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TABLE OF CONTENTS OF PART 2 LEARNING SCIENCE - COGNITIVE, AFFECTIVE, AND SOCIAL FACTORS Science teacher training through an ibl experience 1 M.r. Ariza, A. Quesada, A.m. Abril, F.j. García Mathematical and scientific wellbeing (m/swb): broadening the original construct 7 Philip C Clarkson, Wee Tiong Seah The challenge of implementing ibl cross-culturally and cross-curricularly 12 Nina Cords, Robert Fischer, Amrita Prasad, Manfred Euler Representation use and strategy choice in physics problem solving 18 Mieke De Cock Worldviews to the concept of evolution among students in an initial teacher training course 25 Luís Fernando Marques Dorvillé, Sandra Escovedo Selles Force dynamic gestalt of natural phe- nomena: teaching the concept of energy 31 Hans U. Fuchs, Federico Corni, Enrico Giliberti, Cristina Mariani Self-determined learning in science classrooms (grade 8) – an empirical study 38 Anja Göhring The influence of interconnectedness and problem-orientation on achievement in context-based learning 45 Andrea Harbach, Sabine Fechner Authentic inquiry learning : students and scientists “on equal terms” 52 Christine Heidinger, Franz Radits Lads in physics classes : interactions between masculinities and learning opportunities 58 Josimeire M. Julio, Arnaldo M. Vaz How are high school students’ epistemological beliefs related to their goal orientations ? 63 Cansel Kadioglu, Esen Uzuntiryaki, Yesim Capa Aydin A study on the relationship among the cognitive, emotional and social development of open university students 69 Stavroulia Kalliopi-evangeli, Psycharis Sarantos, Makri-botsari Evi Do science research apprenticeships enhance pupils’ interest in science ? 76 Suzanne Kapelari, Elisabeth Carli, Anna Oberrauch
An examination of gender difference in middle school students’science self-efficacy and its sources 82 Dekant Kiran, Semra Sungur The effect of metaconceptual teaching interventions on students’ self-efficacy toward chemistry 87 Zubeyde Demet Kirbulut, Omer Geban Differences in students’ situational interest and learning achievement caused by learning with different contexts 93 High school students’ domain specific epistemological beliefs and their conceptual change 98 Feral Ogan-bekiroglu, Ercan Kaymak Its chemistry! an intervention programme aimed at developing thinking skills in chemistry 104 Maria Sheehan, Peter E. Childs Involving students in research on the use and construction of concept cartoons for chemistry classes 111 Rosina Steininger, Anja Lembens Homework motivation and achievement in chemistry education 118 Katja Stief, Hubertina Thillmann, Elke Sumfleth The secrets of outdoor games and the laws of kinematics 123 Ekaterina Teteleva, Sergey Bogdanov Predictors of chemistry self-efficacy among college students 130 Esen Uzuntiryaki Kondakci, Yesim Capa Aydin, Zubeyde Demet Kirbulut, Michael E. Beeth Characteristics of real life contexts and their influence on student interest in learning chemistry 135 Helena Van Vorst, Sabine Fechner Evaluation of educational design methodology utilizing concept mapping 142 Veli-matti Vesterinen, Johannes Pernaa, Maija Aksela The potential of an out-of-school laboratory to improve the image of physics and chemistry 147 Susanne Weßnigk, Manfred Euler Implementation of inquiry-based learning in german school practice 153 Jens Wilbers, Silke Mikelskis-seifert, Katja Maaß, Alexander Oettlin Brain type, sex differences, and motivation to learn science: a cross-cultural study 159 Albert Zeyer, Ayla Çetin-dind r A d N r z Md Z in Moj J riš ič Iz o D Freia Odermatt
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