This study aimed to evaluate the effectiveness of a design thinking teaching and learning model on students' design thinking skills in science class. The study utilised two projects, 'Making a Simple Solar Water Heater' and 'Drawing a 3D Topographic Map of Zhejiang Province,' based on the 5th-grade science curriculum in China, and involved 45…

This study based on cognitive and social semiotic theories investigates whether the influence of specific features of instructional representation from adolescent textbook images could last until adulthood in certain cultures. Two cultural groups, Indonesian (n = 61) and Taiwanese (n = 60) college students, were recruited from a public Taiwanese…

This paper explores the spatial dimension of Fleming's Left Hand Rule (LHR), commonly-used in Physics instruction for determining the direction of force using the left hand's thumb, forefinger and middle finger. A new instrument was developed to gauge students' ability to coordinate their fingers in 3D space (egocentric frame of reference) based…

Visualisation has been a critical means of scientific reasoning, knowledge development, and communication. In science classrooms, visualisation plays significant roles for teaching and learning. To better understand the landscape of the existing research on visualisation for supporting student science learning in K to 12 classroom contexts, we…

Utilisation of instructional videos for science teaching has become more widespread due to the expansion of online teaching and learning environments and growing awareness of benefits of videos, such as enabling use of effective multiple representations. With this in mind, this study aimed to examine features of instructional videos for teaching…

This study investigates the effects of process-oriented guided inquiry learning (POGIL) on the academic performance and science process skills of Grade 10 Filipino students in science. Specifically, this study aimed to (1) determine and compare the level of academic performance of students when exposed to POGIL and non-POGIL and (2) assess the…

This study investigated the effect of explicit nature of science (NOS) instruction and explicit argumentation instruction in socioscientific and scientific contexts, on students' NOS conceptions and their argumentation skills. Undergraduate students enrolled in two sections of a science content course were assigned into two groups: Socioscientific…

In order to investigate the impact of science drawing instruction in a first-grade unit on carnivorous plants (CPs), we analysed student-produced drawings after explicit instruction in drawing scientifically (n=38), as well as compared their drawings with students in a previous implementation (year 1) who did not experience explicit drawing…

If students are to acquire deep learning in science, they need to know about the nature of science (NOS), particularly not only the cognitive-epistemic but also the social-institutional aspects of NOS. In this paper, we investigate the content of the Norwegian science curriculum in order to establish how NOS is represented, in particular to the…

This study has two aims. The first is to determine the effect of argumentation and epistemologically enriched argumentation on academic achievement. The second is to determine students' opinions about the effect of the integration of argumentation and epistemologically enriched argumentation into the teaching process on academic achievement. In…

There is worldwide agreement that the understanding of the Nature of Science (NOS) is a critical component of scientific literacy. However, evidence indicates that both pre-service and in-service science teachers hold naïve views about NOS. Even so, the characteristics of pre-service teachers that influence their learning of NOS are not fully…

The Model of the Use of Evolutionary Trees (MUET)-curricular module that systematically and comprehensively introduces the learning of evolutionary trees for the lower-level college students was developed and implemented in an introductory organismal biology laboratory course at a mid-size, doctoral degree-granting institution. A…

While helping students develop informed views about nature of scientific inquiry (VNOSI) has been emphasised in science education, little is known regarding students' current VNOSI at a certain grade level and whether there was evidence of higher attainment of VNOSI in students in higher grades as compared to lower grades? The purpose of this…

In this study, we compared the effects of cooperative flipped learning (CFL) on science achievement and learning motivation with those of simple flipped learning (SFL) and traditional lecture (TL) using a mixed-methods design. Three classes containing a total of 65 first-year high school students in South Korea were randomly assigned to the CFL,…

Secondary school students often only use the rules for doing scientific inquiry when prompted, as if they fail to see the point of doing so. This qualitative design study explores conditions to address this problem in school science inquiry. Dutch students (N = 22, aged 14-15) repeatedly consider the quality of their work: in a conventional,…