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Yidnekachew Awraris Kebede; Firew Kebede Zema; Girma Moti Geletu; Samuel Assefa Zinabu – SAGE Open, 2025
The jigsaw model is a dynamic cooperative learning approach where students become experts on different segments of the material and teach their peers, thereby enhancing engagement accountability, team work, and ultimately improving academic achievement. This study investigated the effectiveness of a cooperative learning strategy on secondary…
Descriptors: Foreign Countries, Cooperative Learning, Science Achievement, Biology
Anam Aslam; Sagheer Ahamd; Hans-Stefan Siller; Abida Nasreen – Asia-Pacific Science Education, 2024
Science education is crucial for fostering knowledge across academic disciplines. Past efforts to enhance science achievement at the elementary level have explored various instructional strategies. Among these, the Understanding by Design (UbD) model has shown notable potential in improving science achievement outcomes compared to traditional…
Descriptors: Science Achievement, Science Instruction, Grade 5, Elementary School Students
Alistair McInerny; Andrew Boudreaux; Mila Kryjevskaia – Physical Review Physics Education Research, 2025
This article reports on a controlled study to investigate the efficacy of incorporating explicit discussions about the duality of human reasoning and its implications for learning in physics instruction. The central goal is to probe to what extent, if at all, such discussions improve student performance on tasks that tend to elicit intuitively…
Descriptors: Discussion (Teaching Technique), Physics, Science Instruction, Science Achievement
Mollaw Abraha – Cogent Education, 2024
The study examined the effectiveness of concept mapping in improving students' academic performance using an embedded mixed-methods design. It involved Srinka Secondary School's grade 10 biology teacher, students, and department head in the study and gathered data from them by using biology achievement tests, interviews, and focus group…
Descriptors: Concept Mapping, Science Education, Foreign Countries, Secondary School Science
Mata, Lawrence Edward – Science Education International, 2022
The purpose of this quantitative, causal-comparative research study was to determine if and to what extent there were differences in chemistry end-of-course (EOC) examination scores between high school chemistry students taught using POGIL pedagogy and non-POGIL pedagogy in the state of Utah. Piaget's cognitive development theory and Johnstone's…
Descriptors: High School Students, Science Achievement, Science Tests, Achievement Tests
Dhanush S. Bejjarapu; Yize Chen; Jiyan Xu; Eric Shaffer; Nishant Garg – Journal of Chemical Education, 2024
Recent advancements in computer graphics and hardware have driven the resurgence of virtual reality (VR). Past literature has reported the use of VR in education, especially for teaching spatially complex concepts. However, there are limited data available on the precise role of VR game design elements. In this study, we introduce a new VR game,…
Descriptors: Physical Sciences, Chemistry, Computer Simulation, Educational Games
Cam, Aylin; Arslan, Harika Ozge; Cigdemoglu, Ceyhan – Science Education International, 2022
This study revealed how the flipped learning model interacted with the learning styles of primary pre-service teachers. In addition, the impact of the flipped model on participants' science teaching course achievement and personal epistemologies was investigated. A mixed-method research design was conducted with 27 primary pre-service teachers…
Descriptors: Flipped Classroom, Elementary School Teachers, Preservice Teachers, Science Instruction
Gilewski, Alex; Litvak, Mikhail; Ye, Li – Chemistry Education Research and Practice, 2022
Previous research has shown the validity of the Measure of Linked Concepts (MLC) assessment in college introductory chemistry. Herein, we present a novel model of pairing the MLC with a metacognitive exercise aligned with learning objectives in the introductory chemistry courses as an effective tool for instructors to be integrated into…
Descriptors: Metacognition, Educational Objectives, Introductory Courses, Science Tests
Halpin, Patricia A.; Gopalan, Chaya – Advances in Physiology Education, 2021
Certain physiology concepts can be difficult for students to understand, and new strategies need to be implemented to teach these concepts. Cell signaling is a core concept in physiology and is presented to undergraduate students starting with their first-year Principles of Biology course. Flipped teaching (FT) combined with dramatizations were…
Descriptors: Undergraduate Students, Science Instruction, Teaching Methods, Physiology
Simeon, Moses Irekpita; Samsudin, Mohd Ali; Yakob, Nooraida – International Journal of Technology and Design Education, 2022
The study investigated the effect of using a design thinking teaching method on male and female students' achievement in some selected secondary school physics concepts in the context of STEM learning. The study was carried out in an afterschool environment which necessitated the researcher using a single group quasi experimental research design…
Descriptors: Design, Science Achievement, Physics, Scientific Concepts
Susac, Ana; Planinic, Maja; Bubic, Andreja; Jelicic, Katarina; Palmovic, Marijan – Physical Review Physics Education Research, 2023
Previous studies have shown the important role of different representations in the teaching and learning of physics. In this study, we used eye tracking to investigate the effect of different representations on the process of answering conceptual questions. We compared students' scores and eye-tracking measures on isomorphic questions which…
Descriptors: Eye Movements, Science Tests, Science Achievement, Test Items
Melissa Hogan; Michelle Newstadt; Maneeza Dawood; Ilia Rushkin; Yigal Rosen – Online Submission, 2023
BrainPOP Science is a research-based program that has been shown to be effective in improving and quickly developing students' scientific reasoning skills. This white paper presents a comprehensive case study conducted in school districts in the Southeastern United States. BrainPOP Science is one of the leading supplemental middle school programs.…
Descriptors: Thinking Skills, Skill Development, Evidence, Logical Thinking
Helena C. Malinakova – Journal of Chemical Education, 2022
This study reports quantitative evaluation of changes in students' study approaches during the first semester of organic chemistry. Students were surveyed by a modified M-ASSIST (OCH-adjusted M-ASSIST) instrument adjusted to the specific student population. The validity of the data-model fit was assessed by confirmatory factor analysis. Students…
Descriptors: Undergraduate Students, Organic Chemistry, Student Attitudes, Validity
Gale A. Mentzer; Peter Paprzycki – Grantee Submission, 2024
Because standardized tests in science are not given to PreK-3 students in Ohio, this report examined the longitudinal effects of learning from a teacher who had participated in the NURTURES professional development program. Specifically, it looked at the effects on students' mathematics and reading learning in grades 2-5 and science learning in…
Descriptors: Longitudinal Studies, Program Evaluation, Program Effectiveness, Faculty Development
Bustami, Yakobus; Gandasari, Adriana; Darmawan, Handi; Yane, Stephani; Dewi, Utami – Journal of Turkish Science Education, 2021
The purpose of this quasi-experimental research was to reveal the JiRQA learning supports on biology students' achievement in the multi-ethnical classroom in higher education. The research sample was included 125 students consisting of the ethnics of Dayak, Javanese, and Malay. The achievement data were obtained from the pretest and posttest using…
Descriptors: Biology, Science Instruction, Ethnic Groups, Teaching Methods