Scott E. Lewis's research while affiliated with University of South Florida and other places

... To avoid construct-irrelevant variance, only content given for Grade 5 and 6 in the chapter titled 'Human in nature' of the National Curriculum of Hungary (2012) could be assessed on the Test 0, since the participating students had only just started to learn chemistry in the beginning of the project. Taking the relevant curriculum and the content of the textbooks into account, the first version of Tests 0, including marking instructions, was made in Hungarian (Lewis, 2022) by the research team leader. Tasks intended to measure DCK were based on the DCK tasks used in the test in the beginning of the previous project (Szalay et al., 2020;Szalay et al., 2021) and corrected, considering the analysis of earlier experiences reported in a pre-service chemistry teacher student's theses work. ...

... 56 Similarly, assuming that the symbol NaCl corresponds to a molecular rather than an ionic entity (granularity and dimensionality issues) will affect inferences about the structure and properties of the chemical entity to which it refers. 57,58 Considering that the different colors in an electrostatic potential map are indicative of variations in temperature or heat rather than in electric potential (dimensionality issue) will constrain reasoning about inter- Figure 2. Examples of chemical representations related to the same chemical substance but exhibiting variation along the granularity and dimensionality dimensions (these representations also exhibit slight variations in iconicity and quantitativeness that are not highlighted in the figure). Representations are placed at the granularity and dimensionality levels they make most explicit although they may include elements from other levels. ...

... The bulk of research on self-efficacy has concentrated on the primary, junior, and high school years, which have been recognized as crucial for predicting success in the science, technology, English, biology, and mathematics disciplines. (Ahmed et al., 2022;Semilarski et al., 2022;Tai et al., 2006;Wang & Lewis, 2022). Mathematics self-efficacy in adolescents is quite changeable (Arens et al., 2022;Hiller et al., 2022). ...

... Due to an anticipation of adequate workshop space being a problem in the future, we wanted to use this phase of the pilot to explore online versions of PLTL or "cyber-PLTL" (cPLTL). While it comes with a unique set of challenges (Young & Lewis, 2022), the rationale for cPLTL in the modern context of higher education is very enticing as it overcomes "lack of adequate classroom space for groups, difficulty with scheduling an additional two hours during the day, and the availability of leaders" (Varma-Nelson & Banks, 2013, p. 97). In the literature, cPLTL and PLTL's effect on student outcomes does not have statistically significant difference (p. ...

... Findings from the three parts of my thesis consistently support other reported research that has concluded that visual representations play an essential role in both the teaching and learning of chemistry, both in general (for example, see Eilam & Gilbert, 2014a), and in chemical bonding in particular (for example, see Farheen & Lewis, 2021;Hilton & Nichols, 2011). ...

... The literature review for the research referenced many peer-reviewed sources, including academic publications, pertinent dissertations, government documents, scholarly journals, and industry publications (Graulich et al., 2021). Each of these sources aided in finding the literature gap addressed by the dissertation. ...

... Based on studies, immediate feedback to students is the most beneficial rather than a few days, weeks, or months later (Schmulian & Coetzee, 2019). In Wang et al., (2021) study, they discovered that individuals who got prompt feedback improved their academic performance much more than those who received delayed feedback. Similarly, Dhawan (2020), confirmed that students who received a lot of instant feedback were better able to grasp their lessons. ...

... During the course, the course lecturer was not responsible for collecting and analyzing the data which was done by the first and third authors. The course lecturer was not aware who signed the consent form, and assessing high school students' authentic laboratory reports was part of the course routine (Lawrie et al., 2021). Fig. 1 depicts how the research process was conducted. ...

... On the other hand, it is difficult to assess students' ability to identify anatomical structures with online exams, and as a result, practical online anatomy exams have been discontinued at some universities (Cheng et al., 2021). However, the use of a remote proctoring software and oral examinations using telephone or video conferencing software are recommended (Byrnes et al., 2021;Gupta et al., 2020;Lewis, 2020). ...

... Third, it remains unclear how appraisal and attribution processes influence learning with media that differ in modality, codality, and dynamics. Especially, the benefits of dynamics in external representations in supporting supplantation are not or only marginally addressed [46]. Finally, appraisal and attribution towards media processes might additionally influence mental effort and learning outcomes in the media-based learning [47]. ...