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Mata, Lawrence Edward – Science Education International, 2022
The purpose of this quantitative, causal-comparative research study was to determine if and to what extent there were differences in chemistry end-of-course (EOC) examination scores between high school chemistry students taught using POGIL pedagogy and non-POGIL pedagogy in the state of Utah. Piaget's cognitive development theory and Johnstone's…
Descriptors: High School Students, Science Achievement, Science Tests, Achievement Tests
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Xu, Yangting; Chen, Chen; Ji, Ming; Xiang, Yang; Feng, Dandan; Luo, Ziqiang – Advances in Physiology Education, 2023
The online flipped classroom (OFC) has emerged as a new teaching method in universities worldwide, which combines asynchronous and synchronous online learning. OFC differs from the traditional flipped classroom as it does not involve face-to-face interaction between teachers and students. Instead, the class meeting is conducted online, and it is…
Descriptors: Flipped Classroom, Physiology, Science Instruction, Science Tests
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Murni, Hutdia Putri; Azhar, Minda; Ellizar, Ellizar; Nizar, Umar Kalmar; Guspatni, Guspatni – Journal of Turkish Science Education, 2022
Previous studies showed that structured inquiry-based learning is suitable for novice learners, chemical multiple representations facilitate meaningful learning, and modules are organized and complete learning materials for students. Modules designed with a structured inquiry-based model and completed with chemical multiple representations could…
Descriptors: Chemistry, Science Instruction, Schemata (Cognition), Foreign Countries
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Szalay, Luca; Tóth, Zoltán; Borbás, Réka; Füzesi, István – Chemistry Education Research and Practice, 2023
The results of an earlier four-year longitudinal research study on the development of experimental design skills led to the conclusion that 12-13 year old students probably need more help to design experiments than had been offered to them in that project. This paper reports the findings of the first year of a further four-year empirical research…
Descriptors: Scaffolding (Teaching Technique), Chemistry, Science Instruction, Comparative Analysis
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Idul, Joevi Jhun A.; Caro, Virgencita B. – International Journal of Science Education, 2022
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…
Descriptors: Science Process Skills, Inquiry, Active Learning, Science Achievement
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Riaz, Muhammad; Marcinkowski, Thomas J.; Faisal, Ali – EURASIA Journal of Mathematics, Science and Technology Education, 2020
This study investigated the effects of Discovery Learning Scientific Community Laboratories (DL-SCL) and traditional non-DLSCL laboratories on students' conceptual understanding in a Physics-1 lab. At many universities, physics programs use a traditional lab style, despite research on the benefits for reform-oriented physics labs. This DL-SCL…
Descriptors: Undergraduate Students, Introductory Courses, Physics, Science Laboratories
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Tan, Rolando Mango; Yangco, Rosanelia T.; Que, Elenita N. – Malaysian Journal of Learning and Instruction, 2020
Purpose: The purpose of this study is to determine the impact of an Inquiry-based Flipped classroom model on the conceptual understanding and science process skills of junior high school students in the Philippines. Method: A two-group pretest/post-test design was conducted on 55 Grade 9 students for the study. One group received instruction using…
Descriptors: Foreign Countries, Junior High School Students, Science Education, Science Process Skills
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Metz, Cynthia J.; Metz, Michael J. – Advances in Physiology Education, 2022
The COVID-19 pandemic required a shift to online learning that posed particular challenges for the education of dental students. Basic science courses were presented in an online, asynchronous format to facilitate small group rotations through preclinical work. The success of active learning was previously examined in a Dental Physiology course,…
Descriptors: Physiology, Active Learning, Teaching Methods, Instructional Effectiveness
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Riedl, Ann; Yeung, Fan; Burke, Tina – CBE - Life Sciences Education, 2021
Active learning has been shown to improve student learning and engagement in many 4-year institutions; however, large-scale studies on the efficacy of active learning in community colleges are lacking. In this study, we investigate the effects of active learning in a first semester majors' general biology course at a large, suburban community…
Descriptors: Flipped Classroom, Teaching Methods, Active Learning, Biology
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Saavedra, Anna Rosefsky; Lock Morgan, Kari; Liu, Ying; Garland, Marshall W.; Rapaport, Amie; Hu, Alyssa; Hoepfner, Danial; Haderlein, Shira Korn – Educational Evaluation and Policy Analysis, 2022
Harnessing a cluster randomized controlled trial, we estimated the impact on students' advanced placement (AP) examination performance of a project-based learning (PBL) approach to AP compared with a lecture-based AP approach. Through PBL, teachers primarily play a facilitator role, while students work on complex tasks organized around central…
Descriptors: Advanced Placement Programs, Student Projects, Active Learning, Tests
Ton de Jong; Ard W. Lazonder; Clark A. Chinn; Frank Fisher; Janice Gobert; Cindy E. Hmelo-Silver; Ken R. Koedinger; Joseph S. Krajcik; Eleni A. Kyza; Marcia C. Linn; Margus Pedaste; Katharina Scheiter; Zacharias C. Zacharia – Grantee Submission, 2023
Many studies investigating inquiry learning in science domains have appeared over the years. Throughout this period, inquiry learning has been regularly criticized by scholars who favor direct instruction over inquiry learning. In this vein, Zhang, Kirschner, Cobern, and Sweller (2022) recently asserted that direct instruction is overall superior…
Descriptors: Teaching Methods, Direct Instruction, Inquiry, Active Learning
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Mutambuki, Jacinta M.; Mwavita, Mwarumba; Muteti, Caroline Z.; Jacob, Brooke I.; Mohanty, Smita – Journal of Chemical Education, 2020
Benefits of metacognition and active learning on student performance are well understood; however, little is known about the effect of the "explicit teaching of metacognition" combined with active learning on student performance in chemistry courses. Using a quasi-experimental study design, we investigated: (1) differences in performance…
Descriptors: Metacognition, Active Learning, Grade Point Average, Comparative Analysis
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Craig, Tara T.; Marshall, Jill – Journal of Research in Science Teaching, 2019
Abstract In a technologically driven society, math and science students in the United States are falling further and further behind their international counterparts, resulting in an influx of STEM focused, reformed K-12 schools, including schools focused on project-based learning (PBL). This article reports a study of the effectiveness of PBL on…
Descriptors: Active Learning, Student Projects, High School Students, Standardized Tests
Pearson, 2018
Pearson sought to explore whether the use of Mastering Physics, an online tutorial system used in higher education introductory physics courses, is related to students' results in exams and external standardized tests. This Research Report presents findings from two research studies we conducted with Penn State University, a school known for…
Descriptors: Physics, Science Instruction, Introductory Courses, Science Tests
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Segedinac, Mirjana D.; Rodic, Dušica D.; Roncevic, Tamara N.; Horvat, Saša; Adamov, Jasna – Center for Educational Policy Studies Journal, 2020
The first PhD thesis in the field of Chemistry Education at the Faculty of Sciences, University of Novi Sad, was defended in 1992. This can be regarded as the symbolic dawn of Chemistry Education as a scientific discipline in this region. After the official breakup of the Socialist Federal Republic of Yugoslavia, research that had started in the…
Descriptors: Foreign Countries, Educational Research, Chemistry, Science Education
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