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Memnun, Dilek Sezgin; Sevindik, Fatma; Beklen, Canan; Dinç, Emre – World Journal of Education, 2019
This study aimed to analyze the abstraction process of twelve-grade students' continuity knowledge through the RBC+C abstraction model. With this aim, a semi-constructed interview was conducted with two twelfth-grade students and recorded with a video camera. Two different research problems were addressed in the interview, and the students were…
Descriptors: High School Students, Grade 12, Cognitive Processes, Abstract Reasoning
Yang, Wenyuan; Liu, Enshan; Li, Xintao; Liu, Cheng – American Biology Teacher, 2019
A lesson plan is a design problem for a teacher. The desired solution to this problem is to design an instructional process that can guide students in constructing an understanding of scientific concepts through their own thinking. This article demonstrates a practical approach to designing an effective lesson plan. The approach has five phases:…
Descriptors: Metacognition, Scientific Concepts, Concept Formation, Lesson Plans
Putland, Jennifer; Hoeberechts, Maia; Pelz, Monika; Hudson, Lauren; Tolmie, Cody; Carrasquilla-Henao, Mauricio – Canadian Journal of Environmental Education, 2021
Formal climate education without consideration of the ocean is incomplete. The effectiveness of a new climate lesson for youth that includes the ocean-climate nexus was examined by delivering the lesson to nine classes situated in separate British Columbia, Canada public schools and assessing the students' understanding of basic climate concepts…
Descriptors: Oceanography, Climate, Environmental Education, Sustainable Development
Taramopoulos, Athanasios; Psillos, Dimitrios – Journal of Science Education and Technology, 2019
This study investigates the impact of utilizing dynamically linked concrete and abstract representations of objects in modern, virtual electric circuit laboratories on the cognitive evolution and the representational fluency of high school students. The students (N = 27, aged 16-17) were randomly divided into two classes: the first class used a…
Descriptors: Science Laboratories, High School Students, Cognitive Development, Educational Technology
Naidoo, Devika – South African Journal of Education, 2021
From a cognitivist theory stance, domain-specific subject knowledge is necessary for deep learning and cognitive advance. What opportunities for deep learning and cognitive advance are provided in geography classrooms? This analysis of teaching in geography classrooms is framed by the concepts of deep learning, pedagogic discourse, and a…
Descriptors: Geography Instruction, Teaching Methods, Discourse Analysis, Classroom Communication
Goh, Henry; Ali, Mohamad Bilal; Bin Sukardi, Shukiman; Bin Isdup, Irwan – Journal of Science and Mathematics Education in Southeast Asia, 2018
Purpose: This study explored the relationship of robotics activity with the development of conceptual understanding skills among secondary school students. Method: Forty-four sixteen-year-old Form 4 (Year 10) students in a fully government-aided school who have access to functioning LEGO-Mindstorms sets during physics lessons participated in the…
Descriptors: Secondary School Students, Grade 10, Robotics, Teaching Methods
Marusic, Mirko; Slisko, Josip – International Journal of Science Education, 2012
The Lawson Classroom Test of Scientific Reasoning (LCTSR) was used to gauge the relative effectiveness of three different methods of pedagogy, "Reading, Presenting, and Questioning" (RPQ), "Experimenting and Discussion" (ED), and "Traditional Methods" (TM), on increasing students' level of scientific thinking. The…
Descriptors: Classroom Techniques, Cognitive Development, Science Instruction, Physics
Tsaparlis, Georgios; Papaphotis, Georgios – International Journal of Science Education, 2009
This study tested for deep understanding and critical thinking about basic quantum chemical concepts taught at 12th grade (age 17-18). Our aim was to achieve conceptual change in students. A quantitative study was conducted first (n = 125), and following this 23 selected students took part in semi-structured interviews either individually or in…
Descriptors: Constructivism (Learning), Rote Learning, Chemistry, Interviews
Byrnes, Scott William – ProQuest LLC, 2010
The assimilation and synthesis of knowledge is essential for students to be successful in chemistry, yet not all students synthesize knowledge as intended. The study used the Learning Preference Checklist to classify students into one of three learning modalities--visual, auditory, or kinesthetic (VAK). It also used the Kolb Learning Style…
Descriptors: Cognitive Style, Social Change, Individualized Instruction, Standardized Tests