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Korean Year 3 Children’s Environmental Literacy: A prerequisite for a Korean environmental education curriculum
The purpose of this study was to investigate Korean children’s environmental literacy levels and the variables that affect their environmental literacy. An instrument, the Environment Literacy
Evaluation of Students’ Understanding of Thermal Concepts in Everyday Contexts
The aims of this study were to determine the underlying conceptual structure of the thermal concept evaluation (TCE) questionnaire, a pencil-and-paper instrument about everyday contexts of heat,
A Theoretical Framework for Developing an Intercultural STEAM Program for Australian and Korean Students to Enhance Science Teaching and Learning
Recently, pedagogical approaches have focused on creating arts-integrated STEM (Science, Technology, Engineering, and Mathematics) or STEAM classes, which have drawn attention to the importance of
A stratified study of students’ understanding of basic optics concepts in different contexts using two‐tier multiple‐choice items
A large scale study involving 1786 year 7–10 Korean students from three school districts in Seoul was undertaken to evaluate their understanding of basic optics concepts using a two‐tier
Secondary Students’ Stable and Unstable Optics Conceptions Using Contextualized Questions
This study focuses on elucidating and explaining reasons for the stability of and interrelationships between students’ conceptions about Light Propagation and Visibility of Objects using
ARE ALTERNATIVE CONCEPTIONS DEPENDENT ON RESEARCHERS’ METHODOLOGY AND DEFINITION?: A REVIEW OF EMPIRICAL STUDIES RELATED TO CONCEPTS OF HEAT
Currently, there is no agreement among scientists and science educators on whether heat should be defined as a “process of energy transfer” or “form of energy.” For example, students may conceive of
Naïve Students’ Conceptual Development and Beliefs: The Need for Multiple Analyses to Determine what Contributes to Student Success in a University Introductory Physics Course
This research involved naïve physics learners who were interested in majoring in science or engineering. In a semester-long quasi-experimental study, open-ended pretests and weekly interviews were
Is it harder to know or to reason? Analyzing two-tier science assessment items using the Rasch measurement model
TLDR
It is concluded that TTMC items cannot be assumed to have a consistent pattern of difficulty by tier—and that assessment developers and users need to consider how the tiers operate when administering TT MC items and interpreting results.
Fundamental thermal concepts: an evaluation of Year 11 students’ conceptual understanding in everyday contexts
TLDR
The findings imply that classroom teaching needs to provide opportunities for students to make connections between scientific concepts and everyday contexts and to develop teaching strategies to help students better understand the related science concepts.
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