Integrating virtual laboratories (VLs) with science education promotes inquiry-based learning by providing an interactive, dynamic environment in which students actively engage with scientific concepts. While previous research highlights the effectiveness of VLs as tools in the IBL process, few studies have embedded the entire inquiry process…

Herein, we developed a mobile augmented reality (AR) application that can recognize chemical bonding by arranging markers on which atoms are augmented, in accordance with the specific characteristics of actual chemical bonding. From an educational affordance perspective, the development targets for AR application were selected to recognize…

In this study with high school students, a descriptive scanning model, one of the qualitative research methods, was used to determine the extent to which the achievements of the hybridization occurred. The study was conducted with 12th grade students studying in a public high school in Bursa in 2017-2018 academic year. According to the findings…

The purpose of this research is to identify the difference in students' attitude towards Physics and Additional Mathematics achievement based on gender and relationship between attitudinal variables towards Physics and Additional Mathematics achievement with achievement in Physics. This research focused on six variables, which is attitude towards…

The classroom environment influences students' academic outcomes, but it is often students' perceptions that shape their classroom experiences. Our study examined the extent to which observed classroom environment features shaped perceptions of the classroom, and explained levels of, and changes in, girls' motivation in junior secondary school…

FACTORS RELATED TO ACADEMIC ACHIEVEMENT IN FIRST YEAR COLLEGE PHYSICS WERE IDENTIFIED. DATA WERE OBTAINED FROM THE RECORDS OF 923 STUDENTS WHO HAD COMPLETED THE FIRST SEMESTER OF A COLLEGE PHYSICS COURSE DURING A 5-YEAR PERIOD. MULTIPLE CORRELATIONS WERE USED TO RELATE STUDENT BACKGROUND VARIABLES TO ACHIEVEMENT IN COLLEGE PHYSICS. HIGH SCHOOL…

Compared was the effectiveness of a two-year integrated chemistry-physics course with a two-year sequence of separate courses, in developing understanding of chemistry and physics concepts, understanding science and its methods, and reactions to the study of science. Both groups used the content, materials and instructional approach of the…

A special chemistry course was designed and written for the nonscience major or non collegebound secondary school student. Both the textbook and the laboratory manual were field tested in two small rural schools of southwestern New Mexico; students from four similar schools served as controls. Student populations involved were of mixed ethnic…

FACTORS ASSOCIATED WITH ACHIEVEMENT IN SCIENCE BY DISADVANTAGED JUNIOR HIGH SCHOOL STUDENTS ARE IDENTIFIED. STUDENTS WITH IQ SCORES OF 97 OR HIGHER WERE CLASSIFIED AS EITHER SUCCESSFUL OR UNSUCCESSFUL ON THE BASIS OF SCORES FROM A GENERAL SCIENCE TEST. DATA FROM STUDENT INFORMATION SHEETS, INTERVIEWS WITH PARENTS, AND STUDENT CUMULATIVE RECORDS…

Data of a 1970 research project regarding student achievement in science of 36 Australian secondary schools were reanalyzed to examine the effects of schools on science achievement for six schools rating highest above expectation and six schools rating lowest below expectation. Schools scoring above expectation appeared to have good accommodations…

Compared were performances on the Chemical Education Materials Study (CHEMS) semester achievement test of students who were classified on the basis of a specially developed cognitive preference test. Preferences represented in the test were (1) memory of specific facts or terms, (2) practical application, (3) critical questioning of information,…