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Katrin Schuessler; Vanessa Fischer; Maik Walpuski – Instructional Science: An International Journal of the Learning Sciences, 2025
Cognitive load studies are mostly centered on information on perceived cognitive load. Single-item subjective rating scales are the dominant measurement practice to investigate overall cognitive load. Usually, either invested mental effort or perceived task difficulty is used as an overall cognitive load measure. However, the extent to which the…
Descriptors: Cognitive Processes, Difficulty Level, Rating Scales, Construct Validity
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Jingjing Ma; Qingtang Liu; Shufan Yu; Jindian Liu; Xiaojuan Li; Chunhua Wang – British Journal of Educational Technology, 2025
This research employs the fuzzy-set qualitative comparative analysis (fsQCA) method to investigate the configurations of multiple factors influencing scientific concept learning, including augmented reality (AR) technology, the concept map (CM) strategy and individual differences (eg, prior knowledge, experience and attitudes). A quasi-experiment…
Descriptors: Science Education, Scientific Concepts, Comparative Analysis, Qualitative Research
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Simon Demorsy; Vanessa Hanin; Stéphane Colognesi – Education 3-13, 2025
This study answers two research questions: (1) How do 12- and 13-year-old students respond to metacognitive questions posed during a complex task in mathematics or in science and (2) Do these responses differ by discipline? Content analysis was applied to responses collected from 92 students from a French-speaking Belgian school. The results…
Descriptors: Metacognition, Questioning Techniques, Mathematics Instruction, Science Instruction
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Flores González, Macarena; Vandebrouck, Fabrice; Vivier, Laurent – International Journal of Mathematical Education in Science and Technology, 2022
Our work focuses on the transition from high school to university in the field of calculus. In France, recursive sequences are studied as one of the classical exercises in both institutions. Their studies use different theorems and notions, such as functions, convergence, monotonicity, induction, etc. The work expected at this transition requires…
Descriptors: Calculus, High School Students, Mathematics Instruction, Undergraduate Study
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Sapkota, Bima – The Mathematics Educator, 2022
This study reports how 12 secondary mathematics preservice teachers (MPSTs) described characteristics of mathematical tasks after participating in instructional activities, including reading, reflecting, and discussing task characteristics from two mathematics task frameworks and related book chapters. The findings demonstrated that after engaging…
Descriptors: Preservice Teachers, Student Attitudes, Task Analysis, Prior Learning
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Dina Kamber Hamzic; Mirsad Trumic; Ismar Hadžalic – International Electronic Journal of Mathematics Education, 2025
Trigonometry is an important part of secondary school mathematics, but it is usually challenging for students to understand and learn. Since trigonometry is learned and used at a university level in many fields, like physics or geodesy, it is important to have an insight into students' trigonometry knowledge before the beginning of the university…
Descriptors: Trigonometry, Mathematics Instruction, Prior Learning, Outcomes of Education
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Shuaizhen Jin; Zheng Zhong; Kunyan Li; Chen Kang – Education and Information Technologies, 2024
This study utilizes a comparative experimental research method to investigate the effect of the Predict, Observe, Explain, and Evaluate (POEE) learning strategy in an immersive virtual environment (IVE) on two types of learners with different levels of prior knowledge. One type referred to as Highly Experienced and Knowledgeable (HEK) learners,…
Descriptors: Active Learning, Inquiry, Prior Learning, Electronic Learning
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Begg, Meredith; Pierce, Robyn – Journal of College Science Teaching, 2021
Symbols are a cornerstone of the written language of physics and mathematics but inconsistencies in their use pose a challenge to students. This article reports on interviews held with first-year undergraduate physics students, focused on their early experiences with symbols in university physics. Students reported being confused by the symbolic…
Descriptors: Physics, Symbols (Mathematics), Mathematical Concepts, Scientific Concepts
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Qian Huangfu; Qianmei He; Sisi Luo; Weilin Huang; Yahua Yang – Journal of Computer Assisted Learning, 2025
Background: Video lectures which include the teachers' presence have become increasingly common. As teacher enthusiasm is a nonverbal cue in video lectures, more and more studies are focusing on this topic. However, little research has been carried out on the interactions between teacher enthusiasm and prior knowledge when learning from video…
Descriptors: Chemistry, Science Instruction, Teacher Student Relationship, Teacher Response
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Ge, Yun-Ping; Yang, Hsiuting – International Journal of Science and Mathematics Education, 2019
Arrows are recognized as efficient visual elements in conveying location, direction, connection, and process because the shape is thought to have an immediate, common sense impact on viewers. However, the results of our prior quantitative study did not support the assumed effects of arrows in reading energy pyramid diagrams. The current study…
Descriptors: Energy, Visual Aids, Semiotics, Comprehension
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Manson, Elisapesi; Ayres, Paul – Educational Psychology, 2021
This study investigated the effectiveness of using a sequence of worked examples as part of the feedback cycle. Worked examples were either presented as full worked examples or partial worked examples (single-step and completion formats). In two experiments, grade 8 students completed a learning phase on a mathematics topic, which was immediately…
Descriptors: Error Correction, Feedback (Response), Demonstrations (Educational), Direct Instruction
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Mazibe, Ernest Nkosingiphile; Gaigher, Estelle; Coetzee, Corene – African Journal of Research in Mathematics, Science and Technology Education, 2020
It has recently been suggested that pedagogical content knowledge (PCK) has a concept-specific nature, beyond the topic-specific level of PCK. This paper reports a case study of three pre-service teachers' reported PCK about three fundamental concepts within the topic of electrostatics, namely electrostatic force, electric field and electric field…
Descriptors: Pedagogical Content Knowledge, Knowledge Level, Fundamental Concepts, Concept Teaching
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Suryadi, Ahmad; Kusairi, Sentot – Journal of Technology and Science Education, 2021
Every student needs feedback to understand a scientific concept deeply. However, with a large number of students in each class, individual feedback is a challenge for teachers in Indonesia. Although there have been many studies conducted to maximize the giving of personal feedback, studies conducted by ensuring the consistency of a student's…
Descriptors: Computer Assisted Instruction, Multimedia Instruction, Feedback (Response), Formative Evaluation
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Cheng, Lee – International Journal of Music Education, 2023
Although studying music at school can be an enriching and enjoyable experience, it is an unpopular choice for many Hong Kong senior secondary students. The purpose of this study was to examine the rationale behind the low enrolment of music as a Hong Kong Diploma of Secondary Education (HKDSE) subject. A questionnaire was conducted among senior…
Descriptors: Foreign Countries, Secondary School Students, Music Education, Enrollment Rate
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McLure, Felicity; Won, Mihye; Treagust, David F. – International Journal of Science Education, 2021
Understanding plate tectonics is pivotal to development of an integrated understanding of Geoscience topics. However, geology is frequently introduced to students in lower secondary school by describing separate processes, such as sedimentary rock formation, rather than investigating the overall driving forces for change. This study investigated…
Descriptors: Visual Aids, Freehand Drawing, Concept Formation, Scientific Concepts
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