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Nielsen, Wendy S.; Nashon, Samson; Anderson, David – Journal of Research in Science Teaching, 2009
This article reports on a study that investigated students' metacognitive engagement in both out-of-school and classroom settings, as they participated in an amusement park physics program. Students from two schools that participated in the program worked in groups to collectively solve novel physics problems that engaged their individual…
Descriptors: Prior Learning, Physics, Problem Solving, Metacognition
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Hakkarainen, Kai – Journal of Research in Science Teaching, 2003
The problem addressed in the study was whether 10- and 11-year-old children, collaborating within a computer-supported classroom, could engage in progressive inquiry that exhibits an essential principal feature of mature scientific inquiry: namely, engagement in increasingly deep levels of explanation. Technical infrastructure for the study was…
Descriptors: Grade 5, Teacher Guidance, Scientific Concepts, Intentional Learning
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Gurney, Bruce – Journal of Research in Science Teaching, 1995
Explores preservice teachers' (n=151) metaphors of teaching and learning and examines some components of student teachers' own intuitions. Concludes that metaphors communicate a richness of meaning that conveys elements of mood, control, roles, attitudes, and beliefs as they apply to teaching and learning and are grounded on more deeply rooted…
Descriptors: Beliefs, Constructivism (Learning), Elementary Secondary Education, Foreign Countries
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Menis, Joseph H. – Journal of Research in Science Teaching, 1988
Reports on a study of Canadian upper secondary science students' achievement of the concept of proportion. Results indicated that, in classes where the proportion content was emphasized by the teachers, higher achievement was demonstrated. (TW)
Descriptors: Academic Achievement, Biology, Chemistry, Experiential Learning
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Griffiths, Alan K.; And Others – Journal of Research in Science Teaching, 1983
Three psychometric methods for validating learning hierarchies were applied to one data set derived from student responses (N=269) to items representing skills in a hypothesized hierarchy for the mole concept. The hierarchy derived from the analysis was supported by a test for transfer of learning from subordinate to superordinate skills.…
Descriptors: Chemistry, Grade 10, High Schools, Learning Processes
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Zoller, Uri – Journal of Research in Science Teaching, 1999
Presents an action-oriented research account of higher-order cognitive skills (HOCS)-oriented teaching of organic chemistry to freshman and sophomore science majors in small and large classes at a relatively small and large university respectively. Finds that inquiry-oriented class discussions, students' active involvement in the learning process,…
Descriptors: Active Learning, Chemistry, Cognitive Processes, Foreign Countries
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Ebenezer, Jazlin V.; Zoller, Uri – Journal of Research in Science Teaching, 1993
Grade 10 students (n=1,564) perceptions of classroom practices and activities, as well as their attitudes toward science teaching and school science, were assessed in British Columbia. Major findings were that students do not appreciate the most prevailing contemporary practices in science classes and that they prefer science teaching and learning…
Descriptors: Attitudes, Classroom Research, Classroom Techniques, Constructivism (Learning)