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Projects / Programmes source: ARIS

Explaining Effective and Efficient Problem Solving of the Triplet Relationship in Science Concepts Representations

Research activity

Code Science Field Subfield
5.01.00  Social sciences  Educational studies   

Code Science Field
S271  Social sciences  Special didactics 

Code Science Field
5.03  Social Sciences  Educational sciences 
Keywords
science learning, modern approaches of monitoring learning science concepts, triple nature of chemical concepts
Evaluation (rules)
source: COBISS
Researchers (15)
no. Code Name and surname Research area Role Period No. of publicationsNo. of publications
1.  18741  PhD Iztok Devetak  Educational studies  Researcher  2014 - 2017  652 
2.  12090  PhD Danica Dolničar  Computer science and informatics  Researcher  2014 - 2017  179 
3.  20448  PhD Vesna Ferk Savec  Educational studies  Researcher  2014  419 
4.  16323  PhD Gregor Geršak  Metrology  Researcher  2014 - 2017  361 
5.  04810  PhD Saša Aleksej Glažar  Educational studies  Head  2014 - 2017  1,251 
6.  15380  PhD Mojca Juriševič  Psychology  Researcher  2014 - 2017  739 
7.  20447  PhD Klementina Možina  Communications technology  Researcher  2015 - 2016  462 
8.  33170  Jaka Ogorevc  Metrology  Junior researcher  2014  14 
9.  29708  PhD Jerneja Pavlin  Educational studies  Researcher  2014 - 2017  370 
10.  10811  PhD Cirila Peklaj  Social sciences  Researcher  2014 - 2017  416 
11.  18919  PhD Anja Podlesek  Psychology  Researcher  2014 - 2017  541 
12.  36796  PhD Miha Slapničar  Educational studies  Researcher  2014 - 2017  190 
13.  15062  PhD Matija Svetina  Psychology  Researcher  2014 - 2017  355 
14.  23553  PhD Gregor Torkar  Educational studies  Researcher  2014 - 2017  594 
15.  23750  PhD Janez Vogrinc  Educational studies  Researcher  2014 - 2017  437 
Organisations (4)
no. Code Research organisation City Registration number No. of publicationsNo. of publications
1.  0581  University of Ljubljana, Faculty of Arts  Ljubljana  1627058  98,489 
2.  0588  University of Ljubljana, Faculty of Education  Ljubljana  1627082  30,674 
3.  1538  University of Ljubljana, Faculty of Electrical Engineering  Ljubljana  1626965  27,861 
4.  1555  University of Ljubljana, Faculty of Natural Sciences and Engeneering  Ljubljana  1627074  19,865 
Abstract
The research projects’ aims are to explain participants’, with different science knowledge, especially chemical concepts at three levels of representation, science problem solving strategies. Presentation of the triple nature of science concepts is in chemical education research an important field of research, nationally and internationally, in the last thirty years. Three levels of concept representation are based on the fact, that it is possible to represent science concepts by the experimental work or observation of the phenomena (macroscopic level), by the interpretation of the observations at the level of interactions between the particles (submicroscopic level) and at the level of records of interpretations with different symbols with specific meanings (symbolic level). An individual's ability to solve specific science problems depend on integrative understanding of all these three levels. For interpretations of these strategies to solve authentic science problems various techniques of data collection, from those in the field of education less classical and applied in cognitive science (e.g. eye-tracker, psycho-physiological parameters, audio-video recording), to those that are more standard in science education research (questionnaires, tests and knowledge tests), will be applied. Since it is impossible to unambiguously clarify the complex cognitive processes, it makes sense to use a triangulation of data collection techniques and also more complex data analyze. From these results it would be possible to accurately infer the ongoing cognitive processes in certain mental activities. Based on the findings of empirical research, which will also include analysis of teachers' teaching strategies of triple nature of chemical concepts in primary and secondary school and subject-specific competences of teacher education, teaching and learning model of the triple nature of the chemical processes at all levels of schooling, will be constructed. These results would also allow the development of specific learning modules of selected science topics, not only in chemistry, but also in biology and physics, which reflect the triple nature of chemical concepts. Research results, guidelines for teaching and learning of the triple nature of chemical concepts and developed modules will be the basis for the preparation of monographs and other scientific national and international publications.
Significance for science
Animations at the sub-microscopic level were developed and evaluated to explain the selected science concepts: aggregate states of water, transitions between aggregate states, gas properties, dissolution and osmosis. The visualization of these concepts was established to have a positive effect on their understanding and on solving the authentic problems of these concepts. Measurements of the eye tracker in monitoring the solving of the authentic problems showed that the duration of the fixation to the specific cones of interest at theanimations predicts the performance according to the time of reading the text that describes the problem. In learning science concepts (textual materials, visual materials, and animations), the eye tracker measurements can lead to prove cognitive activities in the processing of information in problem solving.
Significance for the country
The linking of the macro, sub-micro and symbolic levels is essential for the teaching and understanding of science concepts. The analysis of the results enables the formation of the guidelines for the preparation of teaching materials and strategies for teaching the triple nature of science concepts at all levels of education. The monograph, which is under preparation, will comprise the professional core principles of teaching and of learning the triple nature of science concepts, and the learning content proposals for the selected science concepts.
Most important scientific results Annual report 2014, 2015, final report
Most important socioeconomically and culturally relevant results Annual report 2014, 2015, final report
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