NotesFAQContact Us
Collection
Advanced
Search Tips
Audience
Teachers1
Laws, Policies, & Programs
Assessments and Surveys
ACT Assessment1
What Works Clearinghouse Rating
Showing 1 to 15 of 43 results Save | Export
Peer reviewed Peer reviewed
PDF on ERIC Download full text
Aekkalak Ratraikit; Chulida Hemtasin; Tawan Thongsuk; Wisarut Payoungkiattikun – Asian Journal of Contemporary Education, 2025
This action research aimed to enhance fluency thinking in the Year 9 Science and Technology course on Genetics by integrating bell ringer exams with inquiry-based learning. The study's objectives were to achieve an 80% pass rate in fluency thinking and to assess student satisfaction with this pedagogical approach. The sample comprised 20 Year 9…
Descriptors: High School Students, High School Teachers, Science Instruction, Genetics
Cara E. Schwarz – ProQuest LLC, 2024
My thesis work is focused on conceptual and epistemic learning and characterizing the environments in which this learning takes place. Earlier studies conducted by the Stowe group explored how instructional practices, instructional emphasis, and assessment emphasis relate to student outcomes in general and organic chemistry courses. Student…
Descriptors: Chemistry, Science Instruction, Organic Chemistry, Epistemology
Peer reviewed Peer reviewed
PDF on ERIC Download full text
Popescu, Daniela C. – HAPS Educator, 2022
One of the most challenging aspects of teaching anatomy and physiology is using teaching tools that enhance active learning and keep students actively engaged during the lecture courses. This study explored the use of a student response system that was easy to use, cost-efficient, and re-usable for multiple anatomy and physiology courses. More…
Descriptors: Science Instruction, Anatomy, Physiology, Teaching Methods
Peer reviewed Peer reviewed
Direct linkDirect link
Daniel Elford; Garth A. Jones; Simon J. Lancaster – Chemistry Education Research and Practice, 2024
Peer Instruction (PI), a student-centred teaching method, engages students during class through structured, frequent questioning, facilitated by classroom response systems. The central feature of PI is the ConcepTest, a question designed to help resolve student misconceptions around the subject content. Within our coordination chemistry PI…
Descriptors: Chemistry, Science Instruction, Teaching Methods, Computer Simulation
Peer reviewed Peer reviewed
Direct linkDirect link
Hakim, Amir; Ricketts, William; Pfeffer, Paul; Ashworth, Rachel – Advances in Physiology Education, 2023
Medical graduates are expected to apply scientific principles and explain the processes underlying common and important diseases. Evidence shows that integrated medical curricula, which deliver biomedical science within the context of clinical cases, facilitate student learning in preparation for practice. However, research has also shown that the…
Descriptors: Physiology, Science Instruction, Clinical Experience, Medical Education
Peer reviewed Peer reviewed
PDF on ERIC Download full text
Ebru Mazlum Güven – Online Submission, 2024
Teachers' technological experiences are constrained by limitations in reflective decision-making and theoretical frameworks. Challenges with the technological pedagogical content knowledge framework (TPACK) are often associated with deficits in self-regulation. To effectively develop TPACK, it is recommended that educators focus on enhancing…
Descriptors: Science Teachers, Teacher Attitudes, Technological Literacy, Pedagogical Content Knowledge
Peer reviewed Peer reviewed
PDF on ERIC Download full text
Adriana J. Lagier – Bioscene: Journal of College Biology Teaching, 2022
In courses with a heterogeneous student population, instructors are often challenged to balance successful course completion with rigor. This difficult task can be confounded in foundational, gateway courses, such as introductory biology, which serves a mix of freshman majors at various levels of preparedness. Research suggests that changes in…
Descriptors: Introductory Courses, Biology, Science Instruction, Science Tests
Peer reviewed Peer reviewed
Direct linkDirect link
Pearson, Russell J. – Journal of Chemical Education, 2020
This study compared the performance of two audience response systems (ARSs) without students requiring smartphone technology or Internet access during problem-based learning (PBL) activities. Clicker handsets linked to a radio frequency (RF) receiver and paper voting cards, known as Plickers, which display a QR code (two-dimensional barcode) that…
Descriptors: Science Instruction, Teaching Methods, Handheld Devices, Audience Response Systems
Peer reviewed Peer reviewed
PDF on ERIC Download full text
Welleford, Andrew S.; Weaver, Lauren M.; Platt, Kristen M. – HAPS Educator, 2021
Engagement of multiple learning modalities has been shown to promote learning. This study aimed to develop resources for anatomical sciences educators interested in adding additional teaching modalities into their repertoire. Three review sessions were created for the muscle anatomy unit of an undergraduate anatomy and physiology course, each…
Descriptors: Anatomy, Physiology, Learning Modalities, Units of Study
Peer reviewed Peer reviewed
Direct linkDirect link
Seshadri, Keshavan; Liu, Peng; Koes, David Ryan – Journal of Chemical Education, 2020
Classroom response systems are an important tool in many active learning pedagogies. They support real-time feedback on student learning and promote student engagement, even in large classrooms, by allowing instructors to solicit an answer to a question from all students and show the results. Existing classroom response systems are general purpose…
Descriptors: Chemistry, Science Instruction, Teaching Methods, Programming Languages
Peer reviewed Peer reviewed
Direct linkDirect link
Petto, Andrew J. – Journal of College Science Teaching, 2019
In very large lecture classes, student engagement is always a challenge, and many instructors use electronic student response systems (SRS) to promote student engagement and active learning. The conventional wisdom in using student response systems is that the technology matters less than the pedagogy; it is the added value of the instructor that…
Descriptors: Teaching Methods, Learner Engagement, Audience Response Systems, Educational Technology
Peer reviewed Peer reviewed
Direct linkDirect link
Weiss, David J.; McGuire, Patrick; Clouse, Wendi; Sandoval, Raphael – Journal of College Science Teaching, 2020
Studies on the effectiveness of clickers in undergraduate chemistry courses are mixed, and there is disagreement on how to effectively leverage clickers to improve student learning performance. To fill a gap in the research, we analyzed three different teaching strategies (two involving clickers) in a General Chemistry I course over a 13-year time…
Descriptors: Teaching Methods, Chemistry, Science Instruction, Audience Response Systems
Peer reviewed Peer reviewed
Direct linkDirect link
Erdmann, Robert M.; Stains, Marilyne – CBE - Life Sciences Education, 2019
Classroom observation protocols can provide an exceedingly rich form of data. However, this is a double-edged sword, as researchers often struggle to take full advantage of the detailed data outputs. In this essay, we introduce a new approach to the analysis of classroom observation data, termed "classroom as genome" (CAG). We illustrate…
Descriptors: Genetics, Science Instruction, Biology, Educational Researchers
Peer reviewed Peer reviewed
Direct linkDirect link
Goodhead, Lauren K.; MacMillan, Frances M. – Advances in Physiology Education, 2019
The authors have experienced increasing demand from undergraduate students, particularly those in the early years of study, to be able to access more "test-style" material to help with revision, as well as guidance on how to approach their university assessments. With increased use of multiple-choice questions (MCQs) in university…
Descriptors: Science Tests, Science Instruction, Physiology, Audience Response Systems
Peer reviewed Peer reviewed
PDF on ERIC Download full text
Djerdjian, Nancy Traiser; Magner, Shawn; Jensen, Murray; Hyson, Rose; Lawford, Heather; Hull, Kerry – HAPS Educator, 2020
One strategy to transform the high attrition rates among community college (CC) students is for CC instructors to utilize the teaching practices shown to most likely lead to student success. CC students and faculty are underrepresented in biology education research (BER), with only 3% of BER articles addressing CC-specific issues (Schinske et al.…
Descriptors: Science Instruction, College Science, Community Colleges, Two Year College Students
Previous Page | Next Page »
Pages: 1  |  2  |  3