Publication Date
| In 2025 | 0 |
| Since 2024 | 0 |
| Since 2021 (last 5 years) | 0 |
| Since 2016 (last 10 years) | 0 |
| Since 2006 (last 20 years) | 1 |
Descriptor
Source
| Journal of Research in… | 4 |
Author
| Case, Robbie | 1 |
| Fry, Cathy | 1 |
| Germann, Paul J. | 1 |
| Lissitz, Robert W. | 1 |
| Sadeh, Irit | 1 |
| Von Secker, Clare E. | 1 |
| Zion, Michal | 1 |
Publication Type
| Journal Articles | 3 |
| Reports - Research | 3 |
Education Level
| Elementary Secondary Education | 1 |
| High Schools | 1 |
| Secondary Education | 1 |
Audience
Location
| Israel | 1 |
Laws, Policies, & Programs
Assessments and Surveys
What Works Clearinghouse Rating
Direct linkSadeh, Irit; Zion, Michal – Journal of Research in Science Teaching, 2009
Dynamic inquiry learning emphasizes aspects of change, intellectual flexibility, and critical thinking. Dynamic inquiry learning is characterized by the following criteria: learning as a process, changes during the inquiry, procedural understanding, and affective points of view. This study compared the influence of open versus guided inquiry…
Descriptors: Science Activities, Criteria, Biology, Decision Making
Peer reviewedCase, Robbie; Fry, Cathy – Journal of Research in Science Teaching, 1973
Studied performance of 15 low-socio-economic-status 14 year olds in learning controlled-experiment design and evaluation, and indicated that experimental subjects significantly outperformed matched controls. (CC)
Descriptors: Academic Ability, Academic Achievement, Critical Thinking, Educational Research
Peer reviewedGermann, Paul J. – Journal of Research in Science Teaching, 1989
Investigates the effect of a directed-inquiry approach to learning science process skills and scientific problem solving in the high school biology laboratory. Reports no main effect of the approach but an interaction effect of the approach and cognitive development. (Author/YP)
Descriptors: Advance Organizers, Analysis of Covariance, Aptitude Treatment Interaction, Biology
Peer reviewedVon Secker, Clare E.; Lissitz, Robert W. – Journal of Research in Science Teaching, 1999
Describes a study of the effects of instructional practices recommended by the National Science Education Standards on individual achievement. Finds that whereas the instructional policies suggested in the Standards may be associated with higher achievement overall, they are equally likely to have the unintended consequence of contributing to…
Descriptors: Critical Thinking, Educational Change, Educational Policy, Elementary Secondary Education
