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Andreas Vorholzer; Verena Petermann; Joé Weber; Annette Upmeier zu Belzen; Rüdiger Tiemann – Research in Science & Technological Education, 2024
Background: Inquiry-based instruction is a prominent teaching strategy in science education that is assumed to be an effective means to foster not only students' understanding of science content but also their procedural and epistemic knowledge concerning inquiry processes. Empirical studies have repeatedly shown that inquiry-related activities…
Descriptors: Foreign Countries, Secondary Education, Science Instruction, Inquiry
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Hrisa, Karagianni; Psillos, Dimitris – International Journal of Science Education, 2022
This paper investigates whether and how primary school students improve their epistemic understanding about a particular aspect of the nature of inquiry (NOSI), namely, the 'non-linear nature of inquiry' through an explicit-reflective or implicit instruction. The sample consisted of 30 5th grade students, who were randomly divided into two groups:…
Descriptors: Instructional Effectiveness, Active Learning, Inquiry, Elementary School Students
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Elaine Kit Ling Yeung; Miao Zhong; Jing Huang; Man Ho Chan; Carrey Tik Sze Siu; Him Cheung – Asia-Pacific Education Researcher, 2025
This study compares direct instruction to two constructivist approaches, namely experimentation and problem-based learning, in fifth-grade science learning in Hong Kong. Constructivist instructional approaches, contrary to direct instruction, stress on students' active role in constructing knowledge in learning. Experimentation and problem-based…
Descriptors: Constructivism (Learning), Science Instruction, Outcomes of Education, Problem Based Learning
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Casado-Ledesma, Lidia; Cuevas, Isabel; Martín, Elena – Reading and Writing: An Interdisciplinary Journal, 2023
Scientific literacy can be promoted through oral and written argumentative practice. Collaborative discourse has proven effective in fostering conceptual understanding, especially when discussions are developed under deliberative goals. Likewise, writing tasks as argumentative syntheses stand out for its epistemic value and its contribution to…
Descriptors: Science Education, Persuasive Discourse, Writing (Composition), Synthesis
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Yildirim, Hasan Hüseyin; Karabulut, Havva Aysun – Elementary School Forum (Mimbar Sekolah Dasar), 2023
The aim of this research is to examine the effectiveness of the concrete-pictorial-abstract learning strategy presented with the direct teaching method in teaching the subject of mixtures, which is one of the science subjects, to students with intellectual skills disabilities. The study used multiple-probe model with a probe phase, one of the…
Descriptors: Students with Disabilities, Intellectual Disability, Pictorial Stimuli, Teaching Methods
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Bogdanovic, Ivana Z.; Rodic, Dušica D.; Roncevic, Tamara N.; Stanisavljevic, Jelena D.; Zouhor, Zekri A. M. – Journal of Baltic Science Education, 2022
The differences related to gender are evident in physics education from the early age of the students. Thus, it is important that the teaching strategies that are implemented in mixed-gender physics classrooms are appropriate for both boys and girls. This research examined physics achievement and metacognitive awareness of students in lower…
Descriptors: Physics, Science Instruction, Metacognition, Gender Differences
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Vorholzer, Andreas; von Aufschnaiter, Claudia; Boone, William J. – Research in Science Education, 2020
Inquiry-based teaching is considered as contributing to content-related, procedural, and epistemic learning goals of science education. In this study, a quasi-experimental research design was utilized to investigate to what extent embedding inquiry activities in an explicit and an implicit instructional approach fosters students' ability to engage…
Descriptors: Secondary School Students, Direct Instruction, Inquiry, Active Learning
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den Otter, Marie-Jetta; Dam, Michiel; Juurlink, Ludo B. F.; Janssen, Fred – Education Sciences, 2021
Structure-property reasoning (SPR) is one of the most important aims of chemistry education but is seldom explicitly taught, and students find structure-property reasoning difficult. This study assessed two design principles for the development of structure-property reasoning in the context of demonstrations: (1) use of a POE task…
Descriptors: Chemistry, Demonstrations (Educational), Logical Thinking, Instructional Design
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Santyasa, I. Wayan; Rapi, Ni Ketut; Sara, I. Wayan Windu – International Journal of Instruction, 2020
Learning physics at SMA, does not only involve memorizing facts, but it also engages the students in solving more problems without delay and attaining a real learning achievement. This study aimed to analyze the effect of project-based learning (PjBL) compared with direct instruction (DI) and student procrastination on student cognitive…
Descriptors: Active Learning, Student Projects, Time Management, Physics
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Fulmer, Gavin W.; Ma, Hongjia; Liang, Ling L. – Asia-Pacific Science Education, 2019
This study explored relationships between students' attitudes toward science and their preferred versus actual experience of cooperative, constructivist-oriented, or direct instruction. The sample consisted of 1334 Chinese middle school students in physics and chemistry classrooms. Results showed that students report experiencing more direct…
Descriptors: Foreign Countries, Student Attitudes, Science Instruction, Teaching Methods
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Sugiharti, Gulmah; Hamid K., Adbul; Mukhtar – International Education Studies, 2019
The abundance of chemical concepts and general chemistry lessons that tend to be monotonous and have not yet considered the ability of mathematical thinking to cause problems in learning that resulted in low student learning outcomes. The purpose of this research is to know the influence of learning model and mathematical thinking ability toward…
Descriptors: Foreign Countries, Problem Based Learning, Mathematics Skills, Thinking Skills
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Karabulut, H. Aysun; Yikmis, Ahmet – Education Quarterly Reviews, 2021
The purpose of the study is to determine whether the solitary and tablet assisted presentations of direct instruction method differed in terms of efficiency and effectiveness in teaching science topics to students with intellectual disabilities and to obtain the opinions of participating students and their real-time teachers about two different…
Descriptors: Teaching Methods, Students with Disabilities, Science Instruction, Handheld Devices
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Martin, Andrew J.; Ginns, Paul; Burns, Emma C.; Kennett, Roger; Pearson, Joel – Journal of Educational Psychology, 2021
Among a sample of 2,071 Australian high school students nested within 188 science classrooms, the present study explored the role of science teachers' "load reduction instruction" (LRI; instruction that seeks to reduce cognitive load by appropriately balancing explicit instruction with guided autonomy) in student- and classroom-level…
Descriptors: Difficulty Level, Learning Processes, Learner Engagement, High School Students
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Ebrahim, Ali Hassan; Naji, Salwa A. Ben – EURASIA Journal of Mathematics, Science and Technology Education, 2021
The present study aims to discuss the influence of the flipped learning method (FLM)--on high school biology learners to improve the results of their biology attainment tests along with their use of social interactions while learning. By applying quasi-experimental study, 37 female high school biology learners in 2 intact grade 10 classes in…
Descriptors: Biology, Science Instruction, Interpersonal Competence, Flipped Classroom
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Khishfe, Rola – International Journal of Science Education, 2020
The study aimed to investigate the retention of acquired argumentation and NOS conceptions among grade 10 students three months after the treatment. Thirty-six grade 10 students in two intact sections, randomly assigned into the Treatment and Comparison groups, participated in the study. The participants engaged in a treatment that lasted for four…
Descriptors: Retention (Psychology), Persuasive Discourse, Skill Development, Scientific Principles
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