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Direct linkChen, Hsiang-Ting; Wang, Hsin-Hui; Lu, Ying-Yan; Lin, Huann-shyang; Hong, Zuway-R – International Journal of Science Education, 2016
This study explored the effects of a modified argument-driven inquiry approach on Grade 4 students' engagement in learning science and argumentation in Taiwan. The students were recruited as an experimental group (EG, n?=?36) to join a 12-week study, while another 36 Grade 4 students from the same schools were randomly selected to be the…
Descriptors: Foreign Countries, Elementary School Students, Grade 4, Persuasive Discourse
Soulios, Ioannis; Psillos, Dimitris – International Journal of Science Education, 2016
In this study we present the structure and implementation of a model-based inquiry teaching-learning sequence (TLS) integrating expressive, experimental and exploratory modelling pedagogies in a cyclic manner, with the aim of enhancing primary education student teachers' epistemological beliefs about the aspects, nature, purpose and change of…
Descriptors: Student Teachers, Epistemology, Beliefs, Inquiry
Yeh, Ting-Kuang; Tseng, Kuan-Yun; Cho, Chung-Wen; Barufaldi, James P.; Lin, Mei-Shin; Chang, Chun-Yen – International Journal of Science Education, 2012
The aim of this study was to develop an animation-based curriculum and to evaluate the effectiveness of animation-based instruction; the report involved the assessment of prior knowledge and the appropriate feedback approach, for the purpose of reducing perceived cognitive load and improving learning. The curriculum was comprised of five subunits…
Descriptors: Prior Learning, Animation, Feedback (Response), Structured Interviews
