NotesFAQContact Us
Collection
Advanced
Search Tips
Showing all 6 results Save | Export
Peer reviewed Peer reviewed
Direct linkDirect link
Yang, Xiaotong; Rahimi, Seyedahmad; Shute, Valerie; Kuba, Renata; Smith, Ginny; Alonso-Fernández, Cristina – Educational Technology Research and Development, 2021
In-game learning supports aim to help students solve game levels (i.e., game-related supports), and connect to underlying content (i.e., content-related and hybrid supports). Students with different levels of prior knowledge may have different needs for in-game supports. In this study, we designed a 2D physics game with game-related,…
Descriptors: Prior Learning, Educational Games, Game Based Learning, High School Students
Peer reviewed Peer reviewed
PDF on ERIC Download full text
Tursucu, Süleyman; Spandaw, Jeroen; de Vries, Marc J. – EURASIA Journal of Mathematics, Science and Technology Education, 2020
Mathematics is of major importance in science subjects. Unfortunately, students struggle with applying mathematics in science subjects, especially physics. In this qualitative study we demonstrate that transfer of algebraic skills from mathematics in physics class can be improved by using pre-knowledge effectively. We designed shift-problems…
Descriptors: Problem Solving, Physics, Science Instruction, Mathematics Skills
Peer reviewed Peer reviewed
PDF on ERIC Download full text
Salar, Riza; Turgut, Umit – Science Education International, 2021
The learning characteristics of each student are different. Differentiated instruction considers individual differences, as such guides the learning journey rather than seeing these differences as a challenge. The purpose of this research was to compare the effects of differentiated instruction and 5E learning cycle in physics classes on the…
Descriptors: Physics, Science Instruction, Science Achievement, Pretests Posttests
Peer reviewed Peer reviewed
Direct linkDirect link
Tiberghien, Andrée; Cross, David; Sensevy, Gérard – Journal of Research in Science Teaching, 2014
This paper deals with the joint construction of knowledge by the teacher and the students in a physics classroom. It is focused on the status of epistemic certainty/uncertainty of knowledge. The same element of knowledge can be introduced as possible and thus uncertain and then evolve towards a status of epistemic certainty; the status of other…
Descriptors: Knowledge Level, Physics, Science Instruction, Epistemology
Peer reviewed Peer reviewed
PDF on ERIC Download full text
Ergul, N. Remziye – Educational Sciences: Theory and Practice, 2013
Abstraction is one of the methods for learning knowledge with using mental processes that cannot be obtained through experiment and observation. RBC model that is based on abstraction in the process of creating knowledge is directly related to mental processes. In this study, the RBC model is used for the high school students' processes of…
Descriptors: Abstract Reasoning, Cognitive Processes, High School Students, Grade 10
Eskin, Handan; Ogan-Bekiroglu, Feral – Online Submission, 2007
The purpose of this research was to examine the effects of implementation of argumentation in a physics classroom on students' reasoning. This research is both quantitative and qualitative in nature. Experimental design was used for the study. For the quantitative aspect of the research, students' prior knowledge in the beginning of the…
Descriptors: Scientific Concepts, Persuasive Discourse, Prior Learning, Physics