Multi-Strand (1/2/3) Stand-alone Paper Set
- Presenter(s): YAJING GU; Cynthia Lima; Tamara Dawud; Vivian Wiiliam; Loucas Louca
- Session Length: 90 minutes
- Date: Apr 9, 2026
398 The impacts of media-multitasking on the use of reading strategies and effects in science reading
YAJING GU1; LEI HUANG2
1BNU; China. 2CCNU; China
Abstract
Science reading is an important way to improve citizens' scientific literacy; but compared with paper reading; screen reading is easily disturbed by other media activities; affecting the effectiveness of scientific communication. This study investigated the differentiated impacts of media multitasking (MMT) on adolescents' science reading strategy use and comprehension. A 2×3 experimental design involved 48 junior high students; categorized by reading ability (high/low) and interference (none; video; or dialogue). A Python-based program simulated a multi-task screen reading environment; collecting behavioral data; self-reported strategies; and comprehension outcomes. Results indicated a marginal main effect of interference on reading duration and highlighting; with dialogue interference prompting greater compensatory effort. Video interference significantly impaired recall and recognition. Crucially; a marginal interaction between interference and reading ability emerged for higher-order comprehension: high-ability students showed resilience; with reflection and evaluation scores even improving under video interference; suggesting strategic mind-wandering. Low-ability students were more vulnerable; particularly for essay questions; though dialogue interference unexpectedly facilitated their short-answer comprehension. No significant mediating role was found for the measured reading strategies. This research reveals MMT's varied effects based on individual ability; offering insights for optimizing digital reading environments.
Strand 1: Science Learning: Development of student understanding
706 Development and Application of Electric Circuit Models in Electric Vehicle Design
Cynthia E. Lima ORCID iD; Jorge Solis ORCID iD; Nikolaos Gatsis ORCID iD
The University of Texas at San Antonio; San Antonio; TX; USA
Abstract
This study aims to examine how a group of fifth-grade multilingual students develop and apply electric circuit models to design an electric vehicle. By leveraging the opportunities presented by the Next Generation Science Standards (NGSS); and addressing the challenges associated with the meaningful integration of science and engineering; this research employs a design-based science learning environment that prioritizes modeling. The curriculum is designed to encourage students to construct and apply electric circuit models and articulate their thought processes using diverse semiotic modalities. The electric vehicle unit was implemented with a group of 21 fifth-grade learners; the majority of whom were emergent bilinguals. Employing a case study methodology and qualitative data analysis; the study identified the types of electric circuit models created and utilized by the students in their electric vehicle designs. The findings revealed that students developed four different types of electric circuit models; which were subsequently applied in the context of electric vehicle design. Insights from this study will contribute to the existing literature on integrated STEM education and enhance our understanding of how asset-oriented instructional strategies can bolster scientific and engineering knowledge among emergent bilingual populations.
Strand 1: Science Learning: Development of student understanding
410 Tipping the Balance: Sources of Confusion in Understanding Dynamic Equilibrium
Tamara Dawud1; Sebahat Gok2; Sharona T. Levy1; Uri Wilensky2
1University of Haifa; Israel. 2Northwestern University; USA
Abstract
This narrative literature review examines whether students' difficulties in understanding dynamic equilibrium (DE) are shared across biology; chemistry; and physics. Although DE has been studied separately in each domain; it is a systemic phenomenon involving static macro-level behavior emerging from dynamic micro-level interactions. Defined by the balance of opposing influences within systems; DE is foundational but represented differently across disciplines and is not taught as a unifying concept. These representational differences contribute to persistent misconceptions and hinder knowledge transfer between domains. We analyzed 54 empirical studies; identified through major academic databases such as ERIC and Scopus. The analysis focused on students' misconceptions; alternative concepts; and mental models across six phenomena: homeostasis and ecological balance (biology); chemical equilibrium and diffusion (chemistry); and constant electric current and uniform motion (physics). Data were coded deductively and inductively. The findings revealed three interrelated categories of difficulties: understanding complex systems (e.g.; compartmentalized views; macro–micro confusion; feedback misconceptions; and equating equilibrium with stasis); mathematical reasoning (e.g.; confusing base quantities with rates and rigid procedural use); and content-specific challenges tied to particular representations or disciplines. We propose developing cross-disciplinary DE representations that highlight system levels; emergence; feedback; and rate-based reasoning to foster robust; transferable understanding.
Strand 1: Science Learning: Development of student understanding
998 "Be Humane": Care Shaping Epistemic Negotiations in Scientific Experimental Design
Wenya Yang1; Wanjun Ding1; Kangni Chen1; Hua Hu2
1Ruixiang Experimental School; Wenzhou; Zhejiang Province; China. 2East China Normal University; Shanghai; Shanghai; China
Abstract
Care constitutes a critical moral and ethical dimension in the creation of scientific knowledge; yet its role in shaping epistemic processes remains under-explored. Grounded in care epistemology; this study adopts the care practice model and the AIR epistemic cognition model to examine how care shapes epistemic negotiations within classroom communities regarding plant experimental design. The findings reveal that a student's need to care for plants shapes his personal epistemic ideal; which is recognized by the community. After the teacher adjusted the epistemic aims; the community's caring actions; under the guidance of the teacher; drove the emergence of diverse reliable processes. The study findings emphasize that care; while facilitating the community's epistemic negotiations; also breaks down the oppositional relationship between humans and the post-human world in science learning.
Strand 2: Science Learning: Contexts; Characteristics and Interactions
43 Unpacking Modeling-Based Learning in Kindergarten: A Micro-Level Discourse Analysis
Loucas Louca ORCID iD
European University Cyprus; Nicosia; Cyprus
Abstract
This case study explores how Modeling-based Learning (MbL) unfolds in a kindergarten science classroom through a micro-level analysis of the 24 children's discourse (aged 5-6) during a 35-minute whole-class discussion on water diffusion. Discourse data were examined using four analytic frameworks to capture mechanistic and analogical reasoning; MbL phases; and the teacher's discursive responses. Findings indicate that kindergarteners can engage in complex mechanistic reasoning when supported through structured modeling cycles and teacher facilitation. Analogical reasoning appeared less frequently and was not directly supported. The study highlights the importance of scalar-level reasoning and the role of teacher scaffolding; including the use of dramatic play. These findings contribute to kindergarten science education research and underscore the potential of MbL in supporting their reasoning.
Strand 3: Science Teaching — Primary School (Grades preK-6): Characteristics and Strategies
description
398 The impacts of media-multitasking on the use of reading strategies and effects in science reading
YAJING GU1; LEI HUANG2
1BNU; China. 2CCNU; China
Abstract
Science reading is an important way to improve citizens' scientific literacy; but compared with paper reading; screen reading is easily disturbed by other media activities; affecting the effectiveness of scientific communication. This study investigated the differentiated impacts of media multitasking (MMT) on adolescents' science reading strategy use and comprehension. A 2×3 experimental design involved 48 junior high students; categorized by reading ability (high/low) and interference (none; video; or dialogue). A Python-based program simulated a multi-task screen reading environment; collecting behavioral data; self-reported strategies; and comprehension outcomes. Results indicated a marginal main effect of interference on reading duration and highlighting; with dialogue interference prompting greater compensatory effort. Video interference significantly impaired recall and recognition. Crucially; a marginal interaction between interference and reading ability emerged for higher-order comprehension: high-ability students showed resilience; with reflection and evaluation scores even improving under video interference; suggesting strategic mind-wandering. Low-ability students were more vulnerable; particularly for essay questions; though dialogue interference unexpectedly facilitated their short-answer comprehension. No significant mediating role was found for the measured reading strategies. This research reveals MMT's varied effects based on individual ability; offering insights for optimizing digital reading environments.
Strand 1: Science Learning: Development of student understanding
706 Development and Application of Electric Circuit Models in Electric Vehicle Design
Cynthia E. Lima ORCID iD; Jorge Solis ORCID iD; Nikolaos Gatsis ORCID iD
The University of Texas at San Antonio; San Antonio; TX; USA
Abstract
This study aims to examine how a group of fifth-grade multilingual students develop and apply electric circuit models to design an electric vehicle. By leveraging the opportunities presented by the Next Generation Science Standards (NGSS); and addressing the challenges associated with the meaningful integration of science and engineering; this research employs a design-based science learning environment that prioritizes modeling. The curriculum is designed to encourage students to construct and apply electric circuit models and articulate their thought processes using diverse semiotic modalities. The electric vehicle unit was implemented with a group of 21 fifth-grade learners; the majority of whom were emergent bilinguals. Employing a case study methodology and qualitative data analysis; the study identified the types of electric circuit models created and utilized by the students in their electric vehicle designs. The findings revealed that students developed four different types of electric circuit models; which were subsequently applied in the context of electric vehicle design. Insights from this study will contribute to the existing literature on integrated STEM education and enhance our understanding of how asset-oriented instructional strategies can bolster scientific and engineering knowledge among emergent bilingual populations.
Strand 1: Science Learning: Development of student understanding
410 Tipping the Balance: Sources of Confusion in Understanding Dynamic Equilibrium
Tamara Dawud1; Sebahat Gok2; Sharona T. Levy1; Uri Wilensky2
1University of Haifa; Israel. 2Northwestern University; USA
Abstract
This narrative literature review examines whether students' difficulties in understanding dynamic equilibrium (DE) are shared across biology; chemistry; and physics. Although DE has been studied separately in each domain; it is a systemic phenomenon involving static macro-level behavior emerging from dynamic micro-level interactions. Defined by the balance of opposing influences within systems; DE is foundational but represented differently across disciplines and is not taught as a unifying concept. These representational differences contribute to persistent misconceptions and hinder knowledge transfer between domains. We analyzed 54 empirical studies; identified through major academic databases such as ERIC and Scopus. The analysis focused on students' misconceptions; alternative concepts; and mental models across six phenomena: homeostasis and ecological balance (biology); chemical equilibrium and diffusion (chemistry); and constant electric current and uniform motion (physics). Data were coded deductively and inductively. The findings revealed three interrelated categories of difficulties: understanding complex systems (e.g.; compartmentalized views; macro–micro confusion; feedback misconceptions; and equating equilibrium with stasis); mathematical reasoning (e.g.; confusing base quantities with rates and rigid procedural use); and content-specific challenges tied to particular representations or disciplines. We propose developing cross-disciplinary DE representations that highlight system levels; emergence; feedback; and rate-based reasoning to foster robust; transferable understanding.
Strand 1: Science Learning: Development of student understanding
998 "Be Humane": Care Shaping Epistemic Negotiations in Scientific Experimental Design
Wenya Yang1; Wanjun Ding1; Kangni Chen1; Hua Hu2
1Ruixiang Experimental School; Wenzhou; Zhejiang Province; China. 2East China Normal University; Shanghai; Shanghai; China
Abstract
Care constitutes a critical moral and ethical dimension in the creation of scientific knowledge; yet its role in shaping epistemic processes remains under-explored. Grounded in care epistemology; this study adopts the care practice model and the AIR epistemic cognition model to examine how care shapes epistemic negotiations within classroom communities regarding plant experimental design. The findings reveal that a student's need to care for plants shapes his personal epistemic ideal; which is recognized by the community. After the teacher adjusted the epistemic aims; the community's caring actions; under the guidance of the teacher; drove the emergence of diverse reliable processes. The study findings emphasize that care; while facilitating the community's epistemic negotiations; also breaks down the oppositional relationship between humans and the post-human world in science learning.
Strand 2: Science Learning: Contexts; Characteristics and Interactions
43 Unpacking Modeling-Based Learning in Kindergarten: A Micro-Level Discourse Analysis
Loucas Louca ORCID iD
European University Cyprus; Nicosia; Cyprus
Abstract
This case study explores how Modeling-based Learning (MbL) unfolds in a kindergarten science classroom through a micro-level analysis of the 24 children's discourse (aged 5-6) during a 35-minute whole-class discussion on water diffusion. Discourse data were examined using four analytic frameworks to capture mechanistic and analogical reasoning; MbL phases; and the teacher's discursive responses. Findings indicate that kindergarteners can engage in complex mechanistic reasoning when supported through structured modeling cycles and teacher facilitation. Analogical reasoning appeared less frequently and was not directly supported. The study highlights the importance of scalar-level reasoning and the role of teacher scaffolding; including the use of dramatic play. These findings contribute to kindergarten science education research and underscore the potential of MbL in supporting their reasoning.
Strand 3: Science Teaching — Primary School (Grades preK-6): Characteristics and Strategies
