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Direct linkJaakkola, Tomi; Veermans, Koen – Instructional Science: An International Journal of the Learning Sciences, 2018
The present study investigates the effects that concreteness fading has on learning and transfer across three grade levels (4-6) in elementary school science education in comparison to learning with constantly concrete representations. 127 9- to 12-years-old elementary school students studied electric circuits in a computer-based simulation…
Descriptors: Elementary School Students, Elementary School Science, Science Education, Learning Processes
Heyd-Metzuyanim, Einat; Schwarz, Baruch B. – Instructional Science: An International Journal of the Learning Sciences, 2017
We offer a new approach to emergent knowledge in processes of conceptual change in dyadic interaction by drawing on Pickering's ("The Mangle of Practice," The University of Chicago Press, London, 1995) Mangle of Practice theory, which theorizes the emergence of new scientific knowledge as occurring due to material resistance and human…
Descriptors: Learning Processes, Science Process Skills, Knowledge Level, Resistance (Psychology)
van der Graaf, Joep; Segers, Eliane; Verhoeven, Ludo – Instructional Science: An International Journal of the Learning Sciences, 2015
A dynamic assessment tool was developed and validated using Mokken scale analysis to assess the extent to which kindergartners are able to construct unconfounded experiments, an essential part of scientific reasoning. Scientific reasoning is one of the learning processes happening within science education. A commonly used, hands-on,…
Descriptors: Kindergarten, Science Process Skills, Abstract Reasoning, Thinking Skills
