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Download full textden Otter, Marie-Jetta; Dam, Michiel; Juurlink, Ludo B. F.; Janssen, Fred – Education Sciences, 2021
Structure-property reasoning (SPR) is one of the most important aims of chemistry education but is seldom explicitly taught, and students find structure-property reasoning difficult. This study assessed two design principles for the development of structure-property reasoning in the context of demonstrations: (1) use of a POE task…
Descriptors: Chemistry, Demonstrations (Educational), Logical Thinking, Instructional Design
Blik, H.; Harskamp, E. G.; Naayer, H. M. – Journal of Classroom Interaction, 2016
In the Netherlands, students with intellectual disabilities (ID) attend practical education (PE). Teachers generally use demonstration as a form of direct instruction (DI) and students have difficulty working independently. Strategy instruction (SI) is a question-answer-based method that stimulates students' autonomy by getting them to verbalize…
Descriptors: Foreign Countries, Intellectual Disability, Direct Instruction, Teaching Methods
Direct linkStes, Ann; Van Petegem, Peter – Studies in Higher Education, 2014
Teaching approaches in higher education have already been the subject of a considerable body of research. An important contribution was Prosser and Trigwell's development of the Approaches to Teaching Inventory (ATI). The present study aims to map out the approaches to teaching profiles of teachers in higher education on the basis of their scores…
Descriptors: Higher Education, Teaching Methods, Profiles, Educational Strategies
Snel, M. J.; Terwel, J.; Aarnoutse, C. A. J.; van Leeuwe, J. F. J. – Educational Research and Evaluation, 2012
In a field experiment with 178 first-grade pupils, the effects of an experimental beginning reading programme were investigated. Both an experimental and a control group worked with the most frequently used Dutch beginning reading programme, "Learning to Read Safely." The instructional approach implemented in the experimental group was…
Descriptors: Direct Instruction, Teaching Methods, Reading Instruction, Beginning Reading
Dijk, Eelje F.; van Oers, Bert; Terwel, Jan – European Early Childhood Education Research Journal, 2004
Discussions about the beginnings of mathematics education in early childhood are often caught up in a dilemma: should we stimulate spontaneous actions or provide direct instruction about elementary number-related actions? In this article we argue that either approach is problematic and neither is an optimal way of promoting the development of…
Descriptors: Direct Instruction, Learning Theories, Mathematics Education, Early Childhood Education
