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Showing 1 to 15 of 18 results Save | Export
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Jihoon Kang; Jina Kim – Journal of Baltic Science Education, 2024
While existing studies have underscored the educational benefits of generating explanatory hypotheses (EHs) in response to unexpected outcomes, empirical research on the underlying mechanisms driving their effectiveness in science learning remains limited. Thus, this study aimed to empirically examine the effectiveness of generating an EH for…
Descriptors: Science Instruction, Learning Processes, Protocol Analysis, Scientific Concepts
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Lee, Victor R.; Drake, Joel; Cain, Ryan; Thayne, Jeffrey – Cognition and Instruction, 2021
Given growing interest in K-12 data and data science education, new approaches are needed to help students develop robust understandings of and familiarity with data. The model of the "quantified self"--in which data about one's own activities are collected and made into objects of study--provides inspiration for one such approach. By…
Descriptors: Statistics Education, Familiarity, Self Concept, Prior Learning
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Nagashima, Tomohiro; Bartel, Anna N.; Silla, Elena M.; Vest, Nicholas A.; Alibali, Martha W.; Aleven, Vincent – Grantee Submission, 2020
Many studies have shown that visual representations can enhance student understanding of STEM concepts. However, prior research suggests that visual representations alone are not necessarily effective across a broad range of students. To address this problem, we created a novel, scaffolded form of diagrammatic self-explanation in which students…
Descriptors: Algebra, Teaching Methods, Visual Aids, Concept Formation
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Bråten, Ivar; Johansen, Roy-Petter; Strømsø, Helge I. – Journal of Research in Reading, 2017
This study compared the effects of two brief prereading instructional practices--hands-on activities and prior knowledge activation--on sixth-graders' intrinsic motivation for reading a text and reading comprehension. Both hands-on activities and prior knowledge activation substantially improved reading comprehension relative to a control…
Descriptors: Teaching Methods, Reading Instruction, Prior Learning, Metacognition
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Desoete, Annemie; Baten, Elke; Vercaemst, Vera; De Busschere, Ann; Baudonck, Myriam; Vanhaeke, Jennis – ZDM: The International Journal on Mathematics Education, 2019
In this paper, we investigate the role of metacognitive postdiction skills, intrinsic motivation and prior proficiency in mathematics as Propensity factors within the opportunity-propensity (O-P) model of learning. We tested Belgian children from Grade 1 till 6 in January and June. The study revealed overlapping yet different predictors for…
Descriptors: Foreign Countries, Elementary School Students, Mathematics Achievement, Prior Learning
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Clinton, Virginia; Cooper, Jennifer L.; Michaelis, Joseph; Alibali, Martha W.; Nathan, Mitchell J. – Grantee Submission, 2017
Mathematics curricula are frequently rich with visuals, but these visuals are often not designed for optimal use of students' limited cognitive resources. The authors of this study revised the visuals in a mathematics lesson based on instructional design principles. The purpose of this study is to examine the effects of these revised visuals on…
Descriptors: Mathematics Instruction, Visual Stimuli, Eye Movements, Cognitive Processes
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Wissinger, Daniel R.; Ciullo, Stephen P.; Shiring, Elizabeth J. – Reading & Writing Quarterly, 2018
We used a design-based research model to examine a historical literacy intervention in Grade 6 classrooms. This article describes the results across 2 separate instructional cycles and for students grouped into 4 categories: (a) high-achieving students (n = 23 and n = 24 for Cycle I and Cycle II, respectively), (b) average-achieving students (n =…
Descriptors: Intervention, Literacy Education, History, Essays
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Sun-Lin, Hong-Zheng; Chiou, Guey-Fa – Educational Technology & Society, 2017
This study examined the interaction effects of self-explanation and game-reward strategies on sixth graders' algebra variable learning achievement, learning attitude, and meta-cognitive awareness. A learning system was developed to support the learning activity, and a 2×2 quasi-experiment was conducted. Ninety-seven students were invited to…
Descriptors: Algebra, Grade 6, Mathematics Achievement, Student Attitudes
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Cener, Emin; Acun, Ismail; Demirhan, Gokhan – Journal of Social Studies Education Research, 2015
The aim of this study is to investigate the impact of teaching social studies with the help of CT on pupils' achievement in social studies. A history, geography and culture oriented theme was selected from the social studies curriculum for the research, Turks on the Silk Road. A multimedia CD, documentaries, PowerPoint and so on were used to teach…
Descriptors: Social Studies, Technology Uses in Education, Grade 6, Quasiexperimental Design
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Borchers, Claudia; Boesch, Christophe; Riedel, Julia; Guilahoux, Hilaire; Ouattara, Dabila; Randler, Christoph – International Journal of Science Education, Part B: Communication and Public Engagement, 2014
This paper surveys the consequences of pupils' participation in the extra-curricular environmental education (EE) programme Club P.A.N. (Peoples, Animals and Nature) by monitoring changes in their respective knowledge as well as in their environmental attitudes. The programme was conducted in Côte d'Ivoire in West Africa with the help of the local…
Descriptors: Foreign Countries, Student Participation, Extracurricular Activities, Environmental Education
Shneyderman, Aleksandr; Froman, Terry – Research Services, Miami-Dade County Public Schools, 2015
In accordance with the federal No Child Left Behind (NCLB) law of 2001, 100% of students were expected to become proficient on state assessments of reading and mathematics by the end of 2013-2014 academic year. Schools that consistently failed to meet the NCLB's Adequate Yearly Progress requirements were subject to penalties. In 2011, the U.S.…
Descriptors: Educational Legislation, Federal Legislation, Standardized Tests, Academic Achievement
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Guo, Jian-peng; Pang, Ming Fai – European Journal of Psychology of Education, 2011
In experiment 1, novice fourth-grade students (N = 92) who compared multiple examples that separately varied each critical aspect and then simultaneously varied all critical aspects developed better conceptual knowledge about the "altitude of a triangle" than students who compared multiple examples that did not separately vary each critical aspect…
Descriptors: Prior Learning, Word Recognition, Geometric Concepts, Generalization
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Elbro, Carsten; Buch-Iversen, Ida – Scientific Studies of Reading, 2013
Failure to "activate" relevant, existing background knowledge may be a cause of poor reading comprehension. This failure may cause particular problems with inferences that depend heavily on prior knowledge. Conversely, teaching how to use background knowledge in the context of gap-filling inferences could improve reading comprehension in…
Descriptors: Reading Instruction, Reading Comprehension, Inferences, Teaching Methods
Feil, YingYing Crystal – ProQuest LLC, 2010
This dissertation presents two studies designed to examine the topic of fraction division in selected Chinese and US curricula. By comparing the structure and content of the Chinese and "Everyday Mathematics" textbooks and teacher's guides, Study 1 revealed many different features presented in the selected curricula. Major differences…
Descriptors: Textbooks, Prior Learning, Word Problems (Mathematics), Teaching Methods
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Matson, Trista; Henning, Mary Beth – Social Studies and the Young Learner, 2008
Inquiry is the process by which teachers give students an open-ended question, and then students investigate the evidence and draw conclusions based upon their findings. This method promotes critical thinking, as students cite evidence to support their opinions. Inquiry is most effective when it builds upon students' prior knowledge. To promote…
Descriptors: Prior Learning, Critical Thinking, Grade 6, American Indians
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