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Showing 1 to 15 of 17 results Save | Export
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Ebrahim, Ali Hassan; Naji, Salwa A. Ben – EURASIA Journal of Mathematics, Science and Technology Education, 2021
The present study aims to discuss the influence of the flipped learning method (FLM)--on high school biology learners to improve the results of their biology attainment tests along with their use of social interactions while learning. By applying quasi-experimental study, 37 female high school biology learners in 2 intact grade 10 classes in…
Descriptors: Biology, Science Instruction, Interpersonal Competence, Flipped Classroom
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Alemu, Mekbib – EURASIA Journal of Mathematics, Science and Technology Education, 2020
The purpose of this study was to test the best mix of reciprocal peer tutoring with direct teaching methods to improve students' achievement in secondary school physics teaching in content-focused and high-stake examination-oriented curriculum. Data was gathered from three equivalent grade-9 sections and assigned to three different intervention…
Descriptors: Secondary School Students, Physics, Science Instruction, Peer Teaching
Le, Thanh K. – ProQuest LLC, 2017
Student reasoning on physics problems is often context dependent. A possible explanation is that salient distracting features (SDFs) in physics problems may cue students' "spontaneous" reasoning. This cued reasoning is often accepted without question, even though it may be unproductive and may even preclude the use of relevant knowledge.…
Descriptors: Physics, Metacognition, Science Instruction, Transfer of Training
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Casey, J. Elizabeth; Linn, Diana; Pennington, Lisa K.; Mireles, Selina V.; Lopez, Dallas J. – Texas Journal of Literacy Education, 2020
It is important that preservice and in-service teachers use effective supports for English language learners (ELLs) in science classes to enhance learning. ELLs with limited English proficiency may need more supports to address language barriers that affect student learning. Literature circles can be used to enhance understanding of content when…
Descriptors: Picture Books, Teaching Methods, English Language Learners, Language Proficiency
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Dick-Perez, Marilu; Luxford, Cynthia J.; Windus, Theresa L.; Holme, Thomas – Journal of Chemical Education, 2016
A 14-item, multiple-choice diagnostic assessment tool, the quantum chemistry concept inventory or QCCI, is presented. Items were developed based on published student misconceptions and content coverage and then piloted and used in advanced physical chemistry undergraduate courses. In addition to the instrument itself, data from both a pretest,…
Descriptors: Chemistry, Science Instruction, Multiple Choice Tests, Undergraduate Students
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Chase, Catherine C.; Klahr, David – Journal of Science Education and Technology, 2017
An important, but as yet unresolved pedagogical question is whether discovery-oriented or direct instruction methods lead to greater learning and transfer. We address this issue in a study with 101 fourth and fifth grade students that contrasts two distinct instructional methods. One is a blend of discovery and direct instruction called…
Descriptors: Discovery Learning, Direct Instruction, Grade 4, Grade 5
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Kuo, Eric; Wieman, Carl E. – Physical Review Special Topics - Physics Education Research, 2015
Broad instructional methods like "interactive engagement" have been shown to be effective, but such general characterization provides little guidance on the details of how to structure instructional materials. In this study, we seek instructional specificity by comparing two ways of using an analogy to learn a target physical principle:…
Descriptors: Teaching Methods, Science Instruction, Physics, Logical Thinking
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Matlen, Bryan J.; Klahr, David – Instructional Science: An International Journal of the Learning Sciences, 2013
We report the effect of different sequences of high vs low levels of instructional guidance on children's immediate learning and long-term transfer of simple experimental design procedures and concepts, often called "CVS" (Control of Variables Strategy). Third-grade children (N = 57) received instruction in CVS via one of four possible orderings…
Descriptors: Research Design, Guidance, Cognitive Development, Direct Instruction
Galyas, Lesley Crowell – ProQuest LLC, 2016
Understanding of visual representations is a pivotal skill necessary in science. These visual, verbal, and numeric representations are the crux of science discourses "by scientists, with students and the general public" (Pauwels, 2006, p.viii). Those who lack the understanding of these representations see it as a foreign language, one…
Descriptors: Direct Instruction, Visual Literacy, Science Achievement, Inquiry
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Kurz, Kim B.; Schick, Brenda; Hauser, Peter C. – Journal of Science Education for Students with Disabilities, 2015
This research study compared learning of 6-9th grade deaf students under two modes of educational delivery--interpreted vs. direct instruction using science lessons. Nineteen deaf students participated in the study in which they were taught six science lessons in American Sign Language. In one condition, the lessons were taught by a hearing…
Descriptors: Deafness, Direct Instruction, Content Area Reading, Content Area Writing
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Khishfe, Rola – International Journal of Science Education, 2014
The purpose of the study was two-fold: to (a) investigate the influence of explicit nature of science (NOS) and explicit argumentation instruction in the context of a socioscientific issue on the argumentation skills and NOS understandings of students, and (b) explore the transfer of students' NOS understandings and argumentation skills learned in…
Descriptors: Science Instruction, Scientific Principles, Persuasive Discourse, Science and Society
Chambers, Timothy – ProQuest LLC, 2014
This dissertation presents the results of an experiment that measured the learning outcomes associated with three different pedagogical approaches to introductory physics labs. These three pedagogical approaches presented students with the same apparatus and covered the same physics content, but used different lab manuals to guide students through…
Descriptors: Academic Achievement, Physics, Science Instruction, Science Laboratories
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Örnek, Funda; Turkey, Kocaeli – Asia-Pacific Forum on Science Learning and Teaching, 2014
Current approaches in Science Education attempt to enable students to develop an understanding of the nature of science, develop fundamental scientific concepts, and develop the ability to structure, analyze, reason, and communicate effectively. Students pose, solve, and interpret scientific problems, and eventually set goals and regulate their…
Descriptors: Preservice Teachers, Scientific Principles, Science Teachers, Science Instruction
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Kay, Robin – Journal of Interactive Learning Research, 2013
Web-based learning tools (WBLTs), also known as learning objects, have been evaluated with a wide range of metrics, but rarely with respect to pedagogical design. The current study evaluated the impact of instructional architecture (direct instruction vs. constructive-based) on middle (n = 333) and secondary (n = 389) school student attitudes…
Descriptors: Web Based Instruction, Resource Units, Direct Instruction, Constructivism (Learning)
Hushman, Carolyn – ProQuest LLC, 2011
This study investigated whether the level of instructional guidance affected student learning and science self-efficacy when nine- and ten- year old children learn to design unconfounded experiments using control of variable strategies (CVS). Specifically, the goal of this study was to replicate and extend prior research that examines the impact…
Descriptors: Science Instruction, Teaching Methods, Science Experiments, Children
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