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Direct linkWünschmann, Stephanie; Wüst-Ackermann, Peter; Randler, Christoph; Vollmer, Christian; Itzek-Greulich, Heike – Research in Science Education, 2017
Interventions in out-of-school settings have been shown in previous studies to effectively increase students' science knowledge and motivation, with mixed results on whether they are more effective than teaching at school. In this study, we compared an out-of-school setting in a reptile and amphibian zoo (Landau, Germany) with a sequence of…
Descriptors: Recreational Facilities, Science Instruction, Experimental Groups, Control Groups
Kleickmann, Thilo; Tröbst, Steffen; Jonen, Angela; Vehmeyer, Julia; Möller, Kornelia – Journal of Educational Psychology, 2016
Curriculum materials explicitly designed to foster teacher learning represent a prominent route to professional development (PD) for teachers. However, it is unclear whether PD can be delivered successfully in the form of teacher self-study of curriculum materials, or whether it has to be scaffolded additionally by an expert. This study…
Descriptors: Scaffolding (Teaching Technique), Elementary School Science, Science Teachers, Elementary School Teachers
Decristan, Jasmin; Klieme, Eckhard; Kunter, Mareike; Hochweber, Jan; Büttner, Gerhard; Fauth, Benjamin; Hondrich, A. Lena; Rieser, Svenja; Hertel, Silke; Hardy, Ilonca – American Educational Research Journal, 2015
In this study we examine the interplay between curriculum-embedded formative assessment--a well-known teaching practice--and general features of classroom process quality (i.e., cognitive activation, supportive climate, classroom management) and their combined effect on elementary school students' understanding of the scientific concepts of…
Descriptors: Foreign Countries, Formative Evaluation, Educational Quality, Classroom Techniques
