In this third issue of Science Education International, nine articles have been brought together. The first three were written with master’s degree level students. In the first article, Judith Jenkins worked with Bradley T. Shoopman on the misconception of students in the United States of America’s Kentucky understanding molecular orbital diagrams. The second article sees Mustafa Hamalosmanoğluworking with Serdar Varinlioğlu to reveal the effects of scientific argumentation-oriented teaching activities on the environmental attitudes and knowledge of seventh grade Turkish students. The third article was Sevgi Aydin-Günbatar with Nesibe Kalender examining how learners’ problem-solving approaches and success changed from high school to graduate school. The remaining six articles come from Greece, Japan and Singapore, United States of America, Turkey, Ethiopia, and Pakistan
Author Biography
Steven S. Sexton, University of Otago
College of Education
Steven Sexton is a Senior Lecturer in the University of Otago’s College of Education. After several years as a practicing classroom teacher, he now works in Initial Teacher Education in both the Postgraduate and Undergraduate programmes. His research interest areas are in teacher cognition, science education and heteronormativity.
