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The Effects of an Augmented Reality Lens Imaging Learning System on Students' Science Achievement, Learning Motivation, and Inquiry Skills in Physics Inquiry Activities
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Yu-Jun Liao; Wernhuar Tarng; Tzu-Ling Wang – Education and Information Technologies, 2025
The purpose of this study is to examine the effects of employing an augmented reality (AR) lens imaging system on inquiry-based learning concerning junior high school students' science achievement, science learning motivation, and inquiry skills. For this purpose, an AR lens imaging learning system was developed specifically for the lens imaging…
Descriptors: Foreign Countries, Junior High School Students, Junior High School Teachers, Computer Simulation
Effects of Inquiry Learning with Different Task Orders on Fifth Graders' Individual and Situational Interest and Concept Achievement in Science Education
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Liu, Yinsheng; He, Wei; Zhao, Li – Journal of Baltic Science Education, 2022
Inquiry-based learning has been widely applied in the classroom. Different inquiry learning models may have different orders of performing tasks and discussing. In this study, the Discuss-Do (D-DO) inquiry model and the Do-Discuss (DO-D) inquiry model were applied in the science learning of two groups of fifth-grade students. Group 1 (n = 41) used…
Descriptors: Inquiry, Active Learning, Science Education, Science Instruction
A New Paradigm for STEM Learning and Identity in English Language Learners: Science Translation as Interdisciplinary, Multi-Modal Inquiry
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Gray, Patricia; Germuth, Amy; MacNair, Jessica; Simpson, Claire; Sowa, Sarah; van Duin, Nancy; Walker, Claudia – Journal of Interdisciplinary Teacher Leadership, 2019
This two-year case study examined multi-modal, interdisciplinary approaches to engage both immigrant English Second Language (ESL) and English Language Learners (ELL) in STEM (science, technology, engineering, math) learning and to build STEM identity and self-efficacy. Leveraging innate abilities, multiple intelligences, and self-identified…
Descriptors: Models, STEM Education, Self Concept, English Language Learners
Contributions from Citizen Science to Science Education: An Examination of a Biodiversity Citizen Science Project with Schools in Central Europe
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Kelemen-Finan, Julia; Scheuch, Martin; Winter, Silvia – International Journal of Science Education, 2018
Despite the rising popularity of Citizen Science (CS) projects, there is little empirical evidence for effects on learning outcomes, particularly when young people are involved. It is also often not clear how CS projects are linked to science education (SE) research. The aim of this study was to examine biodiversity CS projects in an outdoor…
Descriptors: Foreign Countries, Science Education, Citizen Participation, Biodiversity
Blind Salamanders beneath and Resident Scientists within Our Science Classrooms: Secondary Student Attitudes in a NSF GK-12 Program
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Dame, Kristina K.; Westerlund, Julie F. – Electronic Journal of Science Education, 2015
The purpose of this three-year study was to examine secondary school students' attitudes about science in classrooms with "resident scientists" who had been trained in inquiry science teaching. The study was based upon a National Science Foundation (NSF) program called Project Flowing Waters, a five-year NSF Graduate STEM Fellows in K-12…
Descriptors: Scientists, Science Instruction, Secondary School Science, Secondary School Students
Impact of Environmental Power Monitoring Activities on Middle School Student Perceptions of STEM
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Knezek, Gerald; Christensen, Rhonda; Tyler-Wood, Tandra; Periathiruvadi, Sita – Science Education International, 2013
Middle school is a crucial stage in student development as students prepare for a fast changing future. The science, technology, engineering and mathematics (STEM) skills that students acquire in middle school lay the foundation for a successful career in STEM. Moreover, most STEM occupations require competencies in science, math and logical…
Descriptors: Middle School Students, Student Attitudes, STEM Education, Career Awareness