Conceptual change

Physics subject continues to be considered as difficult and unattractive by students. This leads to the development of negative attitudes towards the subject. Electricity and magnetism as one of the most important areas in physics is particularly considered as difficult due to their abstract nature. Different studies on students’ conceptual understanding of electricity and magnetism have been conducted and several instructional strategies for a conceptual change in this subject matter have been provided. However, there are still some persisting misconceptions even after being treated by those suggested instructional strategies. By using diagnostic tests and remedial approaches to sort out learning barriers, there is a possibility that students’ performance might improve, which would likely lead to disappearing these learning barriers and retaining the appropriate concepts over time scales beyond the assessment schedule of individual classes. Therefore, after reporting on the impact ...

The Context-Based Science Education (CBSE) approach promotes the inclusion of scientific concepts in everyday situations. In this work, we present a non-traditional context-based teaching experience on the subject of chemical senses that seeks, through a unique didactic instrument, to generate cognitive conflicts in order to promote conceptual change from “common sense” to science-based ideas. This experience encourages the active role of the students and involves simple experiences with everyday materials. It was carried out with 95 students from 12 to 15 years old. The contents developed during the experience were focused on taste and smell and the concepts of perception and sensation. The activities were designed to promote students’ self-awareness on their previous knowledge in order to achieve a sustainable learning by constructing appropriate scientific concepts. Assessment of students’ motivation for learning and their conceptual change – from common sense ideas to science ba...

Misconceptions in physics are persistent explanatory systems that develop in early infancy and can continue through primary, secondary, university and teacher education. These intuitive ideas often co-exist with scientific concepts, rather than being automatically replaced by formal instruction, resulting in fragmented or context-dependent understanding that can be revealed when learners are presented with problems, they are not familiar with, or when they are asked to explain, rather than just calculate. This narrative review integrates the recent work on genesis, maintenance, diagnosis and evolution of misunderstandings across levels of education and core physics topics, including mechanics, thermal phenomena, energy, electromagnetism and beginning Einsteinian physics. It studies the part played by perceptual experience, daily language, the ordering of instruction, and assessment systems which frequently reward procedural fluency rather than conceptual reasoning in the development of misunderstandings. The paper also examines instructional strategies that can assist conceptual transformation, including hands-on and virtual experimentation, guided inquiry, analogical reasoning, diagnostic assessment, and digital or AIsupported learning aids. Three themes are particularly salient across the literature: the necessity to elicit and challenge learners' current beliefs; the importance of cohesive conceptual development across courses; and the centrality of instructors as facilitators of conceptual change. Key research needs include the need for longitudinal studies, delayed and transfer-based assessments of conceptual change, and a more in-depth examination of teacher education as a site for conceptual transformation. Overall, the research contends that sustained conceptual comprehension in physics requires conceptually purposeful instruction, evaluation that rewards explanation, and teacher training that clearly tackles misconceptions.

GOUVERNEMENTALITÉ IN RUSSIAN
GOVERNING AS A MISSION OF HIERARCHS AND TSARS

Abstract: The article attempts to adapt Michel Foucault’s concept of governmentality to
analyze the history of power relations in Russia. The author traces the historical evolution of
the concept of “management/governing” (upravlenie) and related verbs (upraviti, ispraviti) in
the Russian language, relying on Foucault’s methodology and the works of Marc Raeff. Based
on Old Russian texts (The Sermon on Law and Grace, Vladimir Monomakh’s Instruction,
64 [ИССЛЕДОВАНИЯ] ОЛЕГ ХАРХОРДИН [2026
the works of Joseph Volotsky, the correspondence of Ivan the Terrible), the semantic shift of
the term is demonstrated. It is shown how “governing” transformed from a pastoral, spiritualmoral
practice (“direction to salvation” or “governing the soul”) into an administrative-political
function of a secular sovereign. Particular attention is paid to the role of Joseph Volotsky in
legitimizing the intervention of grand princes in church and moral affairs, as well as the
consolidation of the pastoral function for the Tsar during the era of Ivan IV, which became
a precursor to a specific Russian mix of power practices.
Keywords: Foucault, Governmentality, Pastoral Power, Joseph Volotsky, Ivan the Terrible,
Conceptual History, Upraviti, Political Theology, Old Russian Bookishness.
DOI: 10.17323/2587-8719-2026-1-13-69.

This study extends current research on the refutation text effect by investigating it in learners with different levels of working memory capacity. The purpose is to outline the link between online processes (revealed by eye fixation indices) and offline outcomes in these learners. In science education, unlike a standard text, a refutation text acknowledges readers' alternative conceptions about a topic, refutes them, and presents scientific conceptions as viable alternatives. Lower and higher memory span university students with alternative conceptions about the topic read either a refutation or a non-refutation text about tides. Off-line measures of learning revealed that both groups of refutation text readers attained higher knowledge gains. During the reading process, refutation text readers fixated for longer on the refutation segments while reading the parts presenting the scientific information (look-froms). Non-refutation text readers looked back to the informational parts for longer. Look-froms (positively) and reading time (negatively) predicted learning from refutation text, indicating that the quality, not quantity, of reading was related to it. In contrast, learning from non-refutation text was predicted only by working memory capacity. The refutation effect is discussed and educational implications are drawn.

Refutation text is potentially more effective than standard text for conceptual change. Learning from text and graphic is also potentially superior to learning from text alone. In two studies, we investigated the effectiveness of both a refutation text and a refutation graphic for promoting high school students' conceptual change learning about season change, as well as their metacognitive awareness of conceptual conflict and knowledge revision. In both studies, participants were randomly assigned to one of four conditions: (1) standard text with standard graphic, ( ) standard text with refutation graphic, (3) refutation text with standard graphic, or (4) refutation text with refutation graphic. Both studies had a pretest, immediate post-test, and delayed post-test design and involved students with an initial common misconception about the causes of season change. In Study 2, explicit relevance instructions to observe the important illustration were given to the participants. In both studies, refutation text with refutation graphic was not more beneficial than other instructional materials, either at immediate or delayed post-test. In Study 1, more stable conceptual change learning emerged in readers of the refutation text with standard graphic compared to readers in the control condition. In Study 2, readers of the standard text with refutation graphic performed as well as readers of the refutation text with standard graphic. In addition, more readers of the refutation text with either graphic showed metacognitive awareness of their knowledge change compared to readers in the control condition. Educational implications underline the importance of relevance instructions for guiding readers toward the graphic and of the design of text-graphic pairing to sustain knowledge revision.

Toca en turno revisar el libro La casa de la contradicción (2020) de Jesús Silva-
Herzog Márquez. Ciertamente, por el título, este libro parece no tratarse
sobre el presidente Andrés Manuel López Obrador. De hecho, no lo aborda,
sino parcialmente, en tan solo uno de los tres ensayos que lo integran. Y

Han pasado veinticinco años de la histórica elección del año 2000 que marcó el fin del régimen priista y el inicio de una nueva etapa de instauración
democrática en México. A la distancia, sobresalen más los pendientes de la transición que las conquistas alcanzadas en todos estos años.

It is determined that ideas that were encountered in students are not generally compatible with scientific knowledge and these ideas were named as alternative conceptions. A large number of conceptual change studies were done intended for the change of alternative concepts that were encountered in students towards scientific knowledge. But no study was encountered intended for revealing students' alternative ideas related to Kepler's laws and for the conceptual change of these ideas in literature. The purpose of this study is to search the effects of education intended for creating 11 th grade students' ideas related to Kepler's laws. This study was conducted with twenty-five 11 th grade students. With the aim of provide students creating meaning of the concept forty-five minutes teaching were made. As a means of collecting data on the Kepler's laws a test consisting of two open-ended questions were used. This concept test was administered before instruction, after instruction and 15 weeks later after instruction. In the analysis of data analysis six categories were used. It is observed that students generally have no scientific ideas related to these concepts and have alternative ideas that are not related to scientific ideas. More than half of the students gave the scientific response after taking instruction. Rate of encountering alternative answers decreased after the instruction. At the delayed post-test responses in the category of scientific response rate increased. However, at students a higher proportion of alternative conceptions encountered according to before instruction.

The aim of this study was to examine the effect of teaching designed to consider grade 9 students' misconceptions about simple electric circuits on conceptual change. Students' misconceptions were determined by using a conceptual understanding test consisting of eight openended questions and semi-structured interview technique. Conceptual understanding test was applied as a pre-test at the beginning of the teaching and as a post-test at the end of the teaching while it was applied after six months later as a delayed post-test. Concept of voltage was chosen as the main concept during the teaching that was designed to support conceptual change. Misconceptions brought up in this study were presented in tables with their percentages across three tests and especially the activity concerning the misconception of "consumption of current" was examined to reveal how the ideas of the students changed in details. Mostly, the activities used for conceptual change brought about positive influences on students' ideas.

The evolution of the universal process of civilizing is understood as an ever-closer approach to perfect civilization, a process to which every human individual aims to contribute, even if only in an infinitesimal measure. This goal is often ignored and completely unfulfilled, or pursued in regressive ways, even though it constitutes the only element that gives meaning to one's existence.

In Fixing Language, Herman Cappelen defends the project of conceptual engineering from a family of objections that he calls "the Strawsonian challenges." Those objections are all versions of this: "If I ask you a question about the F's, and you give me an answer that's not about the F's but rather about the G's, then you haven't answered my question. You have changed the subject." I argue that Cappelen's response succeeds in reply to one understanding of the Strawsonian challenge-on which it is motivated by ordinary judgments of samesaying and continuity of topic-but that it fails as a response to another version-on which a parallel objection is motivated by philosophical considerations and is stated in a theoretical register.

Narrative in science learning has become an important field of inquiry. Most applications of narrative are extrinsic to science-such as when they are used for creating affect and context. Where they are intrinsic, they are often limited to special cases and uses. To extend the reach of narrative in science, a hypothesis of narrative framing of natural and technical scenes is formulated. The term narrative framing is used in a double sense, to represent (1) the enlisting of narrative intelligence in the perception of phenomena and (2) the telling of stories that contain conceptual elements used in the creation of scientific models of these phenomena. The concrete case for narrative framing is made by conceptual analyses of simple stories of natural phenomena and of products related to modern continuum thermodynamics that reveal particular figurative structures. Importantly, there is evidence for a medium-scale perceptual gestalt called FORCE OF NATURE that is structured metaphorically and narratively. The resulting figurative conceptual structure gives rise to the notion of natural agents acting and suffering in storyworlds. In order to show that formal scientific models are deeply related to these storyworlds, a link between using (i.e. simulating) models and storytelling is employed. This link has recently been postulated in studies of narrative in computational science and economics.

This single, descriptive qualitative case study provides a snapshot of elementary teachers and their school principal’s multiple and competing views about personal and contextual factors affecting teacher engagement in collaborative professional learning (CPL) related to science education within the school environment. This study was viewed through the lens of Situated Learning Theory primarily by Lave and Wenger (1991) because viewing knowledge as situated has implications for understanding teacher learning and the design of instructional activities. Data were collected from three female elementary teachers and their school principal in Ontario for a period of six months. The data included: five principal interviews; two teacher focus groups; three surveys (Science Teaching Efficacy Beliefs Instrument, Science Teachers’ Pedagogical Discontentment scale, Beliefs about Reform Science Teaching and Learning); two questionnaires (demographics questionnaire, Professional Development Cont...

This single, descriptive qualitative case study provides a snapshot of elementary teachers and their school principal's multiple and competing views about personal and contextual factors affecting teacher engagement in collaborative professional learning (CPL) related to science education within the school environment. This study was viewed through the lens of Situated Learning Theory primarily by because viewing knowledge as situated has implications for understanding teacher learning and the design of instructional activities. Data were collected from three female elementary teachers and their school principal in Ontario for a period of six months. The data included: five principal interviews; two teacher focus groups; three surveys (Science Teaching Efficacy Beliefs Instrument, Science Teachers' Pedagogical Discontentment scale, Beliefs about Reform Science Teaching and Learning); two questionnaires (demographics questionnaire, Professional Development Continuum Rubric) and; monthly professional development logs. The process of thematic coding was employed to analyze the data, and the findings were written with thick descriptions based on the narratives from the participants and descriptive data. Three interpretive insights and implications into the synthesis of the findings included: (a) the lack of emphasis on science in Ontario's elementary education, (b) the limited time available for CPL about science, and (c) the limited number of teaching partners to collaborate about science. The interconnectedness of the three concepts highlights the multiple and complex domains that influence teacher engagement in collaborative professional learning related to elementary science education in Ontario, Canada. The overarching implication put forward in this research is the provision of ongoing professional learning with in-situ instructional science coaches working alongside the teachers to further develop their science teaching strategies related to inquiry-based approaches. To implement such concept, it is suggested that science is included in the School Effectiveness Framework so that when individual schools include science in their School Improvement Plan. Secondly, time for CPL needs to be included in teachers' Collective Agreement. The benefits of these changes may include more iii teachers across the school engaging in CPL related to inquiry-based science, and expanding the network of teachers who collaborate with one another regarding science within the school setting.

This paper focuses on the issue of how Sellars’ extreme nominalistic process naturalism can hang together with the dynamic normative space-of-reasons structures at the latter are developed in Brandom's Spirit of Trust. It is argued that while Brandom’s neo-Hegelian model of content determination may be a nearly correct analysis of (and improvement upon) Sellars’ ‘intelligible order’, it can, in a sense, be integrated in the Sellarsian system as a necessary moment in the development of Sellars’ nominalistic process naturalism. But even if Brandom’s Hegel can indeed be preserved in a transposed form within a Sellarsian naturalistic framework, the question naturally arises: Brandom takes it (and in this he updates Hegel’s objective idealism) that the semantic space-of-reasons structures determinately represents the world through a reciprocal sense-dependence between deontic modality and alethic modality. And this involves a commitment to modal realism. But if Sellars is right in his view that a properly naturalistic ontology must be radically nominalistic and Brandom is right that determinate semantic content can be secured only through a commitment to modal realism, then must Sellars give up on determinate semantic content altogether? I will attempt to show that while Sellars can indeed be said to be committed to a nominalistic account of language use in which propositions would not be conceived as expressing contents referring to objects, properties and relations as constituents of facts, it is also the case that all those latter notions, conceived as space-of-reasons structures that regiment, orient and make possible the critically controlled change of our linguistic acts in their epistemic and practical dimension at a collective, collaborative level, are necessary for arriving at a properly Sellarsian nominalistic contentless -yet no less intelligible- view of the world and language use.

In this paper we present an extension of Ant Colony Optimization (ACO) to continuous domains. We show how ACO, which was initially developed to be a metaheuristic for combinatorial optimization, can be adapted to continuous optimization without any major conceptual change to its structure. We present the general idea, implementation, and results obtained. We compare the results with those reported in the literature for other continuous optimization methods: other ant-related approaches and other metaheuristics initially developed for combinatorial optimization and later adapted to handle the continuous case. We discuss how our extended ACO compares to those algorithms, and we present some analysis of its efficiency and robustness.

In this paper we present an extension of Ant Colony Optimization (ACO) to continuous domains. We show how ACO, which was initially developed to be a metaheuristic for combinatorial optimization, can be adapted to continuous optimization without any major conceptual change to its structure. We present the general idea, implementation, and results obtained. We compare the results with those reported in the literature for other continuous optimization methods: other ant-related approaches and other metaheuristics initially developed for combinatorial optimization and later adapted to handle the continuous case. We discuss how our extended ACO compares to those algorithms, and we present some analysis of its efficiency and robustness.

Despite acknowledging the complementary role of chemical equilibrium-based pedagogical treatments on students' academic performance, the related science education literature has not examined their practical effectiveness and significance via a meta-analysis method. Therefore, this study intends to meta-analytically explore their effectiveness in improving students' academic performance. It included 55 studies (k) from 51 unique sources. The results of the meta-analysis showed that the overall effect-size (Hedges' g = 1.028) fell into the large effect. This means that the treatments are more effective in enhancing students' academic performance of chemical equilibrium than the controlled ones. Nevertheless, the variability in the effect-sizes revealed the importance of the treatment types and educational contexts. Also, the results indicated that the moderator variables were statistically non-significant (p > 0.05) but categorically played a crucial role at predicting the students' academic performance through the treatments. Given the descriptive findings, the current meta-analysis offers the following individual moderator levels to better teach and measure the topic "chemical equilibrium": university (for educational level), inquiry-based learning (for type of treatment), open-ended question (for question type) and teacher (for practitioner). Of course, chemistry teachers and science educators should take into consideration the role of educational contexts in learning chemical equilibrium, while deciding the type of treatment to teach it.

Lesson planning is important for transformational, engaging, effective and efficient teaching and learning at all levels. The lesson plan is a pedagogues road map for facilitating students’ holistic development through innovative yet contextually relevant practice. It acts as a guidepost for teachers, methodically outlining the “what, “how” and “how well” of instruction within a specified timeframe. The Toolkit provides components of a lesson plan, benefits and a template for  4A Lesson Planning for Sciences

Despite several efforts for improving science education, learners at various levels, often retain intuitive yet incorrect beliefs about core scientific principles such as misconceptions related to scientific concepts in physics, chemistry, and biology. The researches highlight that misconceptions arise not because lack of information but often due to learners' preconceived notions, experiential learning, mass media exposure, resource materials, internet, false reasoning, teachers' and their own cognitive biases, etc. While, critical thinking helps learners move beyond rote learning by engaging them in processes that challenge their initial assumptions through evidence-based reasoning, hypothesis testing, and logical analysis. In this regard, this paper explores that critical thinking as a pivotal tool for addressing and transforming such misconceptions into accurate scientific understanding among learners. By enhancing critical thinking among learners, teachers can make them to question, analyse, and evaluate scientific information more rigorously, which is essential for overcoming misconceptions. Furthermore, critical thinking strategies in the science classroom such as analysing arguments, inductive and deductive reasoning, promoting inquiry and problem-based learning, and reflective thinking enables learners to recognize and rectify their own misconceptions. Moreover, promoting a culture of inquiry and skepticism encourages learners to approach scientific problems with open-mindedness and resilience, enhancing their long-term cognitive adaptability. Therefore, this paper also discusses the need for science curricula and teacher training programmes to prioritize critical thinking as an integral component in combating misconceptions. Teachers equipped with critical thinking skills, can not only address immediate misunderstandings among their learners but also empower them in assimilating complex scientific concepts appropriately throughout their educational endeavours. The findings of this paper entail a shift in pedagogical strategies, emphasizing the importance of critical thinking in transforming science education from fact acquisition to concept mastery, thereby developing a generation of scientifically literate and critically engaged thinkers.

Abstract
This study investigates the effectiveness of
mobile applications in enhancing secondary
school students’ understanding of algebra in
Katsina State, Nigeria. Despite the
increasing integration of technology in
education
globally,
many Nigerian
classrooms still rely heavily on traditional,
teacher-centered methods, especially in
mathematics instruction. Algebra, a core
component of the mathematics curriculum,
poses considerable challenges for students
due to its abstract nature. With the growing
accessibility of mobile devices in Northern
Nigeria, this study explores how educational
apps can serve as innovative tools to support
conceptual understanding and improve
academic performance. Adopting a quasi-
experimental design, the study involved JSS
2 students from selected public secondary
schools in Katsina State. Participants were
divided into experimental and control
groups. The experimental group received
instruction supplemented with mobile apps
such as GeoGebra and Photomath, while the
control group was taught using conventional
methods. Data were collected through pre-
tests,
exposed to mobile apps showed significantly
greater improvement in their understanding
of algebraic concepts compared to those in
the control group. Additionally, learners
expressed positive attitudes toward the use
of 
mobile 
technology 
in
learning
mathematics. The study concludes that
mobile apps can be effective pedagogical
tools for enhancing mathematics instruction
in
resource-constrained 
contexts 
and
recommends their integration into classroom
practices across Katsina State and similar
settings.
Keywords:MobileApps,Algebra,
MathematicsEducation,Technology
Integration.
Introduction
Background of the Study
post-tests,
and
student
attitude
questionnaires. Statistical analysis, including
paired and independent samples t-tests, was
employed to evaluate the impact of the
intervention. the findings shows the students exposed to mobile apps showed significantly
greater improvement in their understanding
of algebraic concepts compared to those in
the control group. Additionally, learners
expressed positive attitudes toward the use
of 
mobile 
technology 
in
learning
mathematics. The study concludes that
mobile apps can be effective pedagogical
tools for enhancing mathematics instruction
in
resource-constrained 
contexts 
and
recommends their integration into classroom
practices across Katsina State and similar
settings.

Understanding real-life issues such as influenza epidemiology may be of particular interest to the development of scientific knowledge and initiation of conceptual changes about viruses and their life cycles for high school students. The goal of this research project was to foster the development of adolescents' conceptual understanding of viruses and influenza biology. Thus, the project included two components: 1) pre-and posttests to determine students' conceptions about influenza biology, epidemics/pandemics, and vaccination; and 2) design an intervention that supports conceptual change to promote improvements in influenza knowledge based on these primary conceptions. Thirty-five female students from a high school biology class participated in a series of instructional activities and pre-and posttest assessments. Results from the pretest indicated that high school students exhibit a limited understanding of concepts related to viruses. Six weeks after an intervention that promoted active learning, results from a posttest showed that conceptions about influenza are more accurately related to the provided scientific knowledge. Although adolescents have nonscientific models to explain influenza biology, we showed that a carefully designed intervention can affect students' knowledge as well as influence the implementation of health education programs in secondary schools.

This book chapter examines conceptual learning in science education, focusing on relationships among concepts, misconceptions, conceptual ecology, and conceptual ontology. It explores how misconceptions form, persist, and affect learning, while analyzing their causes, including prior knowledge, everyday experiences, and instructional practices. The chapter reviews conceptual change models, strategies, and methods, offering insights into transforming students’ cognitive structures and promoting scientific understanding. It provides practical implications for teaching and research. This work is valuable for researchers, teachers, and pre-service teachers, aiming to improve instructional quality and support deeper, more meaningful, and lasting learning outcomes in science education contexts.

This paper addresses the historical impasse between Newtonian absolute space and Leibnizian relationalism through a systematic dialectic that culminates in the proposal of the Substrate Model. By examining the evolution of spatial ontology from Kantian intuition to Machian dynamics and Bunge's mathematical formalism, the author identifies a persistent failure in contemporary philosophy of physics to provide a concrete physical mechanism for causality. Building on Sunny Y. Auyang's critique of the constructionist mistake in mathematical physics, the work introduces the River Model and Matrix Theory as frameworks for understanding space as a dynamic physical medium rather than an abstract container or a mere set of relations. The core of the thesis proposes that a sub-microscopic substrate of particles functions as a global state updating network, thereby mediating non-local quantum correlations within a finite, causal architecture. This hypothesis restores causal intelligibility to physical theory by distinguishing between the speed of material displacement and the rate of informational integration, effectively positioning the substrate as a physical absolute. By shifting the inquiry from metaphysical attributes to functional mechanics, the text offers a falsifiable model that reconciles Einsteinian relativity with the necessity of a substantive medium. Ultimately, the Substrate Model transcends the classical dichotomy by grounding relational structures in the dynamical behavior of granular network particles, providing a substantive material basis for spatial mediation that respects both empirical rigor and the dialectical requirements of philosophical synthesis.

Teaching and learning with computers (ICT) encompasses her help in educational process everywhere there where is this perhaps and reasonable. Using ICT as educated accessory mean search of optimal elements for teaching efficiency and for better achieving teaching objectives. Learning process of science, mathematic and technical subjects in elementary school in many situations demands practically and problem solved work. Conceptual learning of physics is computer based and its strategies lead pupils to a better understanding and use of more difficult processes (thinking, inferencing, using the knowledge). By conceptual way of learning we used "fizlets"as simulatory models. They are interactive materials, where processes happen in certain intervals and there is interaction between the model and the pupil. The main goal of study was to research the effects of conceptual way of learning in comparison with traditional classroom education when teaching the topics "Pressure and lifting power" in the eighth class of primary school. We tested four thinking processes of pupils (knowledge, analyses, inference and comparison). The main expected ascertainment of research was that the pupils, who were taught through the conceptual way achieved better results than those who were taught traditionally in the classroom. Hypotheses were confirmed. In general this article will show other users of teaching physics and science some didactic manners of preparing interactive educated materials.

Teaching and learning with computers (ICT) encompasses her help in educational process everywhere there where is this perhaps and reasonable. Using ICT as educated accessory mean search of optimal elements for teaching efficiency and for better achieving teaching objectives. Learning process of science, mathematic and technical subjects in elementary school in many situations demands practically and problem solved work. Conceptual learning of physics is computer based and its strategies lead pupils to a better understanding and use of more difficult processes (thinking, inferencing, using the knowledge). By conceptual way of learning we used "fizlets"as simulatory models. They are interactive materials, where processes happen in certain intervals and there is interaction between the model and the pupil. The main goal of study was to research the effects of conceptual way of learning in comparison with traditional classroom education when teaching the topics "Pressure and lifting power" in the eighth class of primary school. We tested four thinking processes of pupils (knowledge, analyses, inference and comparison). The main expected ascertainment of research was that the pupils, who were taught through the conceptual way achieved better results than those who were taught traditionally in the classroom. Hypotheses were confirmed. In general this article will show other users of teaching physics and science some didactic manners of preparing interactive educated materials.

Aristoteles, Leibniz, Hegel, Bachelard, Hjelmslev

Den videnskabelige praksis adskiller sig fra så godt som alle andre former for praksis ved at muliggøre en selvoverskridende udvikling, der er irreversibelt kumulativ i den forstand, at de senere begreber rummer de tidligere i sig som forstandige forstadier, specialtilfælde, nødvendi¬ge erfaringer og som - deres egen tid taget i betragtning - forståelige, regionalt bundne udformninger af det, der efterfølgende lader sig begribe som momenter af mere omfattende og mere kohærente sammenhænge. Hegel kaldte det for Åndens vandring eller for den videnska¬belige udvikling. Men hvad er hemmeligheden bag dette særlige potentiale i den videnskabelige praksis? Én måde at gribe spørgsmålet an på består i at anskue den videnskabelige praksis som en særlig form for læreproces. Det gør det muligt at stille det næste spørgsmål: hvad gør denne læreproces potentielt irreversibel og kumulativ? Et nærliggende og muligt svar er, at alle de erfaringer, der er akkumuleret i en videnskabelig praksis tages i anvendelse, når nye forslag til grundlæggende korrektioner af dens begrebsstruktur skal vurderes. Hvis man benytter sig af det grundprincip, at den ikke må blive mindre modsigelsesfri og mindre hensigtsmæssig, men gerne mere, så vil anvendelsen af de indhøstede erfaringer med alle tidligere udformninger af begreberne medvirke til, at nye forslag ikke upåagtet behøver at tvinge forskningen tilbage til tidligere erfarede fejltagelser og regionale bindinger. Hvis man vil drage nytte af dette forhold - hvilket vi har absolut brug for i forsøget på at udarbejde et nyt udgangspunkt for den kulturte¬oretiske praksis - er det nødvendigt ikke at indrette sine begreber med henblik på at tilstræbe det enkelte begrebs tilsyneladende identitet med ydre ting eller sansedata, men tværtimod at indrette sit arbejde med begrebernes intensionale sammenhænge og disse sammenhænges transformation, så man får den bedst mulige læreproces ud af dette arbejde.

Det er gode bud på, hvordan sådanne læreprocesser fremmes bedst muligt, som har holdt liv i min vedvarende interesse for to så forskellige kulturteoretikere som Georg Wilhelm Friedrich Hegel og Louis Hjelmslev. Arbejdet med begrebernes intensionale sammenhæng og deres transformations-processer ligger til grund for mit forsøg på at se deres bidrag til vores forståelse af de videnskabelige lærepro¬cesser som to komplementære sider af samme videnskabsteoretiske problematik. Denne tekst, hvori jeg gennem mange år har forsøgt at fremstille den lære, jeg drager af denne komplemen¬taritet, har været mangfoldiggjort i utallige tekstsamlinger til forskerkurser, undervisning og seminarer gennem årene, hvor dens teser er blevet vendt og drejet og reformuleret på ny. Den lever også sit eget liv på tysk, hvor den indgår i tilsvarende sammenhænge. Og den er udkom¬met på russisk med titlen …… (Hansen & Højrup 2000) sammen med Kirsten Monrad Hansens afhandling om rekonstruktionen af den karrierebundne livsforms begreb , der demonstrerer en aktuel etnologisk anvendelse af dialektikken imellem specifikation og transformation af et begrebshierarki, her anskuet som en videnskabelig læreproces.

Det videnskabsteoretiske værksted skildrer den analyse- og syntesemåde, hvis pointe er, at de teoretiske og de praktiske værksteder gensidigt udfordrer hinanden og tager ved lære af hinanden i en både begrebs-specificerende og begrebs-transfor¬merende videnskabsproces.

Este artigo busca demonstrar de forma sucinta, baseado na Teoria de Oparin, que houve um equívoco na fórmula e que o gás carbônico, sempre esteve presente desde os primórdios, pois, a amônia (NH3), não podia coexistir no primeiro momento da Evolução química, esperamos que com este artigo, possamos contribuir para mais estudos com a Teoria Evolutiva Nathaliana, afinal de contas os seres humanos sempre irão buscar respostas, sobre como surgiu a vida, assim como as gerações anteriores buscaram, aqui neste estudo está inserido um resumo da teoria de Oparin, assim como a história de Oparin e Haldane, e o decorrer de muitas descobertas por outros cientistas e os vários questionamentos sobre suas teorias.

Este artigo busca demonstrar de forma sucinta, baseado na Teoria de Oparin, que houve um equívoco na fórmula e que o gás carbônico, sempre esteve presente desde os primórdios, pois, a amônia (NH3), não podia coexistir no primeiro momento da Evolução química, esperamos que com este artigo, possamos contribuir para mais estudos com a Teoria Evolutiva Nathaliana, afinal de contas os seres humanos sempre irão buscar respostas, sobre como surgiu a vida, assim como as gerações anteriores buscaram, aqui neste estudo está inserido um resumo da teoria de Oparin, assim como a história de Oparin e Haldane, e o decorrer de muitas descobertas por outros cientistas e os vários questionamentos sobre suas teorias.

Este artigo busca demonstrar de forma sucinta, baseado na Teoria de Oparin, que houve um equívoco na fórmula e que o gás carbônico, sempre esteve presente desde os primórdios, pois, a amônia (NH3), não podia coexistir no primeiro momento da Evolução química, esperamos que com este artigo, possamos contribuir para mais estudos com a Teoria Evolutiva Nathaliana, afinal de contas os seres humanos sempre irão buscar respostas, sobre como surgiu a vida, assim como as gerações anteriores buscaram, aqui neste estudo está inserido um resumo da teoria de Oparin, assim como a história de Oparin e Haldane, e o decorrer de muitas descobertas por outros cientistas e os vários questionamentos sobre suas teorias.

This paper presents a new methodological framework for analyzing the
structure and evolution of scientific concepts, a matter of critical importance for science education, where the term "concept" remains widely used despite fundamental differences in its understanding [Weitz, 1988; Feest & Steinle, 2012]. We start with the Triplet Model [Kuznetsov, 1997a, 1998], which decomposes a concept into three components [Base, Representation, and Linkage]. Then we transform it into a more practically operable, historically and socially relevant/susceptible Triad Model by dividing Linkage into three types: Empirical-Technical, Explanatory-Theoretical, and Institutional-Social. This expanded model aims to address a methodological gap in educational studies that treat concepts as static entities, ignoring their dynamic nature and intrinsic connection to laboratory practices, symbolic systems, and cultural contexts [Taber, 2020]. By applying the model to the evolution of a fundamental educational concept (intelligence), we illustrate how its components evolve asynchronously during major conceptual shifts [Rocke, 2010; Vosniadou, 2013]. The paper concludes with a discussion of the pedagogical implications of this analytical framework, suggesting it can provide a powerful tool for curriculum design, teaching method development, and understanding learners’ conceptual difficulties [Treagust & Duit, 2008], while emphasizing the importance of social and institutional context in constructing and stabilizing scientific meaning [Driver et al., 1994].

We show that if {/"} is a sequence of uniformly L'-bounded functions on a measure space, and if/" -/pointwise a.e., then lim"_00{||/n||pp -11/, -/ll£} = II/lip for all 0 <p < oo. This result is also generalized in Theorem 2 to some functionals other than the Lp norm, namely / \j(f") -j(f" -f) -./'(/) I ~~ 0 f°r suitable/: C -» C and a suitable sequence {/,}. A brief discussion is given of the usefulness of this result in variational problems.

A closed recycling system has been considered as the most effective system in hydroponics because the system helps plants absorb fertilizer in nutrient solution and can contribute environmental pollution by deducing direct discharging of surplus fertilizer in fields. For the development of a closed recycling system, an automatic control system of discharged nutrient solution by monitoring real-time absorption is necessary in order to control inorganic ions individually and exclude surplus inorganic ions in nutrient solution. But, the real-time monitoring system has not been put to practical use because of high price and low accuracy of sensors such as ion-selective electrodes. A model for predicting ion-concentrations in discharged nutrient solution can be a alternative method to replace the real-time monitoring system. This study was carried out to develop a model for the prediction of ion-concentrations in discharged nutrient solution using an artificial neural network with the backpropagation learning algorithm. Experiment results showed that the neural network showed excellent trained results with training data for all macronutrients of NO3 -, Ca 2+ , Mg 2+ , K + , SO4 2-and PO4 2-. Coefficients of determination (R 2 ) were over 0.99 for all ions. Also, the trained neural network showed good prediction performance with verification data for macronutrients of NO3 -, Ca 2+ , Mg 2+ . The developed neural network can be applied to the prediction of ion-concentrations for other hydroponic plants and the replacement of a real-time monitoring system for a closed recycling system in hydroponics.

We show that if {/"} is a sequence of uniformly L'-bounded functions on a measure space, and if/" -/pointwise a.e., then lim"_00{||/n||pp -11/, -/ll£} = II/lip for all 0 <p < oo. This result is also generalized in Theorem 2 to some functionals other than the Lp norm, namely / \j(f") -j(f" -f) -./'(/) I ~~ 0 f°r suitable/: C -» C and a suitable sequence {/,}. A brief discussion is given of the usefulness of this result in variational problems.

This paper reports on an experiment in teaching the alcohol organic function focusing on significant learning. The study was developed throughout 14 lessons in three classes in the 3rd year of high school about the alcohol organic function in organic chemistry teaching. Some of the strategies employed were: reading texts and discussing them, experimental lesson, producing texts, working on contextualized exercises and watching a documentary. The evaluation of the teaching strategies proposed was carried out through reflective and descriptive observation of the students' texts. Results showed that the students benefitted from being involved and gained understanding of the subject, and that these lessons were more promising than lessons based on lectures in the model transmissionreception.

Eighteen middle and high school students with visual impairments participated in a weeklong field-based geology summer camp. This paper reports the curriculum, strategies, and what the students learned about Earth science by climbing in and out of caves, collecting fossils, exploring a bog, and interacting with experts in the field. Students were encouraged to be active learners outside of their normal comfort zone to develop understandings about geology through reading the landscape. Initially, few of the students held scientifically accurate Earth science concepts, but by the end of the week most had developed a medley of scientific and unique inaccurate understandings that have never been documented before. A week of intensive first-hand experiences was sufficient for the students to acquire some scientific knowledge, but not enough to eliminate inaccurate understandings. The duality of their science understandings suggests that additional informal experiences paired with formal classroom instruction will be necessary to clarify concepts. Some previously undocumented misconceptions were exhibited by the students, such as water pressure influencing plate tectonics and lifecycles of animals impacting Earth systems.

Conversation topics may vary in abstractness. This might impact the effort required by speakers to reach a common ground and, ultimately, an interactive alignment. In fact, people typically feel less confident with abstract concepts and single-words rating studies suggest abstract concepts are more associated with social interactions than concrete concepts-hence suggesting increasing levels of abstractness enhance inner and mutual monitoring processes. However, experimental studies addressing conversational dynamics afforded by abstract concepts are still sparse. In three preregistered experiments we ask whether abstract sentences are associated with specific constructs in dialogue, i.e., higher uncertainty, more curiosity and willingness to continue a conversation, and more questions related to causal and agency aspects. We do so by asking participants to evaluate the plausibility of linguistic exchanges referring to concrete and abstract concepts. Results support theories proposing that abstract concepts involve more inner monitoring and social dynamics compared to concrete concepts and suggest that reaching alignment in dialogue is more effortful with abstract than with concrete concepts.

It is widely acknowledged in the literature on philosophy of biology and, more recently, among biologists themselves that the gene concept is currently in crisis. This crisis concerns the so-called ''classical molecular concept'', according to which a gene is a DNA segment encoding one functional product, which can be either a RNA molecule or a polypeptide. In this paper, we first describe three categories of anomalies that challenge this way of understanding genes. Then, we discuss proposals for revising the gene concept so as to accommodate the increasingly known complexity of genomic architecture and dynamics. Our intention is to provide an informative overview of recent proposals concerning how we should conceive of genes, which are probably not very familiar to many science educators and teachers, but can bring relevant contributions to genetics teaching, in particular, to a more critical treatment of genes and their role in living systems.

This study investigates the development and impact of a teaching-learning sequence (TLS) designed for biology students with the aim of enhancing their understanding of key aspects of the nature of science (NOS) and the nature of scientific inquiry (NOSI). The TLS was developed within a design-based research (DBR) framework and centers on Griffith's pivotal historical experiment to provide contextual depth and integrate both epistemic and non-epistemic dimensions of science. Instruction was based on explicit and reflective inquiry involving progressive scaffolding of students from structured towards more open investigative activities. An initial implementation with nine students, drawing on data from questionnaires and interviews, revealed their prior views regarding several NOS and NOSI aspects. Following the TLS, students demonstrated a more sophisticated understanding of the role of research questions in guiding experimental design, as well as a richer conception of scientific hypotheses. They also internalized the experimental logic underlying Griffith's work and recognized the importance of creativity and imagination in scientific practice. The study discusses contextual limitations and highlights the potential of TLSs to provide robust instructional contexts, making NOS and NOSI aspects meaningful and accessible to students through historical experiments.

This paper addressed and also established that the future of innovative pedagogies in Nigeria is the future of Nigeria itself or vice versa. Attainment of this goal is hinged on obtaining innovative teachers that will use innovative pedagogies which will eventually raise critical thinkers. The more we emphasise on the higher-order levels, that is, analysing, evaluating and creating in the teaching objectives, the better it is in raising critical thinkers and problem solvers in Nigeria. It is established that there is a need for a shift from traditional, teacher-centered methods to student-centered approaches, enhanced by technology like AI and digital tools such as Google Classroom and Google Meet and other strategies like flipped classroom, concept mapping, project method among others. Moving forward, it is recommended that it is crucial for policymakers and institutions to review and update curricula, invest in technology infrastructure, and provide ongoing, high-quality professional development for teachers as the drivers of this future are the teachers.

The research is aimed at studying some components of coordination abilities – coordination in rhythm and agility among 72 students from Coach Department of the NSA “Vassil Levski” in Sofia. Four tests were used to assess the coordination in rhythm (Frontal feet and hands hitting against a wall, Feet and hands hitting (in a corner), Jumps in four squares, Cross jumps in four squares) and two tests for assessment of agility (Sideward running 10x5 meters, “T” test). The results from the tests – Jumps in four squares and Cross jumps in four squares – correlate to a great extend with the gymnasts (.707**) and moderately with the athletes practicing other kinds of sports. The results from the tests for agility correlate with gymnasts to a great extent (.702**), and moderately with the athletes practicing other kinds of sports 684**). The coefficients of correlation with the tests for agility do not show any dependence on the tests for coordination in rhythm with both groups of subjects.

Much of the existing literature on conceptual engineering in the philosophy of technology has concentrated on identifying when and how concepts are disrupted under pressure, and how such disruptions can be addressed through conceptual engineering interventions. By and large, this literature has predominantly resorted to conceptual engineering as an approach to diagnose and remedy disruption. Recent work by Lundgren (2024) suggests that a shift from restorative to preventative conceptual engineering is warranted: rather than analysing disruptions post hoc, concepts can be deliberately designed to resist disruption from the outset. This paper introduces and develops the notion of conceptual resilience as the capacity of concepts to maintain continuous functional adequacy despite tensions, pressures, or other disturbances. Unlike Lundgren's (2024) account, which frames this phenomenon in terms of conceptual stability, we argue that resilience better accommodates a broader range of modes of resistance to disruption, including those that involve adaptive transformation rather than static continuity. We further argue that conceptual resilience is not a binary property, but a capacity exhibited in degrees. Drawing from interdisciplinary literatures, we introduce two heuristic framings-Conceptual Resilience as Immutability (CRI) and Conceptual Resilience as Adaptability (CRA)-which capture contrasting yet complementary ways in which concepts preserve their functional adequacy under pressure.