Page index for Science-Education-Research
Hierarchical listing of pages on this site
Pages
- About Keith
- Academic standards
- Advances in Chemistry Education
- Argumentation in Chemistry Education
- Creative Chemists
- Engaging Learners with Chemistry
- FAQs – for potential authors and editors
- Nanochemistry for Chemistry Educators
- Problems and Problem Solving in Chemistry Education
- Professional Development of Chemistry Teachers
- Student Reasoning in Organic Chemistry
- Teaching and Learning in the School Chemistry Laboratory
- The Johnstone Triangle
- Blog
- Commonplace
- Constructivism
- Educational Research Methods
- Gifted students
- Glossary
- Le pluralisme cohérent de la chimie moderne. (1929)
- Learners' conceptions and thinking
- Alternative conceptions
- Widely shared alternative conceptions
- A bonding dichotomy
- Centrifugal force
- Electrostatic interactions in ionic bonding
- Macro-micro confusion
- Molecules in ionic lattices
- Newton's first law
- Newton's second law
- Newton's third law
- Ownership of electrons
- Sucking
- The 'just forces' conjecture
- The assumption of initial atomicity
- The full outer shells explanatory principle
- The history conjecture
- The molecular framework for ionic bonding
- The octet framework
- The valency conjecture
- Anthropomorphism
- Concepts
- Conceptual integration
- Conceptual structure
- Examples of science misconceptions
- Historical examples of alternative conceptions
- Historical scientific conceptions
- Informal science learning
- Learning
- Learning progressions
- Memory
- P-prims
- P-prims in chemistry
- Personification
- Pseudo-explanations
- Tautology
- Teleology
- The mental register
- The zone of proximal development
- Projects
- APECS
- ASCEND Project
- ASCEND -a science enrichment programme
- Epilogue
- Explaining science
- Identifying patterns in science
- Integrated science
- Introduction to the ASCEND project materials
- Is there a method to science?
- Judging models in science
- Learning Science
- Linking science to the everyday world
- Metacognition and independent learning
- Provision for the Gifted
- Responses to the programme
- Scaffolding individual learning in science
- Science in society
- The ASCEND activities
- The nature of science
- What is 'gifted'?
- What is Science?
- Who are gifted in science?
- Challenging Chemical Misconceptions
- CRESTe
- ECLIPSE
- epiSTEMe
- LASAR
- Research students' projects
- Becoming Prospective Medicine Students
- Can online homework reduce teacher workload?
- Characterising mechanistic reasoning
- Digital Technology Assisted Science Learning
- Exploring Giftedness
- Intuition and Integration
- Making sense of making sense
- Teaching Nature of Science to upper secondary students
- Understanding the particulate nature of matter
- Scaffolding Learning in Physical Science
- Public science
- Anthropomorphism in public science discourse
- Examples of anthropomorphism
- Examples of science analogies
- Examples of science metaphors
- Examples of science similes
- Examples of teleology
- Further examples of science analogies
- Further examples of science metaphors
- Science puns
- Scientific certainty in the media
- Publications
- Book chapters
- A Vygotskian perspective on digital learning resources as tools for scaffolding conceptual development
- Asking gifted science learners to be creative
- Beliefs and Science Education
- Chemical Bonding
- Chemistry in the secondary curriculum
- Computer-assisted teaching and concept learning
- Conceptual frameworks, metaphysical commitments and worldviews
- Constructing active learning in chemistry
- Constructive Alternativism
- Constructivism as educational theory
- Designing teaching activities to scaffold learning: understanding circular motion
- Developing a research programme in science education for gifted learners
- Developing Intellectual Sophistication and Scientific Thinking
- Developing models of chemical bonding
- Educational Psychology
- Epistemic relevance and learning chemistry
- Fully including the gifted in school science education
- Introducing chemical change
- Key concepts in chemistry
- Learners' conceptions of chemical stability, change and bonding
- Learning about astrobiology
- Learning at the symbolic level
- Lessons from teaching about scientific explanations
- Lumping and splitting in curriculum design
- Mediated learning leading development
- Meeting educational objectives in the affective and cognitive domains
- Models and modelling in science
- Pedagogic Doublethink
- Preparing teachers for a research-based profession
- Providing Intellectual Challenge to Engage Students in Enjoyable Learning
- Reflecting the Nature of Science in Science Education
- Representing evolution in science education
- Scaffolding learning: principles for effective teaching
- Science education as a field of scholarship
- Squaring the circle
- Teaching and Learning Chemistry
- Teaching science to the gifted in English state schools
- The gifted and school-university initial teacher education partnerships
- The natures of scientific thinking
- The relationship between science and religion
- The Role of Analytical Pluralism in Understanding Student Learning in Science
- The Role of Conceptual Integration in Understanding and Learning Chemistry
- Watching the plants grow
- Book Reviews
- Books
- Chemical Misconceptions – Prevention, Diagnosis and Cure: Classroom resources
- Acid strength
- An analogy for the atom
- Changes in chemistry
- Chemical comparisons
- Chemical stability
- Completing explanations
- Completing word equations
- Definitions in chemistry
- Elements, compounds or mixtures?
- Interactions
- Ionic bonding
- Ionisation energy
- Iron
- Mass and dissolving
- Melting temperature
- Periodic Table
- Precipitation reactions
- Reaction mechanisms
- Revising acids
- Spot the bonding
- Stability and reactivity
- Types of chemical reactions
- Why do hydrogen and fluorine react?
- Chemical Misconceptions – Prevention, Diagnosis and Cure: Theoretical background
- Chemical pedagogy
- Classroom-based Research and Evidence-based Practice
- Development of a diagnostic instrument
- Enriching School Science for the Gifted Learner
- Foundations for Teaching Chemistry
- International Perspectives on Science Education for the Gifted
- MasterClass in Science Education
- Modelling Learners and Learning in Science Education
- Components of Personal Knowledge
- Development and Learning
- Implications for Research
- Knowledge in a Cognitive System Approach
- Modelling Conceptual Learning
- Modelling Mental Activity
- Models of Cognitive Development
- Relating the Learner’s Knowledge to Public Knowledge
- The Centrality of Models
- The Learner’s Ideas
- The Learner’s Memory
- The Learner’s Thinking
- The Learner’s Understanding
- The Mental Register
- The Nature of the Learner’s Knowledge
- The Structure of the Learner’s Knowledge
- Policy and Practice in Science Education for the Gifted
- Progressing Science Education
- Science Education for Gifted Learners
- Science Education: An International Course Companion
- Student Thinking and Learning in Science
- Teaching Gifted Learners in STEM Subjects
- Teaching Secondary Chemistry
- The Nature of the Chemical Concept
- Editorials
- Essay reviews/review articles
- Full length articles in peer-reviewed practitioner/professional journals
- An Analogy For Discussing Progression in Learning Chemistry
- Chlorine is an oxide, heat causes molecules to melt, and sodium reacts badly in chlorine
- Learning from experience and teaching by example
- Misunderstanding the ionic bond
- Patterns in nature
- Responding to alternative conceptions in the classroom
- Student perceptions of the knowledge generated in some scientific fields
- Student reaction on being introduced to concept mapping
- Student understanding of ionic bonding
- The optimum level of simplification
- The role of 'practical' work
- Views on teaching the nature of science
- Handbooks and reference works
- Miscellaneous publications
- Alternative conceptions of the chemical bond
- Can Kelly's triads be used to elicit aspects of chemistry students' conceptual frameworks?
- Case Studies of Classroom Practice
- Challenges to academic publishing
- Conceptions of bonding
- Constructivism – the good; the bad; and the abhorrent?
- Constructivism – the good; the bad; and the abhorrent?
- Constructivist pedagogy is superior
- Debugging teaching
- Developing the thinking of gifted students through science
- Exploring the Curriculum Model for Teaching about the Nature of Science
- Going round and round in circles
- Is reproducibility a realistic norm for scientific research into teaching?
- Misconceptions re-conceived
- Modelling pedagogy in the university
- Molar and molecular conceptions of research into learning chemistry
- Molecular conceptions of research into learning
- Negotiating the essential tension
- Per prendere spunto dai colleghi
- Prior learning as an epistemological block
- Quality, Level, and Acceptability, of Explanation in Chemical Education
- Science, superstition, or confidence trick
- The Challenge of Teaching About Ideas and Evidence in Science
- The imaginary and the imagined: When scientific concepts meet students’ conceptions…
- The risk to ‘progressive’ school science education under the influence of COVID-19
- The role of imagination and creativity in science and science education
- Understanding Chemical Bonding
- 01. Introduction to the thesis
- 02. Constructivism in science education
- 03. Learners' ideas about chemical bonding
- 04. Justifying Methodology
- 05. Description of methodology
- 06. An outline of the findings of the study
- 07. Stability and lability in cognitive structure: the case of Annie
- 08. Alternative explanatory principles: the case of Tajinder
- 09. Learners' difficulties in understanding electron orbitals
- 10. Learners' alternative conceptions of electrostatics forces
- 11. Learners' application of 'octet thinking'
- 12. Discussion
- What is the point of a faculty of education?
- Why do natural scientists tend to make poor social scientists?
- Papers
- A constructivist perspective in the English curriculum
- A microgenetic multiple case study of conceptual change
- Alternative Conceptions and the Learning of Chemistry
- An alternative conceptual framework
- An explanatory gestalt of essence
- Building the structural concepts of chemistry
- Chemistry lessons for universities?
- Comparing “Like with Like” in Studies of Learners’ Ideas in Diverse Educational Contexts
- Conceptual confusion in the chemistry curriculum
- Conceptual Resources for Learning Science
- Constructing chemical concepts in the classroom
- Constructivism’s new clothes
- Experimental research into teaching innovations
- Exploring conceptual integration in student thinking
- Exploring student learning in diverse educational contexts
- Facilitating science learning in the inter-disciplinary matrix
- Identifying research foci
- Knowledge, beliefs and pedagogy
- Learners' explanations for chemical phenomena
- Learners' mental models of the particle nature of matter
- Learning Processes in Chemistry
- Lost without trace or not brought to mind?
- Mediating mental models of metals
- Meeting the needs of gifted science learners…
- Promoting Scientific Explanations
- Revisiting the chemistry triplet
- Scientism, creationism or category error?
- Sharing-out of nuclear attraction
- Stances on science and religion
- Student conceptions of ionic bonding
- Students' conceptions of chemical stability:
- The atom in the chemistry curriculum
- The Challenge to Progressive Science Education
- The insidious nature of 'hard core' alternative conceptions
- The mismatch between assumed prior knowledge and the learner's conceptions
- The Progressive Research Programme into Learning Science
- The secret life of the chemical bond
- The significance of implicit knowledge
- The Use of Cronbach’s Alpha
- Understanding Analogous Atomic and Solar Systems
- Understanding the octet framework
- Values and science-related careers
- When can we claim that higher scores are higher?
- Short articles and opinion pieces in professional/practitioner journals and magazines
- Reference
- Research methodology
- Action research
- Action research as practitioner research
- Collaborative action research
- Critical action research
- Emancipatory action research
- Knowledge generation in action research
- Participatory action research
- Periodicity of action research
- Priorities in action research
- The action research cycle
- The purpose of action research
- Analysis
- Authorship
- Axiology
- Case Study
- Characterising research foci
- Conceptual framework
- Confirmatory research
- Context of justification
- Context-directed research
- Critical reading of research
- Data
- Discovery research
- Drawing conclusions
- Epistemology
- Ethnography
- Experiments
- Generalisation
- Grounded theory
- Idiographic research
- Incremental generalisation
- Interpretivist research
- Interventional research
- Literature review
- Measurement scales
- Methodology
- Mixed methods
- Naturalistic research
- Ontology
- Paradigms
- Participatory Research
- Populations of interest
- Publishing research
- Reliability
- Research design
- Research ethics
- Research programmes
- Research techniques
- Concept mapping as a research technique
- Constant comparison technique
- Construct repertory test (The method of triads)
- Focus groups
- Interviews
- Briefing interviewees
- Clinical interviews
- Degrees of structure in research interviews
- Ethnographic interviews
- Focused interviews
- Group interviews
- Hierarchical focusing
- Interview context
- Interview data
- Managing the interview process
- Planning research interviews
- Semi-structured interviews
- Structured interviews
- Task-mediated interviews
- The interview schedule or guide
- Types of interview
- Unstructured interviews
- Multiple techniques
- Observation
- Question types
- Questionnaires
- Randomisation
- The repertory grid technique
- Think aloud
- Triangulation
- Research writing
- Response rates
- Sampling bias
- Statistical testing in research
- Surveys
- The nature of a research focus
- Theoretical perspectives
- Theory
- Theory-directed research
- Typologies
- Validity
- Science concepts
- Secondary use of data
- Slices of data
- Teacher Professional Development
- Teaching science
- Aims of the curriculum
- Assessment
- Blended learning
- ChemTeach
- Concept cartoons
- Conceptual analysis
- Constructivist pedagogy
- Context-based learning
- Curricular models
- DARTs
- Diagnostic assessment
- Dialogic teaching
- Enquiry-based science education
- Flipped learning
- Formative assessment
- Jigsaw learning
- Pedagogy
- Peer tutoring
- Project-based learning
- Scientific explanations
- STEM Education
- Teaching the nature of science
- Teaching-learning as a system
- Textbooks
- The science curriculum
- Welcome…
Pages
- About Keith
- Academic standards
- Advances in Chemistry Education
- Argumentation in Chemistry Education
- Creative Chemists
- Engaging Learners with Chemistry
- FAQs – for potential authors and editors
- Nanochemistry for Chemistry Educators
- Problems and Problem Solving in Chemistry Education
- Professional Development of Chemistry Teachers
- Student Reasoning in Organic Chemistry
- Teaching and Learning in the School Chemistry Laboratory
- The Johnstone Triangle
- Blog
- Commonplace
- Constructivism
- Educational Research Methods
- Gifted students
- Glossary
- Le pluralisme cohérent de la chimie moderne. (1929)
- Learners' conceptions and thinking
- Alternative conceptions
- Widely shared alternative conceptions
- A bonding dichotomy
- Centrifugal force
- Electrostatic interactions in ionic bonding
- Macro-micro confusion
- Molecules in ionic lattices
- Newton's first law
- Newton's second law
- Newton's third law
- Ownership of electrons
- Sucking
- The 'just forces' conjecture
- The assumption of initial atomicity
- The full outer shells explanatory principle
- The history conjecture
- The molecular framework for ionic bonding
- The octet framework
- The valency conjecture
- Widely shared alternative conceptions
- Anthropomorphism
- Concepts
- Conceptual integration
- Conceptual structure
- Examples of science misconceptions
- Historical examples of alternative conceptions
- Historical scientific conceptions
- Informal science learning
- Learning
- Learning progressions
- Memory
- P-prims
- P-prims in chemistry
- Personification
- Pseudo-explanations
- Tautology
- Teleology
- The mental register
- The zone of proximal development
- Alternative conceptions
- Projects
- APECS
- ASCEND Project
- ASCEND -a science enrichment programme
- Epilogue
- Explaining science
- Identifying patterns in science
- Integrated science
- Introduction to the ASCEND project materials
- Is there a method to science?
- Judging models in science
- Learning Science
- Linking science to the everyday world
- Metacognition and independent learning
- Provision for the Gifted
- Responses to the programme
- Scaffolding individual learning in science
- Science in society
- The ASCEND activities
- The nature of science
- What is 'gifted'?
- What is Science?
- Who are gifted in science?
- ASCEND Project
- Challenging Chemical Misconceptions
- CRESTe
- ECLIPSE
- epiSTEMe
- LASAR
- Research students' projects
- Becoming Prospective Medicine Students
- Can online homework reduce teacher workload?
- Characterising mechanistic reasoning
- Digital Technology Assisted Science Learning
- Exploring Giftedness
- Intuition and Integration
- Making sense of making sense
- Teaching Nature of Science to upper secondary students
- Understanding the particulate nature of matter
- Scaffolding Learning in Physical Science
- APECS
- Public science
- Anthropomorphism in public science discourse
- Examples of anthropomorphism
- Examples of science analogies
- Examples of science metaphors
- Examples of science similes
- Examples of teleology
- Further examples of science analogies
- Further examples of science metaphors
- Science puns
- Scientific certainty in the media
- Publications
- Book chapters
- A Vygotskian perspective on digital learning resources as tools for scaffolding conceptual development
- Asking gifted science learners to be creative
- Beliefs and Science Education
- Chemical Bonding
- Chemistry in the secondary curriculum
- Computer-assisted teaching and concept learning
- Conceptual frameworks, metaphysical commitments and worldviews
- Constructing active learning in chemistry
- Constructive Alternativism
- Constructivism as educational theory
- Designing teaching activities to scaffold learning: understanding circular motion
- Developing a research programme in science education for gifted learners
- Developing Intellectual Sophistication and Scientific Thinking
- Developing models of chemical bonding
- Educational Psychology
- Epistemic relevance and learning chemistry
- Fully including the gifted in school science education
- Introducing chemical change
- Key concepts in chemistry
- Learners' conceptions of chemical stability, change and bonding
- Learning about astrobiology
- Learning at the symbolic level
- Lessons from teaching about scientific explanations
- Lumping and splitting in curriculum design
- Mediated learning leading development
- Meeting educational objectives in the affective and cognitive domains
- Models and modelling in science
- Pedagogic Doublethink
- Preparing teachers for a research-based profession
- Providing Intellectual Challenge to Engage Students in Enjoyable Learning
- Reflecting the Nature of Science in Science Education
- Representing evolution in science education
- Scaffolding learning: principles for effective teaching
- Science education as a field of scholarship
- Squaring the circle
- Teaching and Learning Chemistry
- Teaching science to the gifted in English state schools
- The gifted and school-university initial teacher education partnerships
- The natures of scientific thinking
- The relationship between science and religion
- The Role of Analytical Pluralism in Understanding Student Learning in Science
- The Role of Conceptual Integration in Understanding and Learning Chemistry
- Watching the plants grow
- Book Reviews
- Books
- Chemical Misconceptions – Prevention, Diagnosis and Cure: Classroom resources
- Acid strength
- An analogy for the atom
- Changes in chemistry
- Chemical comparisons
- Chemical stability
- Completing explanations
- Completing word equations
- Definitions in chemistry
- Elements, compounds or mixtures?
- Interactions
- Ionic bonding
- Ionisation energy
- Iron
- Mass and dissolving
- Melting temperature
- Periodic Table
- Precipitation reactions
- Reaction mechanisms
- Revising acids
- Spot the bonding
- Stability and reactivity
- Types of chemical reactions
- Why do hydrogen and fluorine react?
- Chemical Misconceptions – Prevention, Diagnosis and Cure: Theoretical background
- Chemical pedagogy
- Classroom-based Research and Evidence-based Practice
- Development of a diagnostic instrument
- Enriching School Science for the Gifted Learner
- Foundations for Teaching Chemistry
- International Perspectives on Science Education for the Gifted
- MasterClass in Science Education
- Modelling Learners and Learning in Science Education
- Components of Personal Knowledge
- Development and Learning
- Implications for Research
- Knowledge in a Cognitive System Approach
- Modelling Conceptual Learning
- Modelling Mental Activity
- Models of Cognitive Development
- Relating the Learner’s Knowledge to Public Knowledge
- The Centrality of Models
- The Learner’s Ideas
- The Learner’s Memory
- The Learner’s Thinking
- The Learner’s Understanding
- The Mental Register
- The Nature of the Learner’s Knowledge
- The Structure of the Learner’s Knowledge
- Policy and Practice in Science Education for the Gifted
- Progressing Science Education
- Science Education for Gifted Learners
- Science Education: An International Course Companion
- Student Thinking and Learning in Science
- Teaching Gifted Learners in STEM Subjects
- Teaching Secondary Chemistry
- The Nature of the Chemical Concept
- Chemical Misconceptions – Prevention, Diagnosis and Cure: Classroom resources
- Editorials
- Essay reviews/review articles
- Full length articles in peer-reviewed practitioner/professional journals
- An Analogy For Discussing Progression in Learning Chemistry
- Chlorine is an oxide, heat causes molecules to melt, and sodium reacts badly in chlorine
- Learning from experience and teaching by example
- Misunderstanding the ionic bond
- Patterns in nature
- Responding to alternative conceptions in the classroom
- Student perceptions of the knowledge generated in some scientific fields
- Student reaction on being introduced to concept mapping
- Student understanding of ionic bonding
- The optimum level of simplification
- The role of 'practical' work
- Views on teaching the nature of science
- Handbooks and reference works
- Miscellaneous publications
- Alternative conceptions of the chemical bond
- Can Kelly's triads be used to elicit aspects of chemistry students' conceptual frameworks?
- Case Studies of Classroom Practice
- Challenges to academic publishing
- Conceptions of bonding
- Constructivism – the good; the bad; and the abhorrent?
- Constructivism – the good; the bad; and the abhorrent?
- Constructivist pedagogy is superior
- Debugging teaching
- Developing the thinking of gifted students through science
- Exploring the Curriculum Model for Teaching about the Nature of Science
- Going round and round in circles
- Is reproducibility a realistic norm for scientific research into teaching?
- Misconceptions re-conceived
- Modelling pedagogy in the university
- Molar and molecular conceptions of research into learning chemistry
- Molecular conceptions of research into learning
- Negotiating the essential tension
- Per prendere spunto dai colleghi
- Prior learning as an epistemological block
- Quality, Level, and Acceptability, of Explanation in Chemical Education
- Science, superstition, or confidence trick
- The Challenge of Teaching About Ideas and Evidence in Science
- The imaginary and the imagined: When scientific concepts meet students’ conceptions…
- The risk to ‘progressive’ school science education under the influence of COVID-19
- The role of imagination and creativity in science and science education
- Understanding Chemical Bonding
- 01. Introduction to the thesis
- 02. Constructivism in science education
- 03. Learners' ideas about chemical bonding
- 04. Justifying Methodology
- 05. Description of methodology
- 06. An outline of the findings of the study
- 07. Stability and lability in cognitive structure: the case of Annie
- 08. Alternative explanatory principles: the case of Tajinder
- 09. Learners' difficulties in understanding electron orbitals
- 10. Learners' alternative conceptions of electrostatics forces
- 11. Learners' application of 'octet thinking'
- 12. Discussion
- What is the point of a faculty of education?
- Why do natural scientists tend to make poor social scientists?
- Papers
- A constructivist perspective in the English curriculum
- A microgenetic multiple case study of conceptual change
- Alternative Conceptions and the Learning of Chemistry
- An alternative conceptual framework
- An explanatory gestalt of essence
- Building the structural concepts of chemistry
- Chemistry lessons for universities?
- Comparing “Like with Like” in Studies of Learners’ Ideas in Diverse Educational Contexts
- Conceptual confusion in the chemistry curriculum
- Conceptual Resources for Learning Science
- Constructing chemical concepts in the classroom
- Constructivism’s new clothes
- Experimental research into teaching innovations
- Exploring conceptual integration in student thinking
- Exploring student learning in diverse educational contexts
- Facilitating science learning in the inter-disciplinary matrix
- Identifying research foci
- Knowledge, beliefs and pedagogy
- Learners' explanations for chemical phenomena
- Learners' mental models of the particle nature of matter
- Learning Processes in Chemistry
- Lost without trace or not brought to mind?
- Mediating mental models of metals
- Meeting the needs of gifted science learners…
- Promoting Scientific Explanations
- Revisiting the chemistry triplet
- Scientism, creationism or category error?
- Sharing-out of nuclear attraction
- Stances on science and religion
- Student conceptions of ionic bonding
- Students' conceptions of chemical stability:
- The atom in the chemistry curriculum
- The Challenge to Progressive Science Education
- The insidious nature of 'hard core' alternative conceptions
- The mismatch between assumed prior knowledge and the learner's conceptions
- The Progressive Research Programme into Learning Science
- The secret life of the chemical bond
- The significance of implicit knowledge
- The Use of Cronbach’s Alpha
- Understanding Analogous Atomic and Solar Systems
- Understanding the octet framework
- Values and science-related careers
- When can we claim that higher scores are higher?
- Short articles and opinion pieces in professional/practitioner journals and magazines
- Book chapters
- Reference
- Research methodology
- Action research
- Action research as practitioner research
- Collaborative action research
- Critical action research
- Emancipatory action research
- Knowledge generation in action research
- Participatory action research
- Periodicity of action research
- Priorities in action research
- The action research cycle
- The purpose of action research
- Analysis
- Authorship
- Axiology
- Case Study
- Characterising research foci
- Conceptual framework
- Confirmatory research
- Context of justification
- Context-directed research
- Critical reading of research
- Data
- Discovery research
- Drawing conclusions
- Epistemology
- Ethnography
- Experiments
- Generalisation
- Grounded theory
- Idiographic research
- Incremental generalisation
- Interpretivist research
- Interventional research
- Literature review
- Measurement scales
- Methodology
- Mixed methods
- Naturalistic research
- Ontology
- Paradigms
- Participatory Research
- Populations of interest
- Publishing research
- Reliability
- Research design
- Research ethics
- Research programmes
- Research techniques
- Concept mapping as a research technique
- Constant comparison technique
- Construct repertory test (The method of triads)
- Focus groups
- Interviews
- Briefing interviewees
- Clinical interviews
- Degrees of structure in research interviews
- Ethnographic interviews
- Focused interviews
- Group interviews
- Hierarchical focusing
- Interview context
- Interview data
- Managing the interview process
- Planning research interviews
- Semi-structured interviews
- Structured interviews
- Task-mediated interviews
- The interview schedule or guide
- Types of interview
- Unstructured interviews
- Multiple techniques
- Observation
- Question types
- Questionnaires
- Randomisation
- The repertory grid technique
- Think aloud
- Triangulation
- Research writing
- Response rates
- Sampling bias
- Statistical testing in research
- Surveys
- The nature of a research focus
- Theoretical perspectives
- Theory
- Theory-directed research
- Typologies
- Validity
- Action research
- Science concepts
- Secondary use of data
- Slices of data
- Teacher Professional Development
- Teaching science
- Aims of the curriculum
- Assessment
- Blended learning
- ChemTeach
- Concept cartoons
- Conceptual analysis
- Constructivist pedagogy
- Context-based learning
- Curricular models
- DARTs
- Diagnostic assessment
- Dialogic teaching
- Enquiry-based science education
- Flipped learning
- Formative assessment
- Jigsaw learning
- Pedagogy
- Peer tutoring
- Project-based learning
- Scientific explanations
- STEM Education
- Teaching the nature of science
- Teaching-learning as a system
- Textbooks
- The science curriculum
- Welcome…
Alphabetical listing of 'blog' articles on this site
a
- A 'mind blowing' invitation
- A case of hybrid research design?
- A case study of educational innovation?
- A chemical bond would have to be made of atoms
- A chemical change is where two things just go together
- A Christmas miracle – magic physics powers new heater designs
- A cloud is a gas you can see
- A compound is just a lot of different elements put together
- A concept cartoon to explore learner thinking
- A corny teaching analogy
- A cure for this cancer of stupidity
- A discriminatory scientific analogy
- A double bond is different to a covalent bond
- A drafted man is like a draft horse because…
- A dusty analogy – a visual demonstration of ionisation in a mass spectrometer
- A failure of peer review
- A fossilised conference invitation
- A hundred percent conclusive science
- A meeting at an 'other place'
- A misconception about misconceptions?
- A molecular Newton's cradle?
- A molecule is a bit of a particle – or vice versa
- A protein is something which is used for growth and repair
- A question of some substance(s)
- A reaction is just something that happens?
- A salt grain is a particle (but with more particles inside it)
- A sodium atom wants to donate its electron to another atom
- A special waiver for my paper in 'The Educaitonal Review, USA'
- A tangible user interface for teaching fairy tales about chemical bonding
- A teacher who loves not knowing the answers
- A theory is an idea that can be proven
- A wooden table is solid…or is it?
- Acute abstracts correcting Copernicus
- Albert Einstein and John the Baptist
- Alternative Conceptions, the Learning of Chemistry, and the Journal of Pharmacognosy and Natural Products
- Ambitious molecules hustle at the World Economic Forum
- An atom is the smallest amount of matter you can get
- An element needs a certain number of electrons
- An intelligent teaching system?
- An International Conference on Chemistry (Education and Research)?
- An invitation from the publishing Mafia?
- An open response to a question about journal review
- An unpublished Theory of Everything
- And then the plant said…
- Any (sophisticated) old iron?
- Are physics teachers unaware of the applications of physics to other sciences?
- Are plants solid?
- Are the particles in all solids the same?
- Are these fossils dead, yet?
- Are you still with us, Doctor Wu?
- Assessing Chemistry Laboratory Equipment Availability and Practice
- Atoms evolved so that they could hold on to each other
- Atoms within an element don't need to be bonded …
b
- Baking fresh electrons for the science doughnut
- Balding black holes – a shaggy dog story
- Balls to Nature
- Bats are [almost certainly] not closely related to viruses
- Batteries – what are they good for?
- Because the sugar's so small it would evaporate with the water
- Because they are laws these things have to be true
- Because they're wearing red…
- Betrayed by the Butchery Bank of England
- Burning is when you are burning something with fire …
c
- Calcium and oxygen would not need to bond, they would just combine…
- Can academic misconduct be justified for the greater good?
- Can ancestors be illegitimate?
- Can deforestation stop indigenous groups starving?
- Can phosphorus prevent rusting?
- Can we be sure that fun in the sun alters water chemistry?
- Carbon electrons will be bigger than chlorine electrons
- Catalysis as an analogy for scaffolding
- Cells are buzzing cities that are balloons with harpoons
- Chemistry: What's love got to do with it?
- Chlorine atoms share electrons to fill in their shells
- Climate change – either it is certain OR it is science
- Converting glucose and oxygen into energy
- Cora and I: Living in two cultures
- Counting both the bright and the very dim
- Court TV: science in the media
- Covalent bonding is sharing electrons
- Covalent bonding is when atoms share electrons to combine into one whole thing
- COVID is like a fire because…
- COVID is like photosynthesis because…
- Crazy physics: radioactivity is just mad!
- Creating an explanation for the soot from Bunsen flames
- Creeping bronzes
- Current only slows down at the resistor
d
- Dangerous crossings, critical apologies, and permissible accidents
- Delusions of educational impact
- Developing intellectual sophistication – but not in data services
- Diabolical diabetes journal awards non-specialist guest editorship (for a price)
- Didactic control conditions
- Disease and immunity – a biological myth
- Dissolving salt is a chemical change as you cannot turn it back
- Do nerve signals travel faster than the speed of light?
- Do the forces from the outer shells push the protons and the neutrons together?
- Dodgy proof reading
e
- Earning a higher doctorate without doing any research?
- Educational experiments – making the best of an unsuitable tool?
- Educational fore-hind-sight
- Electrical resistance depends upon density
- Electrons repel each other, keeping them out of the nucleus
- Electrons would contain some of the element
- Elements as chemical seasoning?
- Energy cannot be made or destroyed (except in biology)
- Even Oxbridge professors have misconceptions
- Excavating a cognitive dinosaur
- Experimental pot calls the research kettle black
- Explaining Y T cells stop working
f
g
h
- Higher resistance means less current for the same voltage – but how does that relate to the formula?
- Hoaxing the post-truth journals
- How fat is your memory?
- How is a well-planned curriculum like a protein?
- How much damage can a couple of molecules do?
- How much damage can eight neutrons do?
- How plants get their food to grow and make energy
- How to avoid birds of prey
i
- I could not have been born to different parents…
- I do not know what Physics is
- If you take all of the electrons off an atom, then it would not be matter
- In a molecule, the electron actually slots into spaces
- In a sponge, the particles are spread out…
- In ionic bonding, they both want to get full outer shells
- Intergenerational couplings in the family
- International Congress on Advanced Materials Sciences and Engineering
- Ionic bonding – compared with chemical bonding
- Ionic bonding – where the electron's transferred to complete the outer shell
- Iron is too heavy to completely evaporate
- Iron turning into a gas sounds weird
- Is 6% kidney function just as good as 8% kidney function?
- Is mass conserved when water gets soaked up?
- Is the Big Bang Theory mistaken?
- Is the theory of evolution e=mc²?
- Is your heart in the research?
- It's a secret conference invitation: pass it on…
k
l
m
- Magnets are not much to do with electricity
- Making molecular mechanisms familiar
- Many generations later it's just naturally always having fur
- Memories from a pandemic
- Methodological and procedural flaws in published study
- Misconceptions of change
- Misunderstanding smart materials and solar energy
- Molecules are like a jigsaw
- Monkeys that do not give a fig about maggotty fruit?
- Move over Mendeleev, here comes the new Mendel
- My brain can multitask even if yours makes a category error
- My work in the field of catalysis
n
- Na+ has an extra electron in its outer shell and Cl- is minus an electron
- NASA puts its hand in the oven
- Natural rates of infection and the optimum level of simplification
- Neuroadaptation gremlins on the see-saw in your brain
- Not a great experiment…
- Not a leading international journal…
- Not actually a government event
- Not me, I'm just an ugly chemist
- Not motivating a research hypothesis
- Not special enough
- Nothing random about a proper scientific evaluation?
o
p
- Particles are further apart in water than ice
- Particles in a solid can be seen with a microscope
- Particles in ice and water have different characteristics
- Passive learners in unethical control conditions
- Peter and Patricia Pigeon set up house together
- Planting false memories – autonomously
- Plants mainly respire at night
- Plants store sunlight
- Plus ça change – balancing forces is hard work
- POEsing assessment questions…
- Poincaré, inertia, and a common misconception
- Protect the integrity of scholarly writing
- Psychological skills, academic achievement and…swimming
- Publish at speed, recant at leisure
- Puppies that automatically retrieve your stick
r
- Reflecting the population
- Research features…but only if you can afford it
- Resistance is how much something is being slowed down
- Resowing the garden in your gut
- Responding to a misconception about my own teaching
- Reviewing initial teacher education
- Rich scientific content: improving the quality of manuscripts on behalf of authors
s
- Salt is like two atoms joined together
- Sandstone looks like it is made out of sand
- Science communication challenge (1)
- Scientific errors in the English National Curriculum
- Seeking interspecies transmission of Covid-19 from academics…
- Senior academics and conference scams
- Sharing the same shell and electron makes them more joined together like one
- She'd never thought about whether ionic bonding is the same thing as chemical bonding
- Shock result: more study time leads to higher test scores
- Shock! A typical honey bee colony comprises only six chemicals!
- Shortlisting for disease
- Should academics handle stolen goods?
- Should we trust an experiment that suggests a stone can eat iron?
- Single bonds are different to covalent bonds
- Sleep can give us energy
- Snail e-mail
- So if someone was stood here, we'd be a solid
- So who's not a clever little virus then?
- Sodium and chlorine don't actually overlap or anything
- Sodium has one extra electron in its outer shell, and chlorine is minus an electron, so by force pulls they would hold together
- Some particles are softer than others
- Some stars are closer than the planets
- Spectroscopy for primary school teachers?
- Study reports that non-representative sample of students has average knowledge of earthquakes
- Sunflowers – 2022
- Surface tension is due to everybody trying to get into the water
- Swipe left, swipe right, publish
t
- Talking about 'Women Health'
- Teenage lust and star-crossed electrons
- Temperature is measuring the heat of something …
- Thank you, BBC: I'll give you 4/5
- The application of Cronbach's alpha in Mechatronical Engineering
- The Arts in Our Hearts and the Creativity in our Science
- The baby monitor in your brain
- The best science education journal
- The best way to generate an impressive impact factor is – to invent it
- The book that EVERY physics student reads
- The brain thinks: grow more fur
- The case of the hard working chemicals
- The cell nucleus is probably bigger than an atomic nucleus
- The chemistry curriculum, mental health, and self-regulation
- The complicated social lives of stars
- The earth's one long-term objective
- The Editorial Board of Medical Imaging Process & Technology
- The electrons come from batteries
- The first annual International Survey of Gullible Research Centres and Institutes
- The heart-stopping queen
- The Indiscrete Quantum
- The missing mass of the electron
- The moon is a long way off and it is impossible to get there
- The mystery of the disappearing authors
- The nucleus is the brain of the cell
- The passing of stars
- The publisher who cried 'wolf!'
- The relationship between science and religion: A contentious and complex issue facing gynaecology and obstetrics
- The sins of scientific specialisation
- The states of (don't) matter?
- The sugger strikes back!
- The sun is the closest of the eleven planets
- The Sun would pull more on the Earth…
- The supernova and the quasar: the hungriest guy in the universe followed the ultimate toaster
- There are particles in everything – but maybe not chlorophyll
- They're both attracting each other but this one's got a larger force
- This can only mean…it's the core of a giant planet
- Those flipping, confounding variables!
- To the organising committee of the 4th International Biotechnology Congress 2020
u
w
- Was Darwin concerned about cold radiation from above?
- Was the stellar burp really a sneeze?
- We can't handle the scientific truth
- We didn't start the fire (it was the virus)
- What causes the clouds in your coffee?
- What COVID really likes
- What Homo erectus did next
- What shape should a research thesis be?
- What the jet tried to do next…
- What, if anything, does an Editorial Board actually do?
- What's in a (domain) name?
- When being almost certain is no better than a guess
- When is V=IR the formula for Ohm's law?
- Where does the molecule go? A diagnostic question
- Who has the right to call someone 'White'?
- Why ask teachers to 'transmit' knowledge…
- Why do the thinking, when someone else can give you ideas?
- Why write about Cronbach's alpha?
- With science it will always be the same
- Would you like some rare earths with that?
- Writing for the Journal of Petroleum, Chemical Industry, Chemistry Education, Medicine, Drug Abuse, and Archaeology
a
- A 'mind blowing' invitation
- A case of hybrid research design?
- A case study of educational innovation?
- A chemical bond would have to be made of atoms
- A chemical change is where two things just go together
- A Christmas miracle – magic physics powers new heater designs
- A cloud is a gas you can see
- A compound is just a lot of different elements put together
- A concept cartoon to explore learner thinking
- A corny teaching analogy
- A cure for this cancer of stupidity
- A discriminatory scientific analogy
- A double bond is different to a covalent bond
- A drafted man is like a draft horse because…
- A dusty analogy – a visual demonstration of ionisation in a mass spectrometer
- A failure of peer review
- A fossilised conference invitation
- A hundred percent conclusive science
- A meeting at an 'other place'
- A misconception about misconceptions?
- A molecular Newton's cradle?
- A molecule is a bit of a particle – or vice versa
- A protein is something which is used for growth and repair
- A question of some substance(s)
- A reaction is just something that happens?
- A salt grain is a particle (but with more particles inside it)
- A sodium atom wants to donate its electron to another atom
- A special waiver for my paper in 'The Educaitonal Review, USA'
- A tangible user interface for teaching fairy tales about chemical bonding
- A teacher who loves not knowing the answers
- A theory is an idea that can be proven
- A wooden table is solid…or is it?
- Acute abstracts correcting Copernicus
- Albert Einstein and John the Baptist
- Alternative Conceptions, the Learning of Chemistry, and the Journal of Pharmacognosy and Natural Products
- Ambitious molecules hustle at the World Economic Forum
- An atom is the smallest amount of matter you can get
- An element needs a certain number of electrons
- An intelligent teaching system?
- An International Conference on Chemistry (Education and Research)?
- An invitation from the publishing Mafia?
- An open response to a question about journal review
- An unpublished Theory of Everything
- And then the plant said…
- Any (sophisticated) old iron?
- Are physics teachers unaware of the applications of physics to other sciences?
- Are plants solid?
- Are the particles in all solids the same?
- Are these fossils dead, yet?
- Are you still with us, Doctor Wu?
- Assessing Chemistry Laboratory Equipment Availability and Practice
- Atoms evolved so that they could hold on to each other
- Atoms within an element don't need to be bonded …
b
- Baking fresh electrons for the science doughnut
- Balding black holes – a shaggy dog story
- Balls to Nature
- Bats are [almost certainly] not closely related to viruses
- Batteries – what are they good for?
- Because the sugar's so small it would evaporate with the water
- Because they are laws these things have to be true
- Because they're wearing red…
- Betrayed by the Butchery Bank of England
- Burning is when you are burning something with fire …
c
- Calcium and oxygen would not need to bond, they would just combine…
- Can academic misconduct be justified for the greater good?
- Can ancestors be illegitimate?
- Can deforestation stop indigenous groups starving?
- Can phosphorus prevent rusting?
- Can we be sure that fun in the sun alters water chemistry?
- Carbon electrons will be bigger than chlorine electrons
- Catalysis as an analogy for scaffolding
- Cells are buzzing cities that are balloons with harpoons
- Chemistry: What's love got to do with it?
- Chlorine atoms share electrons to fill in their shells
- Climate change – either it is certain OR it is science
- Converting glucose and oxygen into energy
- Cora and I: Living in two cultures
- Counting both the bright and the very dim
- Court TV: science in the media
- Covalent bonding is sharing electrons
- Covalent bonding is when atoms share electrons to combine into one whole thing
- COVID is like a fire because…
- COVID is like photosynthesis because…
- Crazy physics: radioactivity is just mad!
- Creating an explanation for the soot from Bunsen flames
- Creeping bronzes
- Current only slows down at the resistor
d
- Dangerous crossings, critical apologies, and permissible accidents
- Delusions of educational impact
- Developing intellectual sophistication – but not in data services
- Diabolical diabetes journal awards non-specialist guest editorship (for a price)
- Didactic control conditions
- Disease and immunity – a biological myth
- Dissolving salt is a chemical change as you cannot turn it back
- Do nerve signals travel faster than the speed of light?
- Do the forces from the outer shells push the protons and the neutrons together?
- Dodgy proof reading
e
- Earning a higher doctorate without doing any research?
- Educational experiments – making the best of an unsuitable tool?
- Educational fore-hind-sight
- Electrical resistance depends upon density
- Electrons repel each other, keeping them out of the nucleus
- Electrons would contain some of the element
- Elements as chemical seasoning?
- Energy cannot be made or destroyed (except in biology)
- Even Oxbridge professors have misconceptions
- Excavating a cognitive dinosaur
- Experimental pot calls the research kettle black
- Explaining Y T cells stop working
f
g
h
- Higher resistance means less current for the same voltage – but how does that relate to the formula?
- Hoaxing the post-truth journals
- How fat is your memory?
- How is a well-planned curriculum like a protein?
- How much damage can a couple of molecules do?
- How much damage can eight neutrons do?
- How plants get their food to grow and make energy
- How to avoid birds of prey
i
- I could not have been born to different parents…
- I do not know what Physics is
- If you take all of the electrons off an atom, then it would not be matter
- In a molecule, the electron actually slots into spaces
- In a sponge, the particles are spread out…
- In ionic bonding, they both want to get full outer shells
- Intergenerational couplings in the family
- International Congress on Advanced Materials Sciences and Engineering
- Ionic bonding – compared with chemical bonding
- Ionic bonding – where the electron's transferred to complete the outer shell
- Iron is too heavy to completely evaporate
- Iron turning into a gas sounds weird
- Is 6% kidney function just as good as 8% kidney function?
- Is mass conserved when water gets soaked up?
- Is the Big Bang Theory mistaken?
- Is the theory of evolution e=mc²?
- Is your heart in the research?
- It's a secret conference invitation: pass it on…
k
l
m
- Magnets are not much to do with electricity
- Making molecular mechanisms familiar
- Many generations later it's just naturally always having fur
- Memories from a pandemic
- Methodological and procedural flaws in published study
- Misconceptions of change
- Misunderstanding smart materials and solar energy
- Molecules are like a jigsaw
- Monkeys that do not give a fig about maggotty fruit?
- Move over Mendeleev, here comes the new Mendel
- My brain can multitask even if yours makes a category error
- My work in the field of catalysis
n
- Na+ has an extra electron in its outer shell and Cl- is minus an electron
- NASA puts its hand in the oven
- Natural rates of infection and the optimum level of simplification
- Neuroadaptation gremlins on the see-saw in your brain
- Not a great experiment…
- Not a leading international journal…
- Not actually a government event
- Not me, I'm just an ugly chemist
- Not motivating a research hypothesis
- Not special enough
- Nothing random about a proper scientific evaluation?
o
p
- Particles are further apart in water than ice
- Particles in a solid can be seen with a microscope
- Particles in ice and water have different characteristics
- Passive learners in unethical control conditions
- Peter and Patricia Pigeon set up house together
- Planting false memories – autonomously
- Plants mainly respire at night
- Plants store sunlight
- Plus ça change – balancing forces is hard work
- POEsing assessment questions…
- Poincaré, inertia, and a common misconception
- Protect the integrity of scholarly writing
- Psychological skills, academic achievement and…swimming
- Publish at speed, recant at leisure
- Puppies that automatically retrieve your stick
r
- Reflecting the population
- Research features…but only if you can afford it
- Resistance is how much something is being slowed down
- Resowing the garden in your gut
- Responding to a misconception about my own teaching
- Reviewing initial teacher education
- Rich scientific content: improving the quality of manuscripts on behalf of authors
s
- Salt is like two atoms joined together
- Sandstone looks like it is made out of sand
- Science communication challenge (1)
- Scientific errors in the English National Curriculum
- Seeking interspecies transmission of Covid-19 from academics…
- Senior academics and conference scams
- Sharing the same shell and electron makes them more joined together like one
- She'd never thought about whether ionic bonding is the same thing as chemical bonding
- Shock result: more study time leads to higher test scores
- Shock! A typical honey bee colony comprises only six chemicals!
- Shortlisting for disease
- Should academics handle stolen goods?
- Should we trust an experiment that suggests a stone can eat iron?
- Single bonds are different to covalent bonds
- Sleep can give us energy
- Snail e-mail
- So if someone was stood here, we'd be a solid
- So who's not a clever little virus then?
- Sodium and chlorine don't actually overlap or anything
- Sodium has one extra electron in its outer shell, and chlorine is minus an electron, so by force pulls they would hold together
- Some particles are softer than others
- Some stars are closer than the planets
- Spectroscopy for primary school teachers?
- Study reports that non-representative sample of students has average knowledge of earthquakes
- Sunflowers – 2022
- Surface tension is due to everybody trying to get into the water
- Swipe left, swipe right, publish
t
- Talking about 'Women Health'
- Teenage lust and star-crossed electrons
- Temperature is measuring the heat of something …
- Thank you, BBC: I'll give you 4/5
- The application of Cronbach's alpha in Mechatronical Engineering
- The Arts in Our Hearts and the Creativity in our Science
- The baby monitor in your brain
- The best science education journal
- The best way to generate an impressive impact factor is – to invent it
- The book that EVERY physics student reads
- The brain thinks: grow more fur
- The case of the hard working chemicals
- The cell nucleus is probably bigger than an atomic nucleus
- The chemistry curriculum, mental health, and self-regulation
- The complicated social lives of stars
- The earth's one long-term objective
- The Editorial Board of Medical Imaging Process & Technology
- The electrons come from batteries
- The first annual International Survey of Gullible Research Centres and Institutes
- The heart-stopping queen
- The Indiscrete Quantum
- The missing mass of the electron
- The moon is a long way off and it is impossible to get there
- The mystery of the disappearing authors
- The nucleus is the brain of the cell
- The passing of stars
- The publisher who cried 'wolf!'
- The relationship between science and religion: A contentious and complex issue facing gynaecology and obstetrics
- The sins of scientific specialisation
- The states of (don't) matter?
- The sugger strikes back!
- The sun is the closest of the eleven planets
- The Sun would pull more on the Earth…
- The supernova and the quasar: the hungriest guy in the universe followed the ultimate toaster
- There are particles in everything – but maybe not chlorophyll
- They're both attracting each other but this one's got a larger force
- This can only mean…it's the core of a giant planet
- Those flipping, confounding variables!
- To the organising committee of the 4th International Biotechnology Congress 2020
u
w
- Was Darwin concerned about cold radiation from above?
- Was the stellar burp really a sneeze?
- We can't handle the scientific truth
- We didn't start the fire (it was the virus)
- What causes the clouds in your coffee?
- What COVID really likes
- What Homo erectus did next
- What shape should a research thesis be?
- What the jet tried to do next…
- What, if anything, does an Editorial Board actually do?
- What's in a (domain) name?
- When being almost certain is no better than a guess
- When is V=IR the formula for Ohm's law?
- Where does the molecule go? A diagnostic question
- Who has the right to call someone 'White'?
- Why ask teachers to 'transmit' knowledge…
- Why do the thinking, when someone else can give you ideas?
- Why write about Cronbach's alpha?
- With science it will always be the same
- Would you like some rare earths with that?
- Writing for the Journal of Petroleum, Chemical Industry, Chemistry Education, Medicine, Drug Abuse, and Archaeology
Listing of categories used on the site
Categories
- learner thinking
- 'just natural'
- alternative conception
- analogy
- associating ideas
- cognitive dissonance
- conceptual change
- conceptual framework
- conceptual integration
- confusing levels
- creativity
- explanation
- flawed logic
- hybrid conception
- insight
- intuition
- language
- learning impediments
- learning styles
- magical thinking
- memory
- mental model
- overgeneralisation
- prerequisite knowledge
- relating quantitative and qualitative representations
- student ontology
- tacit knowledge
- tautology
- thought experiment
- nature of science
- research methods
- science communication
- science teaching
- assessment
- curriculum
- curriculum model
- DARTs
- dialogue
- direct instruction
- enquiry teaching
- group work
- humanising science
- laboratory activities
- lecturing
- modelling
- personification
- questioning
- reinforcement
- representations
- scaffolding
- simplifying
- teacher education and development
- teacher knowledge
- teaching analogy
- teaching metaphor
- teaching model
- teaching motto
- teaching narrative
- teaching simile
- values and academic standards
- various (miscellany)
Categories
- learner thinking
- 'just natural'
- alternative conception
- analogy
- associating ideas
- cognitive dissonance
- conceptual change
- conceptual framework
- conceptual integration
- confusing levels
- creativity
- explanation
- flawed logic
- hybrid conception
- insight
- intuition
- language
- learning impediments
- learning styles
- magical thinking
- memory
- mental model
- overgeneralisation
- prerequisite knowledge
- relating quantitative and qualitative representations
- student ontology
- tacit knowledge
- tautology
- thought experiment
- nature of science
- research methods
- science communication
- science teaching
- assessment
- curriculum
- curriculum model
- DARTs
- dialogue
- direct instruction
- enquiry teaching
- group work
- humanising science
- laboratory activities
- lecturing
- modelling
- personification
- questioning
- reinforcement
- representations
- scaffolding
- simplifying
- teacher education and development
- teacher knowledge
- teaching analogy
- teaching metaphor
- teaching model
- teaching motto
- teaching narrative
- teaching simile
- values and academic standards
- various (miscellany)
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