kyza, Fani Stylianidou, Esme Glauert, Digna Couso, Loucas Louca, Patricia Marzin-Janvier, Giorgos Olymbiou, Jan Alexis Nielsen, Marisa Michelini, Lucy Avraamidou, Dimitris Psillos, Marios Papaevripidou, Roser Pinto Casulleras, Graça Carvalho, Marianne Mortensen Foss
The goal of this electronic book is to publish improved versions of the proposals presented (after peer evaluation) at the ESERA 2013 conference. These updated versions of the papers take into account the discussion which took place during the presentation as well as the feedback received from the reviewers. A total of 960 submissions were received for the conference out of which 339 papers are included in the e-book, following the two rounds of review.
On the whole, the e-book presents a comprehensive overview of ongoing studies in Science Education Research in Europe. It represents the current interests and areas under emphasis in the ESERA community at the end of 2013.
The e-book contains sixteen parts corresponding to the 16 strands of the ESERA 2013 conference. Each part is co-edited by two or three persons, most of whom were strand chairs. The three formats of presentation made during the conference are published in this e-book. The length for a single oral presentation or poster is between 6 and 12 pages. For the symposium there are two possibilities: The whole symposium can be presented as a single paper of 6-12 pages or each contribution can be considered as a single oral presentation (6-12 pages).
All papers in this e-book correspond to communications submitted and accepted for the ESERA 2013 conference that were reviewed by two or three referees, prior to presentation in September 2013. Moreover the co- editors carried out a global reviewing of the updated versions of the papers, which were all submitted after the conference. ESERA or the editors and co-editors do not necessarily endorse or share the ideas and views presented in or implied by the articles included in this book.
The appropriate APA style for referencing this e-book is as follows: Constantinou, C. P., Papadouris, N., & Hadjigeorgiou, A. (Eds.). (2014). E-Book Proceedings of the ESERA 2013 Conference: Science Education Research For Evidence-based Teaching and Coherence in Learning. Nicosia, Cyprus: European Science Education Research Association. ISBN: 978-9963-700-77-6
The appropriate APA style for referencing individual articles in the e-book is as follows : [Author(s)]. (2014). [Title of article], In C. P. Constantinou, N. Papadouris & A. Hadjigeorgiou (Eds.), E-Book Proceedings of the ESERA 2013 Conference: Science Education Research For Evidence-based Teaching and Coherence in Learning. Part [strand number] (co-ed. Editors of the strand chapter), (pp.[page numbers]) Nicosia, Cyprus: European Science Education Research Association. ISBN: 978-9963-700-77-6
Within this Section
- ESERA e-Book Part1
- Upper secondary school students’ observations on dehydratation of copper sulphate pentahydrate
- Mathematical models in chemistry lessons
- A new analogy between mechanics and electricity: Pupil's misconceptions, physical quantities and electrical components
- Do visual models support development of scientific explanations of ionisation energy values?
- The difficulties students face in predicting the outcome of an experimentThe difficulties students face in predicting the outcome of an experiment
- The narrative structure of continuum thermodynamics
- Talking about electricity: The importance of hearing gestures as well as words
- The teaching of science in the early years: Do teachers identify children’s preconceptions?
- Is students’ knowledge on the structure of matter coherent? A latent class analysis
- Electric potential: What do university students understand?
- Fostering the understanding of scientific experiments and phenomena through representational analysis tasks
- Conceptual understanding of Newton’s second law – Looking behind the FCI
- Pre-service primary and science teachers’ conceptions about the emergence of novel properties at the nanoscale
- Preliminary findings regarding students’ predictions in novel situations: The role of self-generated analogies in non-scientific reasoning
- Understanding basic concepts in ray optics: A representational approach
- Intuitive rules: An effective way to probe children’s alternative conceptions and enhance conceptual change
- Seeing and interacting with the invisible: A powerful tool for the learning of science
- Raising the level of understanding through the use of dynamically linked concrete and abstract representations in virtual laboratory environments in electric circuits
- A conceptual understanding of higher education students on stereochemistry
- Favouring the understanding of parabolic motion in a video based laboratory
- Conceptual representations of high school students concerning the source of current: The model of the highway
- The notion of modeling among the students of technical college
- Questioning with university students on stationarity, time evolution and connection between sets of eigenstates in quantum mechanics
- From image schemas to narrative structures in science
- Design-based research on the teaching sequence “the energy challenge in our societies”
- Enhancement of the learning ability of adolescent students through the application of the new learning theory of biopedagogism in secondary school teaching of biology