"Evaluative constructivism" is used to describe how students derived learning intentions and made choices about what they would do during a unit of work in a final-year high school biology class, as they conducted an inquiry into the social and ethical issues associated with cancer. The context of the study, theoretical background and…

This paper presents and discusses students' learning process of chemical equilibrium from a modelling-based approach developed from the use of the "Model of Modelling" diagram. The investigation was conducted in a regular classroom (students 14-15 years old) and aimed at discussing how modelling-based teaching can contribute to students…

This paper examines the impact of task structure on students' learning processes in the context of several case studies in practical secondary school science. Three levels of differentiated task structure were investigated: open (no structured in-task support), partially structured (some in-task support), or prescriptive (highly structured in-task…

The aim of this study is to investigate Emiratii high school students' understandings of stoichiometry, their use of metacognitive strategies, and the influence of students' use of metacognitive strategies on their understandings of stoichiometry. Two instruments were used in this study, the first to measure students' understandings of…

Little research has been conducted on how students work when they are required to plan, build and evaluate artefacts in technology rich learning environments such as those supported by tools including flow charts, "Labview" programming and Lego construction. In this study, activity theory was used as an analytic tool to examine the social…

Described is the generative learning strategy, an approach which encourages pupils to discuss their out-of-school ideas about plant breathing, drinking, wood production, soil, minerals, and leaves, and assist them in linking appropriate ideas together to form an explanation of the origin of plant materials. (CW)

Presented are four research articles and staff development activities. Included are: an activity used to stimulate discussion of the issue of balanced science; a constructivist approach to teaching electric circuits; a science grading scheme; and a discussion of priorities in science education. (CW)

Described are the comprehension monitoring abilities of science students when reading science textbooks. The incorrect use of schemata and the limiting influence of metacognitive abilities on the improvement of meaningful learning is discussed. (KR)

The purpose of this study was to examine the thinking underlying the questions posed by a science teacher to her seventh grade students in an instructional activity called Mind Games, in which hypothetical situations focussed on scientific issues are proposed and explored at least once during each major instructional unit. Mind games are conveyed…

Describes a model that teaches a problem-solving process and provides students with the opportunity to practice, develop, and enhance their thinking skills. States that applying learning to real problems is needed to increase a student's thinking ability. Provides diagrams of the problem-solving cycle and levels of thinking. (RT)

Considers research concentrating on the correlation between knowledge structure and learning. Suggests implications of this research to classroom teaching. Cites characteristics of unsuccessful and successful problem solvers. (RT)

Developing a constructivist view of scientific inquiry and knowledge is considered to be important to the training of future scientists, as well as to the understanding of scientific information by all citizens. The research reported targets the junior high school grades. Curricular materials that introduce seventh graders to the constructivist…

Presents data which leads to the construction of a response to the question of how different phases of the learning cycle influence physics students' content achievement and attitudes. Discusses the importance of the learning cycle in science instruction and the strength of using contrasting techniques (qualitative and quantitative) in research.…

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)

Discussed is a constructivist model of science learning and its possible use in the treatment of science misconceptions. Science learning as conceptual and methodological change is described. (KR)