Educational research concept learning

Schoenfeld-Tacher, R., Persichitte, K. A., Jones, L. L. (2001). Relation of student characteristics to learning of basic biochemistry concepts from a multimedia goal-based scenario. Paper presented at the annual meeting of the American Educational Research Association, New Orleans, LA (ERIC Document Reproduction Service No. ED 440 875). 

Piagetian theory has had a profound effect on the way we think about learners and learning as well as the methods by which this dynamic development process is translated to learning environments 10). It dominated science education research for many years, becoming internal to science education thus, not only students were categorized as concrete or formal thinkers, but also chemical concepts were distinguished into concrete and formal 8, 11). In the opinion of this author and others 10, 12) it still has important messages to convey to science and chemistry educators. 

In addition to these systemic approaches, I found two examples of individual experiments that were revised with an eye to the chemical education research. One is Long and coworkers revisiting of the Spectrum of I2 (12). Long et al. have developed a set of activities, based on education research, to facilitate the learning of the concepts critical to understanding this experiment. The approach has been carefully assessed and showed positive results both in student attitudes and understanding. 

Some problems and concerns typical in the teaching and learning of thermodynamics do not appear in the papers cited earlier. These are a concern with a distinction between system and surroundings a concern with distinguishing state quantities from process quantities and the use of a certain type of mathematics that is specifically suited to treat non-Mnear relations between three or more variables. We therefore conclude that there is consensus among physics education researchers that the teaching of an energy concept does not require a specifically thermodynamic framework. 

Entwistle, N.J. Peterson, E.R. (2004) Conceptions of learning and knowledge in higher education Relationships with study behavior and influences of learning environments. International Journal of Education Research, 41, 407—428. 

Alverman, D. E., Qian, G. Hynd, C. E. (1995). Effects of interactive discussion and text type on learning counterintuitive science concepts. Journal of Educational Research, 88, 146-154. 

Garnett, P. J., Garnett, P. J., Hackling, M. W. (1995). Students alternative conceptions in chemistry A review of research and implications for teaching and learning. Studies in Science Education, 25, 69-95. 

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