Students’ experiences during their studies in higher education seem to be a very important element in their decision to stay or leave their field of study (Tobias, 1990). According to Tobias (1990), one of the negative features for students, majoring in science programs, is that sometimes not enough attention is given to students’ conceptual understanding. In science courses in higher education, it is especially important to focus on students’ conceptual understanding and less on details, even though it is considered to be a more challenging mission for both teachers and students (Malacinski and Zell, 1996; Trowbridge and Wandersee, 1996; Yarden & Marbach-Ad, 2004).

In view of that, in the last decade, science education tended to focus more on the learner and the learning process in higher education (Marbach-Ad and Sokolove, 2000, Kali et al., 2009). Many science disciplines have moved away from the more traditional, lecture method of teaching toward a more active approach (Yarden and Marbach-Ad, 2004, Kali et al, 2009). As a result, learning outcomes become an interactive result of what information the student has encountered, and how the student processes it (Marbach-Ad and Sokolove, 2000). Increasing students' scientific literacy, a goal which can also promote students' meaningful and lifelong learning of science, and according to the National Science Education Standards state (NRC, 1996), this should be one of the important learning outcomes in higher education.