International Journal of Physics & Chemistry Education <p><strong>About IJPCE<br></strong></p> <p><em>International Journal of Physics and Chemistry Education</em> (IJPCE) is published quarterly in <em>February</em>, <em>May</em>, <em>August</em>, and <em>November</em>. Between 2009 and 2016 (volumes 1-8) IJPCE had been published under the title "Eurasian Journal of Physics and Chemistry Education" (EJPCE) . IJPCE continues with a broader prospect and enthusiasm to contribute to the field in various scholarly approaches.<br>IJPCE is an Open Access Journal. Terms and conditions of Creative Commons Attribution 4.0 International (CC BY 4.0) apply, while authors maintain the copyrights for their own articles.</p> iSER - The International Society of Educational Research en-US International Journal of Physics & Chemistry Education 2589-8876 <p>Copyright © Authors</p> Students’ ideas and misconceptions about for the atom: A Latent Class Analysis with covariates <p>The current study investigates students’ fundamental ideas and misconceptions about ontological features of atoms identity and behaviour. These conceptions are being investigated across tasks with varying context. Participants were secondary education students in eighth, tenth and twelfth grades. Latent Class Analysis (LCA), a psychometric approach, was implemented to analyze a set of four tasks, in order to identify distinct mental models, which share specific sets of misconceptions. Furthermore, the detected mental models were associated with a number of external variables, such as the age, and the three cognitive variables: formal reasoning, field dependence-independence and divergent thinking. Results indicated that age and two cognitive variables under study had significant effects on students’ mental models. Implications for theory and practice are discussed.</p> Dimitrios Stamovlasis George Papageorgiou Nikolaos Zarkadis Copyright (c) 2020 Dimitrios Stamovlasis, George Papageorgiou, Nikolaos Zarkadis 2020-08-31 2020-08-31 12 3 41 52 A survey to measure perceived agency of teachers <p>Dissemination of reformed curriculum requires teachers to feel that they have the freedom to actually implement the curriculum. Whereas greater learning gains are found with active learning, this generally requires more time than rote lecturing. National standards which call for wide content coverage make such approaches prohibitive. This and other pressures may lead teachers to feel that they have little control over what and how they teach. Here, we assess a survey we designed to measure a “teacher's perceived agency“, which we define as “a feeling of being in control over what is taught and of how it is taught.”</p> Michael M. Hull Haruko Uematsu Copyright (c) 2020 Michael M. Hull, Haruko Uematsu 2020-08-31 2020-08-31 12 3 53 62