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Galili, Igal; Goren, Ehud – Science & Education, 2023
Regular disciplinary instruction of introductory physics at high school often misses a holistic perspective of the subject matter, its structure, and hierarchy. We have considered the domain of classical mechanics as taught at school and provided such a perspective in the form of a summative lecture which frames content in the triadic structure…
Descriptors: Science Instruction, Mechanics (Physics), Science History, Motion
Moore, Virginia J.; Prewitt, Elizabeth Mitchell; Carpenter-McCullough, Amber Jean; Whitworth, Brooke A. – Journal of College Science Teaching, 2020
With an overwhelming amount of research and a demand for collaborative learning in the classroom, teachers are tackling challenges at all educational levels that often accompany the social aspects of group work. Team-Based Learning (TBL) is an instructional sequence that shifts instruction from teacher lecture to small-group learning. Through the…
Descriptors: Cooperative Learning, Science Instruction, Student Attitudes, Undergraduate Students
Increasing the Effectiveness of Active Learning Using Deliberate Practice: A Homework Transformation
Miller, Kelly; Callaghan, Kristina; McCarty, Logan S.; Deslauriers, Louis – Physical Review Physics Education Research, 2021
We show how learning can be improved, beyond that shown in actively taught classrooms, by also transforming the homework using the principles of deliberate practice. We measure the impact of transforming the homework on student learning in a course that had already implemented an active approach to teaching in class. We compare performance on the…
Descriptors: Active Learning, Homework, Science Instruction, Physics
Read, David; Barnes, Stephen M.; Wilson, Paul J. – New Directions in the Teaching of Physical Sciences, 2022
This article outlines an exploratory study that investigated students' perceptions of the benefits and disadvantages of lecture recordings delivered as part of an introductory chemistry program in the UK during the COVID-19 lockdown in Spring 2020. Three features of these lecture recordings are considered: 1) the production of a series of…
Descriptors: COVID-19, Pandemics, Video Technology, Student Attitudes
Mataka, Lloyd M.; Taibu, Rex – Journal of Education in Science, Environment and Health, 2020
A quasi-experimental treatment control group design was used to investigate the effect of a conceptual change curriculum, Multi-Step Inquiry approach, on students' perception of their learning in a science classroom. This started with the development of a workbook that explicitly focused on conceptual understanding, followed by the development and…
Descriptors: Inquiry, Active Learning, Concept Formation, Science Instruction
Jessie Durk; Amy Smith; Bilgesu Aydin; Adèle Julia; Isabel M. Rabey – Physical Review Physics Education Research, 2024
Being lectured by a woman physicist can benefit students' performance, motivation, and engagement with physics. However, due to the severe underrepresentation of women physics faculty, these instances may be scarce. Through semistructured interviews with seven women physics lecturers, we used expectancy-value theory to understand the situative…
Descriptors: College Faculty, Women Faculty, Physics, Science Instruction
Nyirahabimana, Pascasie; Minani, Evariste; Nduwingoma, Mathias; Kemeza, Imelda – Journal of Baltic Science Education, 2023
The research on students' perceptions after implementing a teaching style is recommended due to its potential to inform reformed education. The present study surveyed 319 students and revealed their perceptions of multimedia usage in teaching and learning quantum physics. Among these students, 156 were surveyed after learning quantum physics with…
Descriptors: Physics, Science Instruction, Computer Simulation, Video Technology
Essop, M. Faadiel; Beselaar, Leandrie – Advances in Physiology Education, 2020
Physiology students grapple with large amounts of subject content and hence memorize facts to pass examinations. In parallel, students display limited critical-thinking and creative skills, integration abilities, and/or a deeper engagement with subject content. This study aimed to assess the feasibility of introducing active learning methods…
Descriptors: Physiology, Science Instruction, Cooperative Learning, Active Learning
Peacock, Jessica L.; FitzPatrick, Kathleen; Finn, Kevin E. – Journal on Excellence in College Teaching, 2020
The authors determined whether positive perceptions of integrating lecture and lab in Anatomy and Physiology courses persisted from 2015-2018. Students (843) and instructors (56) completed the Student Assessment of Their Learning Gains survey; perceptions were positive and consistent between both groups. Participant narratives identified the…
Descriptors: Anatomy, Physiology, Student Attitudes, Academic Achievement
Kulmala, Kimmo; Kokkonen, Tommi; Kontro, Inkeri – Physics Education, 2021
Active learning yields better learning outcomes than traditional, lecture-based teaching. Common approaches in large lecture courses are activating elements during the lectures and warm-up activities using online learning environments. However, implementing warm-up exercises, on which students work on by themselves makes formative feedback…
Descriptors: Feedback (Response), Active Learning, Physics, Science Instruction
Sobieszczuk-Nowicka, Ewa; Rybska, Eliza; Jarmuzek, Joanna; Adamiec, Malgorzata; Chylenska, Zofia – Education Sciences, 2018
Problems with understanding concepts and mechanisms connected to plant movements have been diagnosed among biology students. Alternative conceptions in understanding these phenomena are marginally studied. The diagnosis was based on a sample survey of university students and their lecturers, which was quantitatively and qualitatively exploratory…
Descriptors: Biology, Science Instruction, College Science, College Students
Deng, Lin; Wannaruk, Anchalee – LEARN Journal: Language Education and Acquisition Research Network, 2021
This study aims to compare the rhetorical move structure of English Medium Instruction (EMI) lectures given by native English and Chinese lecturers. Two specialized corpora were therefore accordingly created with transcripts of twelve science-oriented lectures selected from MICASE and the BASE corpus and twelve science-oriented EMI lectures…
Descriptors: Language of Instruction, English (Second Language), Second Language Learning, Native Speakers
Weaver, Joanna P. – ProQuest LLC, 2019
This study tested the hypothesis that exploratory learning, with and without analogous problems, would improve students' ability to make connections between conceptually-related topics. In this randomized experiment, undergraduates in introductory physics (N = 171) studied a new topic under three different instructional conditions. Order and type…
Descriptors: Undergraduate Students, Science Instruction, College Science, Physics
Ma, Sihui; Steger, Daniel G.; Doolittle, Peter E.; Stewart, Amanda C. – Journal of Food Science Education, 2018
Personal response systems, such as clickers, have been widely used to improve the effectiveness of teaching in various classroom settings. Although hand-held clicker response systems have been the subject of multiple prior studies, few studies have focused on the use of cell phone-based personal response system (CPPRS) specifically. This study…
Descriptors: Academic Achievement, Student Attitudes, Undergraduate Students, Food
d'Alessio, Matthew A.; Schwartz, Joshua J.; Pedone, Vicki; Pavia, Jenni; Fleck, Jenna; Lundquist, Loraine – Journal of Geoscience Education, 2019
Promoting collaboration and discourse in asynchronous online courses is challenging; students need something engaging to talk about, a communications medium in which to fluidly discuss it, and a social environment that supports discourse. We designed a fully online introductory geoscience lecture and lab course called Geology Goes Hollywood that…
Descriptors: Introductory Courses, Online Courses, Cooperative Learning, Asynchronous Communication
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