NotesFAQContact Us
Collection
Advanced
Search Tips
Showing all 4 results Save | Export
Peer reviewed Peer reviewed
Direct linkDirect link
Lamb, Richard; Cavagnetto, Andy; Akmal, Tariq – International Journal of Science and Mathematics Education, 2016
A critical problem with the examination of learning in education is that there is an underlying assumption that the dynamic systems associated with student information processing can be measured using static linear assessments. This static linear approach does not provide sufficient ability to characterize learning. Much of the modern research…
Descriptors: Cognitive Processes, Learning Processes, Science Instruction, Models
Peer reviewed Peer reviewed
Direct linkDirect link
Klieger, Aviva; Bar-Yossef, Nurit – International Journal of Science and Mathematics Education, 2011
Professional development (PD) of teachers comprises a major challenge in many countries. The empirical relations between teaching-learning processes and student achievements occupy educators who construct teachers' in-service training programs. Student achievements serve as a measure for testing improvements in learning. Many investigators view…
Descriptors: Academic Achievement, Learning Processes, Science Teachers, Professional Development
Peer reviewed Peer reviewed
Direct linkDirect link
Spektor-Levy, Ornit; Eylon, Bat-Sheva; Scherz, Zahava – International Journal of Science and Mathematics Education, 2009
This study explores the impact of "Scientific Communication" (SC) skills instruction on students' performances in scientific literacy assessment tasks. We present a general model for skills instruction, characterized by explicit and spiral instruction, integration into content learning, practice in several scientific topics, and application of…
Descriptors: Program Effectiveness, Communication Skills, Models, Grade 7
Peer reviewed Peer reviewed
Direct linkDirect link
Prediger, Suzanne – International Journal of Science and Mathematics Education, 2004
This paper explores Alan Bishop's assumption that all formal mathematics education produces cultural conflicts between the children's everyday culture and the culture of mathematics. Existing empirical studies support the assumption that mathematics learning indeed has some intercultural aspects which can be differentiated in language factors,…
Descriptors: Mathematics Education, Intercultural Communication, Learning Processes, Models