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Direct linkDanhua Zhou – Interactive Learning Environments, 2024
Online scientific argumentation activities have significant value for students' cognitive ability. The purpose of this study was to solve the issues of online scientific argumentation. Firstly, the influences of online scientific argumentation were classified into "Learn to Argue" and "Argue to Learn" abilities. And then the…
Descriptors: Meta Analysis, Instructional Design, Instructional Effectiveness, Electronic Learning
Shi, Yinghui; Yang, Huiyun; Dou, Yi; Zeng, Yong – Asia Pacific Education Review, 2023
Mind mapping is a visualization tool used in instruction that can be applied by learners to generate ideas, take notes, organize thinking, and develop concepts. Instruction using mind mapping is becoming increasingly commonly used in education. However, research has produced inconsistent results regarding the effectiveness of mind mapping-based…
Descriptors: Cognitive Mapping, Educational Strategies, Cognitive Processes, Academic Achievement
Download full textMusengimana, Jeannette; Kampire, Edwige; Ntawiha, Philothère – EURASIA Journal of Mathematics, Science and Technology Education, 2021
Science education is facing a challenge of students who are losing interest in learning science subjects including chemistry. This research provides a review of literature that emphasizes on the factors affecting secondary school students' attitudes toward chemistry. Thirty-six studies were selected in Google scholar and ERIC database in the time…
Descriptors: Student Attitudes, Secondary School Students, Learning Motivation, Chemistry
Goes, Luciane F.; Nogueira, Keysy S. C.; Fernandez, Carmen – Problems of Education in the 21st Century, 2020
Redox reactions are considered one of the most difficult chemistry subjects to teach and learn. However, this is an important content that permeates several topics and includes many everyday life-related phenomena. To understand the teaching and learning difficulties of the 'redox reactions' topic, a systematic literature review was conducted.…
Descriptors: Science Instruction, Chemistry, Scientific Concepts, Concept Formation
Riopel, Martin; Nenciovici, Lucian; Potvin, Patrice; Chastenay, Pierre; Charland, Patrick; Sarrasin, Jérémie Blanchette; Masson, Steve – Studies in Science Education, 2019
Serious games have become increasingly available to educators. Empirical studies and meta-analyses have examined their impact on learning achievement. However, natural sciences could have a special relation to serious games by their systematic use of quantitative and predictive models that can generate microworlds and simulations. Since no known…
Descriptors: Outcomes of Education, Educational Games, Science Achievement, Conventional Instruction
Warfa, Abdi-Rizak M. – Journal of Chemical Education, 2016
A meta-analysis of recent quantitative studies that examine the effects of cooperative learning (CL) on achievement outcomes in chemistry is presented. Findings from 25 chemical education studies involving 3985 participants (N[subscript treatment] = 1,845; N[subscript control] = 2,140) and published since 2001 show positive association between…
Descriptors: Meta Analysis, Statistical Analysis, Cooperative Learning, Science Instruction
