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Ramona Hagenkötter; Valentina Nachtigall; Katrin Rolka; Nikol Rummel – European Journal of Psychology of Education, 2024
The implementation of video modeling examples of mathematical hands-on experimentation may provide students with authentic and, at the same time, not too cognitively overwhelming experiences. However, the effectiveness of video modeling examples can be influenced by different characteristics of the observed models. On the one hand, based on the…
Descriptors: Experiential Learning, Mathematical Concepts, Video Technology, Authentic Learning
da Silva, Renan Amorim; de Vasconcelos, Flávia Cristina Gomes Catunda – Education and Information Technologies, 2022
This paper presents an analysis of cognitive skill levels expressed in high school students' performance using laboratory simulations. We address lower-order cognitive skills (LOCS) and higher-order cognitive skills (HOCS) situations in a virtual simulation activity, in order to identify and underly further discussions about students' reasoning…
Descriptors: Chemistry, Science Instruction, Cognitive Ability, High School Students
Purwanto, Agung; Rahmawati, Yuli; Rahmayanti, Novia; Mardiah, Alin; Amalia, Risky – Journal of Technology and Science Education, 2022
Students difficulty in relating chemistry concepts to everyday life leads to their inability to explore and developed skills needed, especially critical thinking. Therefore, this study aimed to develop students' critical thinking skills by integrating socio-critical and problem-oriented approaches to chemistry learning with environmental issues in…
Descriptors: Problem Based Learning, Science Instruction, Teaching Methods, Critical Thinking
Trudel, Louis; Métioui, Abdeljalil – International Baltic Symposium on Science and Technology Education, 2019
The domain of motion or kinematics is important because it forms the basis of mechanics, an important branch of physics. By studying kinematic phenomena in the laboratory, high school students are likely to develop a better understanding of kinematics concepts as well as elements of the scientific approach to study natural and constructed…
Descriptors: Motion, Mechanics (Physics), Physics, Science Instruction
Blikstein, Paulo; Fuhrmann, Tamar; Salehi, Shima – Journal of Science Education and Technology, 2016
In this paper, we investigate an approach to supporting students' learning in science through a combination of physical experimentation and virtual modeling. We present a study that utilizes a scientific inquiry framework, which we call "bifocal modeling," to link student-designed experiments and computer models in real time. In this…
Descriptors: High School Students, Secondary School Science, Science Education, Models
Latourelle, Sandra M.; Elwess, Nancy L.; Ryan, Amy B. – Journal of Biological Education, 2020
Enzymatic activity is at the core of biological reactions. Understanding them and the chemical and environmental factors that affect reaction rates is critical for biology students. The laboratory experiment proposed here investigated these concepts, while requiring students to document, graph data, analyse results using statistics, and…
Descriptors: Biology, Science Instruction, Laboratory Experiments, Scientific Concepts
Stavrou, Dimitrios; Duit, Reinders – International Journal of Science Education, 2014
That the interplay of random and deterministic processes may result in both the limited predictability of nonlinear systems and the formation of structures seems to be a most valuable general insight into the nature of science. This study investigates the possibility of teaching and learning the interplay of chance and determinism in nonlinear…
Descriptors: Scientific Principles, Science Instruction, High School Students, Grade 11
Heemsoth, Tim; Heinze, Aiso – Journal of Experimental Education, 2016
Thus far, it is unclear how students can learn most effectively from their own errors. In this study, reflections on the rationale behind self-made errors are assumed to enhance knowledge acquisition. In a field experiment with pre/post/follow-up design, the authors practiced fractions with 174 seventh- and eighth-grade students who were randomly…
Descriptors: High School Students, Reflection, Error Patterns, Error Correction
Aydin, Sevgi; Hanuscin, Deborah L. – Science Teacher, 2011
In this article, the authors describe a lesson that uses the 5E Learning Cycle to help students not only understand the atomic model but also how Ernest Rutherford helped develop it. The lesson uses Rutherford's gold foil experiment to focus on three aspects of the nature of science: the empirical nature of science, the tentativeness of scientific…
Descriptors: Scientific Principles, Learning Processes, Science Instruction, Nuclear Energy
Herrington, Deborah G. – Journal of Chemical Education, 2011
A substantial number of upper-level science students and practicing physical science teachers demonstrate confusion about thermal equilibrium, heat transfer, heat capacity, and specific heat capacity. The traditional method of instruction, which involves learning the related definitions and equations, using equations to solve heat transfer…
Descriptors: Definitions, Chemistry, Heat, Science Laboratories
Asay, Loretta Johnson – ProQuest LLC, 2013
Analogies are ubiquitous during instruction in science classrooms, yet research about the effectiveness of using analogies has produced mixed results. An aspect seldom studied is a model of instruction when using analogies. The few existing models for instruction with analogies have not often been examined quantitatively. The Teaching With…
Descriptors: Science Education, Logical Thinking, Concept Mapping, Science Instruction
Ravanis, Konstantinos; Pantidos, Panagiotis; Vitoratos, Evangelos – Acta Didactica Napocensia, 2009
Children's mental representations about physical concepts and phenomena play a vital role in the learning process. This is confirmed by the data derived from relevant researches which demonstrate that the students formulate incompatible ideas compared with the scientific ones. In this research we investigate the representations of 14-15 years old…
Descriptors: Scientific Concepts, Learning Processes, Adolescents, Magnets
Copperman, Elana; Beeri, Catriel; Ben-Zvi, Nava – Innovations in Education and Teaching International, 2007
This paper introduces various visual models for the analysis and description of learning processes. The models analyse learning on two levels: the dynamic level (as a process over time) and the functional level. Two types of model for dynamic modelling are proposed: the session trace, which documents a specific learner in a particular learning…
Descriptors: Learning Processes, Visualization, Models, Visual Aids
Komorek, Michael; Duit, Reinders – International Journal of Science Education, 2004
The educational potential of non-linear systems is given surprisingly little attention in science education research--at least in research that links content matter and educational issues. The project on educational reconstruction of non-linear systems at the IPN has investigated the educational significance of threferring phenomena and the…
Descriptors: Learning Processes, Educational Research, Science Education, Foreign Countries
Lee, Li-Tze; Hung, Jason C. – International Journal of Distance Education Technologies, 2009
McCarthy (1985) constructed the 4MAT teaching model, an eight step instrument developed in 1980, by synthesizing Dewey's experiential learning, Kolb's four learning styles, Jung's personality types, as well as Bogen's left mode and right mode of brain processing preferences. An important implication of this model is that learning retention is…
Descriptors: Control Groups, Teaching Models, Academic Achievement, Experiential Learning
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