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Bada, Abiodun; Jita, Loyiso – Journal of Technology and Science Education, 2023
Inequality in education is a challenge that have persisted and still likely to persist for a long time in the field of education because students come into the classroom with different characteristics thus posing a great concern to the realization of classroom objectives. The use of adequate teaching strategy might break this limitation thereby…
Descriptors: Brain, Neurosciences, Secondary School Students, Science Education
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Uchenna Kingsley Okeke; Sam Ramaila – African Journal of Research in Mathematics, Science and Technology Education, 2025
This study analyses the effectiveness of directed vs. minimally directed inquiry-based instructional approaches in improving students' attitudes toward physics. It specifically compares the impacts of cognitively guided instructional strategy (CGIS) and Cubing instructional strategy (CIS) on student attitudes. Using a pretest--post-test…
Descriptors: Instructional Effectiveness, Comparative Analysis, Student Attitudes, Physics
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Kübra Özmen; Ömer Faruk Özdemir – Research in Science Education, 2024
This study explored the effects of explicit and implicit epistemologically enhanced instructions probing 9th-grade students' personal epistemologies on their physics-related personal epistemology (PPE) and physics achievement in the heat and temperature unit. In the implicit epistemologically enhanced instruction (IEEI), different dimensions of…
Descriptors: Grade 9, Physics, Science Achievement, Epistemology
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Atteeq Razzak – Pythagoras, 2024
During the pandemic and lockdown situations of the last few years, we transitioned to online, physical, and hybrid education approaches at various times. We had difficulty teaching multiple calculus and analytical geometry units online. In light of the current situation, a graphical user interface (GUI) teaching tool has been developed to teach…
Descriptors: Flipped Classroom, Physics, Science Instruction, Mathematics Instruction
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Andreas Lichtenberger; Tommi Kokkonen; Lennart Schalk – Journal of Research in Science Teaching, 2024
Multiple external representations (MERs) are useful for teaching complex content in science education. An open question is whether there is an especially effective way to sequence MERs. On the one hand, the so-called concreteness fading approach suggests starting instruction with more concrete representations and proceeding stepwise to more…
Descriptors: Physics, Science Education, Science Instruction, Teaching Methods
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Nicholus Gumisirizah; Joseph Nzabahimana; Charles M. Muwonge – Education and Information Technologies, 2024
This comparative study investigated the effect of supplementing problem-based learning (PBL) with video resources on students' academic achievement in physics, a unit of simple machines. It was carried out in the Ugandan Government and private lower secondary schools. The quasi-experimental design employed a cluster sampling design with 947…
Descriptors: Foreign Countries, Problem Based Learning, Video Technology, Science Achievement
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Xiaoyu Tang; Yayun Gong; Yang Xiao; Jianwen Xiong; Lei Bao – Journal of Science Education and Technology, 2025
Student engagement in science classroom is an essential element for delivering effective instruction. However, the popular method for measuring students' emotional learning engagement (ELE) relies on self-reporting, which has been criticized for possible bias and lacking fine-grained time solution needed to track the effects of short-term learning…
Descriptors: Physics, Science Instruction, Nonverbal Communication, Science Achievement
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Yajun Wei; Yi Zhong; Feipeng Pi – Physical Review Physics Education Research, 2025
Video instruction has been widely studied and is generally considered as effective as live instruction for teaching scientific concepts and procedures. However, there is limited research on the effectiveness of prerecorded videos for teaching more challenging content. This study conducted a controlled experiment on over 300 high school students to…
Descriptors: Teaching Methods, Instructional Effectiveness, Video Technology, Science Instruction
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Muhammad Nasir; Annur Indra Kusumadani – International Journal of Education in Mathematics, Science and Technology, 2024
This study aims to develop a structured scaffolding-guided inquiry (SSGI) learning model that is oriented toward nurturing argumentation skills to solve complex problems. Test the effectiveness of the SSGI model in improving students' argumentation skills to solve complex problems. This research is development research that refers to Dick and…
Descriptors: Persuasive Discourse, Skill Development, Problem Solving, Scaffolding (Teaching Technique)
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Miller, Kurtz K. – Physics Teacher, 2021
Have you ever taught "head on the table" physics students and wondered how to increase engagement? If so, I have two stories for you! Davon and Cynthia--both case study students--struggled with traditional physics but showed great promise with developing personalized physics problems.
Descriptors: Science Instruction, Teaching Methods, Physics, Films
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Potvin, Geoff; Hazari, Zahra; Khatri, Raina; Cheng, Hemeng; Head, T. Blake; Lock, Robynne M.; Kornahrens, Anne F.; Woodle, Kathryne Sparks; Vieyra, Rebecca E.; Cunningham, Beth A.; Kramer, Laird; Hodapp, Theodore – Physical Review Physics Education Research, 2023
Women and many people of color continue to be minoritized in STEM and notably in physics. We conducted two studies demonstrating that exposure to counternarratives about "who does physics" and "why one does physics" significantly increases high school students--especially women's--physics-related career intentions. These…
Descriptors: Physics, Females, Career Choice, STEM Education
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Rawatee Maharaj-Sharma – Education Inquiry, 2024
Storytelling has the potential to successfully convey knowledge, understanding and experiences in an unintimidating and exciting way to experts as well as non-experts in almost all fields. Storytelling's utility as an information transmission medium makes it an attractive choice for use in classrooms where knowledge sharing, and the construction…
Descriptors: Foreign Countries, Story Telling, Physics, Science Teachers
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Wei-Zhao Shi; Chunying Zuo; Jingying Wang – Physical Review Physics Education Research, 2025
Previous research has shown that in prehigher education stages, inquiry-based teaching is not sufficient for forming a mature understanding of the nature of science (NOS). However, there is relatively little research conducted on colleges. Inquiry-based teaching should not overlook cognitive frameworks, as students' limited scientific reasoning…
Descriptors: Teaching Methods, Inquiry, Active Learning, College Science
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Luiza Vilarta Rodriguez; Jan T. van der Veen; Ton de Jong – Physical Review Physics Education Research, 2025
In this study, we explore the use of analogies with classical physics in introductory quantum physics (QP) teaching. This work is part of a larger project in which a learning sequence covering three introductory QP topics was designed, tested, and evaluated in collaboration with high school teachers and physics education researchers. Based on the…
Descriptors: Foreign Countries, Comparative Analysis, Multimedia Materials, Physics
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Capinding, Andie Tangonan – European Journal of Educational Research, 2022
The primary goal of this study was to explore the effectiveness of Quizizz in enhancing students' motivation, interest, and achievement in physics. This study was conducted at the Nueva Ecija University of Science and Technology (NEUST)-Gabaldon campus during the second semester of the academic year 2021-2022. This study used both a descriptive…
Descriptors: Game Based Learning, Evaluation Methods, Instructional Effectiveness, Physics
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