Gaining insights through thematic analysis about learning dimensions in teaching learning sequences on surface phenomena in liquids

This study investigates the role of learning dimensions in planning and trialing teaching-learning sequences (TLSs) on surface phenomena in liquids for high school students. Particularly, it aims to identify how different modeling approaches—macroscopic and mesoscopic—impact students’ learning in terms of different dimensions of learning such as conceptual understanding, intellectual growth, and scientific habits of mind. Some results derived from the application of thematic analysis (TA) to qualitative data collected from students’ interviews and feedback, and allowing for the identification of key learning dimensions, are presented. By systematically linking qualitative data to learning dimensions, TA provided a structured framework for evaluating the effectiveness of different instructional strategies. The study highlights the role of both cognitive and affective factors in science learning and underscores the importance of integrating diverse modeling approaches to foster a comprehensive understanding of complex scientific topics.