Science education conceptual understanding

Significant problems have been identified in the science education literature about the laboratory/practical courses, in particular about the ineffectiveness of laboratory instruction in enhancing conceptual understanding (Hofstein, 2004 Hofstein Lunetta, 1982 2004). The type of laboratory instruction plays certainly an important role in this deficiency. 

Hand, B.M., Treagust, D.F. Application of a conceptual conflict strategy to enhance student learning of acids and bases. Research in Science Education 18 (1988), 53 Hawkes, S.J. Arrhenius confuses students. Journal of Chemical Education 69 (1992), 542 Ross, B., Munby, H. Concept mapping and misconceptions A study of high school students understandings of acids and bases. International Journal of Science Education 13 (1991), 11 Schmidt, H.-J. A label as a hidden persuader Chemists neutralization concept. International Journal of Science Education 13 (1991), 459... 

Niaz, M. (1995). Progressive transitions from algorithmic to conceptual understanding in student ability to solve chemistry problems A Lakatosian interpretation. Science Education, 79, 19-36. 

Niaz, M. (2002). Facilitating conceptual change in students understanding of electrochemistry. International Journal of Science Education, 24 (4), 425-439. 

Many examples of the ways in which secondary school students understand and think about chemistry concepts are reported on the ECLIPSE (Exploring Conceptual Learning, Integration and Progression in Science Education) project website www.educ.cam.ac.uk/research/projects/eclipse/... 

Taber, K. S., Biicheno, P. A. (2009). Cotudinating procedural and conceptual knowledge to make scmse of word equations Understanding the complexity of a simple completion task at the learner s resolution. International Journal of Science Education, 37(15), 2021-2055. doi 10.1080/09500690802326243. 

In this paper the two international comparative studies lEA TIMSS and OECD PISA have been discussed by comparing their similarities and differences. A number of examples have been presented to demonstrate how findings in various areas are relevant to help improve science education. Focus are on students conceptual understanding, gender and school differences, relations to home background factors, and on what characteristics of instruction that seem to be related to high achievement. Furthermore, the assessment frameworks for the two studies are argued to be of influential importance in its own terms, but that any influence on national aims and curricula should be carefully considered only in a national context. 

Duit, R., Roth, W-M, Komorek, M. Wilbers, J. (1998). Conceptual change cum discourse analysis to understand cognition in a unit on chaotic systems towards an integrative perspective on learning in science. International Journal of Science Education, 20, 1059-1073. 

Dahsah, C., Coll, R. K. (2007). Thai Grade 10 and 11 students conceptual understanding and ability to solve stoichiometry problems. Research in Science and Technological Education, 25, 227-241. Dingwall, R. A. (2006). Television wildlife programming as a source of popular scientific information. Public Understanding of Science, 15, 131-152. 

Prof. Dr. David F. Treagust is professor of science education at Curtin University, Perth (Australia). His research interests are related to understanding students ideas about science concepts and the roles of multiple representations, and how these ideas and roles contribute to conceptual change and can be used to enhance the design of curricula and teachers classroom practice. 

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