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Sengul, Ozden; Enderle, Patrick James; Schwartz, Renee S. – International Journal of Science Education, 2021
This paper examines three in-service science teachers' use of argument-driven inquiry (ADI) instructional model in an urban school district. We explore the basis for teachers' adaptation of the ADI model. The data were collected through teacher interviews and classroom observations from three science teachers. Data analysis indicated that three…
Descriptors: Science Teachers, Inquiry, Active Learning, Teaching Models
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Grau, Francesc Garcia I.; Valls, Cristina; Piqué, Núria; Ruiz-Martín, Héctor – International Journal of Science Education, 2021
The effectiveness of the 5E model has been supported by research in schools in recent years, although its efficacy has rarely been assessed in the long term to avoid novelty effects and to consider the impact of the usual loss of fidelity that time entails. This study was designed to assess the long-term effects on students' conceptual learning as…
Descriptors: Teaching Models, Instructional Effectiveness, Concept Formation, Misconceptions