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Direct linkHushman, Carolyn J.; Marley, Scott C. – Journal of Educational Research, 2015
The authors investigated whether the amount of instructional guidance affects science learning and self-efficacy. Sixty 9- and 10-year-old children were randomly assigned to one of the following three instructional conditions: (a) guided instruction consisting of examples and student-generated explanations, (b) direct instruction consisting of a…
Descriptors: Elementary School Students, Self Efficacy, Science Education, Science Instruction
Zohar, Anat – International Journal of Science Education, 2006
While the traditional meaning of connected knowledge is valuable in some school subjects, it does not address the main activities of knowledge acquisition in subjects such as physics and mathematics. The goal of this article is to analyze the relationships between the concepts "learning for understanding" and "connected…
Descriptors: Epistemology, Science Education, Mathematics Education, Cognitive Development
Peer reviewedSchaverien, Lynette; Cosgrove, Mark – International Journal of Technology and Design Education, 1995
Identifies two frameworks that limit teachers' vision: (1) a transmission perspective on learning; and (2) a limiting conception of and anxious approach to technology. This study helped teachers break free of these restraints by providing an opportunity to become learners in a technological context based on developmentalist views of teaching and…
Descriptors: Active Learning, Cognitive Development, Constructivism (Learning), Critical Thinking
