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James Deehan; Amy MacDonald; Christopher Morris – Studies in Science Education, 2024
Effective science education is crucial for developing a scientifically literate citizenry, and for many, foundational primary science education experiences play a significant role in defining their long-term science trajectories. However, primary science education has been limited by a dissonance between the poor science trajectories for…
Descriptors: Intervention, Science Education, Science Instruction, Instructional Effectiveness
Muammer Çalik; Neslhan Ültay; Hasan Bag; Alipasa Ayas – Chemistry Education Research and Practice, 2024
The purpose of this study is to "meta"-analytically evaluate research that used chemical bonding-based interventions to improve academic performance. Through "meta"-analysis, the present study used several keyword patterns (e.g., chemical bonding, experimental, chemistry education, science education) via relevant databases…
Descriptors: Chemistry, Meta Analysis, Effect Size, Intervention
Mehmet Diyaddin Yasar; Mustafa Erdogan; Veli Batdi; Ülkü Cinkara – European Journal of Science and Mathematics Education, 2024
The aim of this study is to reveal the effect of cooperative learning method in science education on academic achievement with mixed-meta method. For this purpose, various national and international databases were searched, and among 81 articles and 37 theses covering the period between 2001 and 2022, 46 articles and 31 theses that included…
Descriptors: Cooperative Learning, Teaching Methods, Science Education, Positive Attitudes
Demelash, Minale; Belachew, Woldie; Andargie, Dereje – Online Submission, 2023
The implementation of context-based chemistry programs has been started before 40 years ago since 1980s in an attempt to make the learning of chemistry more meaningful for students. Consequent to its lengthy, there has been a steady increase in the number of interventional context-based (ICB) approach chemistry studies investigating the effect of…
Descriptors: Chemistry, Science Instruction, Context Effect, Geographic Location
Sezer, Kübra; Karatas, Faik Özgür – Journal of Science Learning, 2022
Analogies are bridges between prior knowledge and new knowledge to make meaning of the new one. Analogies are particularly effective in teaching science concepts that are not very apparent in the students' everyday lives due to their abstract nature. For this reason, it is essential to adapt analogies to teach new concepts effectively in science…
Descriptors: Science Education, Science Instruction, Logical Thinking, Foreign Countries
Gidele Gito Gizaw; Solomon Sorsa Sota – Science Education International, 2023
This paper aims to review and assess the strategies available in literature to improve the practices of science process skills (SPS) among students. SPS encompasses the mental and physical activities of students in collecting and organizing information and then using the information to make predictions, explain phenomena, solve problems,…
Descriptors: Student Improvement, Science Process Skills, Science Instruction, Scientific Attitudes
Turan, Zeynep – Scandinavian Journal of Educational Research, 2023
This study aims to determine the effectiveness of flipped classrooms in science education through the use of systematic review and meta-analysis. A total of 64 studies were analyzed by scanning the following databases: Web of Science, Eric, Taylor & Francis, and Education Full Text (EBSCO). Of the studies analyzed, 18 were selected for…
Descriptors: Flipped Classroom, Program Effectiveness, Science Education, Teaching Methods
Juan Garzón; Georgios Lampropoulos – Interactive Learning Environments, 2024
The benefits of mobile learning for science education have been widely described; however, there is scarce evidence of its effect on student learning. This article presents a meta-analysis of 44 empirical studies to assess the effect of mobile learning on students' learning at K-12 levels. Moreover, the study considered the moderating effect of…
Descriptors: Handheld Devices, Educational Technology, Science Education, Elementary Secondary Education
Kathleen Lynch; Kathryn E. Gonzalez; Heather C. Hill; Ramsey Merritt – Annenberg Institute for School Reform at Brown University, 2024
Inconsistent reporting of critical facets of classroom interventions and their related impact evaluations hinders the field's ability to describe and synthesize the existing evidence base. In this essay, we present a set of reporting guidelines intended to steer authors of classroom intervention studies toward providing more systematic reporting…
Descriptors: Meta Analysis, Mathematics Teachers, Science Teachers, Faculty Development
Wahyu Dilla Abdullah; Adilah Afikah; Ezi Apino; Supahar Supahar; Jumadi Jumadi – Journal of Baltic Science Education, 2024
The use of mobile technology in physics education has become more prevalent, but more data about its effect on student academic performance needs to be collected. This meta-analysis examines the effects of mobile learning on student achievement in physics and any moderating factors. The study collected 36 primary studies from various scientific…
Descriptors: Meta Analysis, Science Education, Science Achievement, Physics
Exploring the Effectiveness and Moderators of Augmented Reality on Science Learning: A Meta-Analysis
Xu, Wen-Wen; Su, Chien-Yuan; Hu, Yue; Chen, Cheng-Huan – Journal of Science Education and Technology, 2022
The use of augmented reality (AR) technology in the science curriculum has the potential to assist students in comprehending abstract and complex concepts or unobservable phenomena, as well as to better explain knowledge regarding science content by superimposing virtual objects over genuine items or environments in a multidimensional approach.…
Descriptors: Computer Simulation, Educational Technology, Science Education, Science Achievement
Kalemkus, Jale; Kalemkus, Fatih – Interactive Learning Environments, 2023
It was aimed to review the effect of the use of augmented reality applications on the academic achievement of students in science education in this study. In line with this aim, the experimental researches reviewing the effect of use of augmented reality applications within the scope of science course on student achievement were evaluated with…
Descriptors: Information Technology, Computer Simulation, Academic Achievement, Science Education
Delen, Ibrahim; Sen, Sedat – Journal of Research in Science Teaching, 2023
Design-based learning (DBL) offers opportunities to support students' content understanding. Previous DBL studies reported different effect sizes by using the data from one participant group. The goal of this study was to conduct a meta-analysis that would give a comprehensive picture of how DBL is connected to student achievement in different…
Descriptors: Kindergarten, Elementary Secondary Education, Meta Analysis, Design
Güngör, Büsra Arik; Metin, Mustafa; Saraçoglu, Sibel – Journal of Science Learning, 2022
The purpose of this study is to study research regarding the context-based learning approach in science education between 2010 and 2020 in Turkey. In this study, a descriptive content analysis method was used to analyzed 86 articles on context-based learning in science education published in 67 different journals. According to some variables such…
Descriptors: Foreign Countries, Science Education, Teaching Methods, Context Effect
Majewska, Dominika – Cambridge University Press & Assessment, 2023
This report presents a literature review that was conducted to answer the question -- what can be learned from high performing jurisdictions with respect to scientific literacy? The review intends to build a picture of the education systems, specifically science education, in the five jurisdictions which performed the best in the scientific…
Descriptors: Scientific Literacy, High Achievement, Science Achievement, Teaching Methods