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Using Argument-Based Science Inquiry to Improve Science Achievement for Students with Disabilities in Inclusive Classrooms
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Taylor, Jonte C.; Tseng, Ching-mei; Murillo, Angelique; Therrien, William; Hand, Brian – Journal of Science Education for Students with Disabilities, 2018
The increased emphasis on STEM related careers and the use of science in everyday life makes learning science content and concepts critical for all students especially for those with disabilities. As suggested by the National Resource Council (2012), more emphasis is being placed on being able to critically think about science concepts in and…
Descriptors: Science Instruction, Science Achievement, Inquiry, Disabilities
Examining the Value of a Scaffolded Critique Framework to Promote Argumentative and Explanatory Writings within an Argument-Based Inquiry Approach
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Jang, Jeong-yoon; Hand, Brian – Research in Science Education, 2017
This study investigated the value of using a scaffolded critique framework to promote two different types of writing--argumentative writing and explanatory writing--with different purposes within an argument-based inquiry approach known as the Science Writing Heuristic (SWH) approach. A quasi-experimental design with sixth and seventh grade…
Descriptors: Teaching Methods, Scaffolding (Teaching Technique), Persuasive Discourse, Writing Assignments
Effects of an SWH Approach and Self-Evaluation on Sixth Grade Students' Learning and Retention of an Electricity Unit
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Memis, Esra Kabatas; Seven, Sabriye – International Journal of Progressive Education, 2015
The purpose of this study is to explore the effects of guided, inquiry-based laboratory activities using the Science Writing Heuristic (SWH) approach and self-evaluation on students' science achievement. The study involved three sixth grade classes studying an electricity unit taught by the same primary school teacher. Before the study began, one…
Descriptors: Foreign Countries, Science Instruction, Heuristics, Grade 6
Structural Equation Modeling of Knowledge Content Improvement Using Inquiry Based Instruction
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Reeves, Christopher Gonwa; Fostvedt, Luke; Laugerman, Marcia; Baenziger, Joan; Shelley, Mack; Hand, Brian; Therrien, William – Society for Research on Educational Effectiveness, 2013
A key element in science education is establishing and maintaining linkages between teachers and researchers that can eventuate in enhanced student outcomes. Determining when and where a new educational program or intervention results in an enhanced outcome can be sensitive to many different forces that the researcher must carefully manage. The…
Descriptors: Structural Equation Models, Inquiry, Science Education, Student Evaluation
Science Writing Heurisitc: A Writing-to-Learn Strategy and Its Effect on Student's Science Achievement, Science Self-Efficacy, and Scientific Epistemological View
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Caukin, Nancy S. – ProQuest LLC, 2010
The purpose of this mixed-methods study was to determine if employing the writing-to-learn strategy known as a "Science Writing Heuristic" would positively effect students' science achievement, science self-efficacy, and scientific epistemological view. The publications "Science for All American, Blueprints for Reform: Project…
Descriptors: Evidence, Educational Strategies, Constructivism (Learning), Control Groups
Effects of Concept and Vee Mappings under Three Learning Modes on Students' Cognitive Achievement in Ecology and Genetics.
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Esiobu, Gladys O.; Soyibo, Kola – Journal of Research in Science Teaching, 1995
Verified the efficacy of concept and Vee mapping heuristics under cooperative, cooperative-competitive, and individualistic whole-class learning conditions in improving (n=808) eighth graders' achievement in ecology and genetics. Experimental groups achieved significantly better than the control groups; students in cooperative-competitive…
Descriptors: Academic Achievement, Concept Mapping, Cooperative Learning, Ecology