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To alleviate these difficulties of students learning atomic orbital concepts, this study developed different 3D animations to foster students to generate better learning performance and their sophisticated mental models. The study also explored students' eye movement behaviors. All 60 high school students received the pre- and post-test of atomic orbital concept test and mental model test before and immediately after learning from either static or dynamic 3D animations. The results indicated that the performances of students' mental models are influenced by different 3D animations mode. With respect to eye movements, students who received dynamic 3D animations allocated greater number of fixation, number of saccade, and longer total inspection time as well as saccade distance than those who received static 3D animations. These findings have implications for how to develop well-designed instruction to foster students' learning performance and for the relationship between eye movement behaviors with learning performance.

There is considerable disagreement among researchers about chemistry learning approach. Some have been said to demonstrate an individual advantage, some a social advantage. While there is a great deal of general literature on this field, however, the specific web-based conductive learning is relatively unexplored. We proposed a Chemistry Online Argumentation Courseware (COAC) for enhancing 10th grade students' learning with website exploring conductive components where senior high school students can easily navigate the embedded website links and create effective scientific arguments. The purpose of this paper is to report on an investigation of learners' online argumentation activity. Answers were sought to the question: how does the website exploring strategy influence students' argumentation performance on our conductive COAC. Qualitative results suggested that both Individual and Social group learners had significant improvements in their argumentation ability with the support of website exploring. This study further suggested that the benefit of website exploring argumentation-strategies instruction to the Individual group learners in the chemistry course, they improved fast enough to attain the same progress as the collaborative learners regarding argumentation-based learning. The findings of this study could serve as some general principles for teachers who would like to improve students' website learning strategy use.

The present study was to explore undergraduate students' performance and eye movement between two groups (non-science major and science major) on online scientific literacy assessments. The domain of scientific literacy in assessments consisted of identifying scientific questions, explaining phenomena scientifically, and using evidence scientifically. Eye-tracking system was synchronized to collect the indicator data of eye movement while students were engaging in cognitive processing during the assessments. The results showed that the science group students outperformed significantly than their peers in the non-science group on the assessments. Eye movement data further supported that the science group students allocated greater attention and made deeper cognitive processing at area of interest (AOI) on critical web pages compared to the non-science group ones. This study provides empirical evidence that the eye movement behaviors can give an insight into the information processing during scientific literacy online assessments.

The present study explored the effects of students' prior knowledge of science and online collaborative approaches on their science argumentation learning. Two science teachers and 102 students from four 8th grade science classes were invited to in our study. Students in each class were divided into three groups according to their prior knowledge level on science, they then took either our collaborative - or individual-based online learning program. The results show that high prior-knowledge students significantly outperformed low prior-knowledge students in argumentation. Moreover, students in the collaborative argumentation group performed better than their peers in individual group. This implies that if science teachers create a more collaborative learning environments, it would promote students' communication among peers and facilitate their argumentation learning.