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Showing 1 to 15 of 26 results Save | Export
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Graulich, Nicole – Chemistry Education Research and Practice, 2015
Organic chemistry education is one of the youngest research areas among all chemistry related research efforts, and its published scholarly work has become vibrant and diverse over the last 15 years. Research on problem-solving behavior, students' use of the arrow-pushing formalism, the investigation of students' conceptual knowledge and…
Descriptors: Organic Chemistry, Science Instruction, Scientific Concepts, Problem Solving
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Liu, Min; Horton, Lucas; Toprac, Paul; Yuen, Timothy T. – Educational Media and Technology Yearbook, 2012
This chapter examines the various cognitive tools embedded in a multimedia-enriched PBL environment for middle school science known as "Alien Rescue" and shares the research findings of the use of these cognitive tools in assisting young learners' problem solving. The goal of this chapter is to illustrate strategies for designing…
Descriptors: Middle School Students, Science Instruction, Problem Based Learning, Teaching Methods
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Sandoval, William A.; Sodian, Beate; Koerber, Susanne; Wong, Jacqueline – Educational Psychologist, 2014
Science educators have long been concerned with how formal schooling contributes to learners' capacities to engage with science after school. This article frames productive engagement as fundamentally about the coordination of claims with evidence, but such coordination requires a number of reasoning capabilities to evaluate the strength of…
Descriptors: Science Teachers, Science Instruction, Science Process Skills, Competence
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Tan, Kok Siang; Heng, Chong Yong; Tan, Shuhui – Asia-Pacific Forum on Science Learning and Teaching, 2013
In classrooms, science is usually taught within the cognitive domain while the psychomotor learning domain is achieved through performing science experiments in the laboratory. Although students attend civic and moral education and pastoral care classes where values and life skills are often taught directly, learning experiences in most school…
Descriptors: Science Instruction, Affective Behavior, Foreign Countries, Secondary School Science
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Knaus, Karen; Murphy, Kristen; Blecking, Anja; Holme, Thomas – Journal of Chemical Education, 2011
The design and use of a valid and reliable instrument for the assignment of cognitive complexity ratings to chemistry exam items is described in this paper. Use of such an instrument provides a simple method to quantify the cognitive demands of chemistry exam items. Instrument validity was established in two different ways: statistically…
Descriptors: Chemistry, Cognitive Processes, Cognitive Development, Science Instruction
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Miranda, Rommel J.; Damico, Julie B. – Journal of Science Teacher Education, 2013
This study sought to determine the beliefs that tenured, in-service high school science teachers hold about how their participation in a large mid-Atlantic university's 6-week summer research experiences for teachers (RET) program might influence their pedagogical practices. The findings show a number of factors that teachers believed helped them…
Descriptors: Science Teachers, High Schools, Secondary School Teachers, Summer Programs
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Mjelde, James W.; Litzenberg, Kerry K.; Lindner, James R. – Journal of Natural Resources and Life Sciences Education, 2011
This study investigated the comprehension and effectiveness of teaching formal, probabilistic decision-making skills to middle school students. Two specific objectives were to determine (1) if middle school students can comprehend a probabilistic decision-making approach, and (2) if exposure to the modeling approaches improves middle school…
Descriptors: Middle School Students, Scores, Decision Making, Cognitive Development
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Okoye, Namdi N. S. – College Student Journal, 2009
The study tried to examine the interaction between two independent variables of selective attention and cognitive development on Achievement in Genetics at the Secondary School level. In looking at the problem of this study three null hypotheses were generated for testing at 0.05 level of significance. Factorial Analysis of Variance design with…
Descriptors: Attention Control, Genetics, Secondary School Students, Statistical Analysis
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Cakir, Mustafa – International Journal of Environmental and Science Education, 2008
This paper draws attention to the literature in the areas of learning, specifically, constructivism, conceptual change and cognitive development. It emphasizes the contribution of such research to our understanding of the learning process. This literature provides guidelines for teachers, at all levels, in their attempt to have their students…
Descriptors: Constructivism (Learning), Cognitive Structures, Learning Processes, Science Teachers
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Ravanis, Konstantinos; Koliopoulos, Dimitris; Boilevin, Jean-Marie – Research in Science Education, 2008
The aim of this study was to explore the extent to which the characteristics of two teaching interventions can bring about cognitive progress in preschoolers with regard to the factors rolling friction depends on, when it is applied to an object that is freely rolling on a horizontal surface. The study was conducted in three phases: pre-test,…
Descriptors: Intervention, Piagetian Theory, Cognitive Development, Teaching Methods
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Shaji, Milimu Gladys; Indoshi, Francis C. – Contemporary Issues in Early Childhood, 2008
Cognitive development and teaching have highlighted the importance of learning based on the relationship among individuals and the learning environment. Teaching and learning of science in early childhood development and education (ECDE) can only be effective if adequate facilities, materials, equipment and activities are put in place. Teaching of…
Descriptors: Check Lists, Class Size, Science Activities, Early Childhood Education
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Radinsky, Josh – Cognition and Instruction, 2008
Learning science includes learning to argue with "inscriptions": images used to symbolize information persuasively. This study examined sixth-graders learning to invest inscriptions with representational status, in a geographic information system (GIS)-based science investigation. Learning to reason with inscriptions was studied in emergent…
Descriptors: Information Systems, Cognitive Development, Plate Tectonics, Science Instruction
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Kloos, Heidi – Cognition, 2007
Young children's naive beliefs about physics are commonly studied as isolated pieces of knowledge. The current paper takes a different approach. It asks whether preschoolers interlink individual beliefs into larger configurations or Gestalts. Such Gestalts bring together knowledge such as how an object's mass relates to its sinking speed, how an…
Descriptors: Scientific Concepts, Young Children, Beliefs, Preschool Children
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Salleh, Romaizah; Venville, Grady J.; Treagust, David F. – Research in Science Education, 2007
With increasing numbers of students learning science through a second language in many school contexts, there is a need for research to focus on the impact language has on students' understanding of science concepts. Like other countries, Brunei has adopted a bilingual system of education that incorporates two languages in imparting its…
Descriptors: Bilingual Education, Bilingualism, Language of Instruction, Influences
Akerson, Valarie L.; Donnelly, Lisa A. – Journal of Elementary Science Education, 2008
The purpose of this study was to explore the relationship of learner characteristics and preservice teachers' views of nature of science (NOS) prior to formal instruction. Learner characteristics investigated included metacognitive awareness, self-efficacy, attitudes toward science teaching, Perry's intellectual and ethical developmental levels,…
Descriptors: Preservice Teacher Education, Preservice Teachers, Self Efficacy, Scientific Principles
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