It has frequently been argued that analogies may be valuable tools in teaching and learning
difficult scientific concepts (cf. Bauer & Richter, 1986; Gee, 1978; GobeL 1976; Klinger. 1987…

<p>In this review, we discuss (1) how the notion of conceptual change has developed over
the past three decades, (2) giving rise to alternative approaches for analysing conceptual …

<p>This study was designed to describe and understand students’ learning in chaos theory
as it emerges within a highly interactive learning environment. A methodological approach …

To improve instructional practices–in schools, universities and in out of school settings has
been a major concern of science education research and development. The intensive …

In a number of new approaches to the teaching and learning of energy in schools, the idea
that energy is ‘quasi‐material’ plays an important role. Should energy be illustrated in this way…

It is quite common in science education that on the one hand terms used are somewhat vague,
and on the other hand, basically the same concepts are communicated by different terms. …

There is certainly something fashionable about constructivism in science education nowadays.
It is further true that constructivism is by no means a consistent movement, there are …

Unexpected epidemics, abrupt catastrophic shifts in biophysical systems, and economic crises
that cascade across national borders and regions are events that challenge the steering …

A growing body of research shows that analogies may be powerful tools for guiding students
from their pre-instructional conceptions towards science concepts. But it has also become …

This special issue brings together prominent scholars to explore novel multilevel governance
challenges posed by the behavior of dynamic and complex social-ecological systems. …