The  current  practice  in  teaching  Chemistry  subject  is found  to  be  teacher-centered  where  teachersengage actively  in  transmitting  knowledge  while  students  act  as  passive  recipientsof  knowledge.  This  might  affect students’ mastery in learning three representation levels of Chemistry (macroscopic, microscopic and symbolic). As a result, students tend to formanon-scientific understanding and develop an alternative concept. The shift to Blended Problem-based Learning (BPBL) is therefore potential to help overcome this problem. Thus, this study is  aimed atinvestigatingthe  roles  of  teacher  and  students  in  overcoming  the  formation of  alternative  conceptsfor  three  representation  levels  of  Chemistry inBPBL.  This  study  applies acase  study  research  design. Two teachers  and  20  students  from  two  different  Fully  Residential  Schools  are  selected using purposive  sampling technique. .....

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This study developed the Investigable Questioning Formulation Technique (IQFT) protocol to formulate investigable questions by following the procedures of design-based research. As guiding heuristics, the protocol used two provisional design principles based on teaching experience and previous studies that have applied tools for formulating questions, notably, the question formulation technique, SMART goals, and a typology of investigable and non-investigable questions. Two cycles comprising six lesson interventions were completed with two groups (n = 23, n = 25) of students in the same school in Malaysia. Questions were analyzed using qualitative content analysis and a question typology framework. Findings show the majority of students formulated comparison, exploratory, and validation of mental model questions. Some questions were posed in the prediction, descriptive, and problem-solving categories, but none were categorized as cause and effect, design and make, or pattern seeking. I.....

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