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Kimberly Vo; Mahbub Sarkar; Paul J. White; Elizabeth Yuriev – Chemistry Education Research and Practice, 2024
Despite problem solving being a core skill in chemistry, students often struggle to solve chemistry problems. This difficulty may arise from students trying to solve problems through memorising algorithms. Goldilocks Help serves as a problem-solving scaffold that supports students through structured problem solving and its elements, such as…
Descriptors: Metacognition, Scaffolding (Teaching Technique), Chemistry, Science Instruction
Latipah, Eva – International Journal of Instruction, 2022
This phenomenological study aims to examine the motives of the hafizh (The Qur'an memorizer), the self-regulation of the hafizh, and the spiritual experiences of the hafizh. The participants of this research were 10 students who had memorized the Qur'an at least 15 juz (chapter). Data collection was carried out by in-depth interviews and…
Descriptors: Metacognition, Islam, Religious Factors, Memorization
Salame, Issa I.; Ramirez, Lorraine; Nikolic, Durica; Krauss, David – International Journal of Instruction, 2022
The subject of buffer solutions in chemistry is a challenging concept for students to learn due to its abstract nature. The difficulties that students face in learning about buffer solutions can lead to poor performance and alternative conceptions about the topic. The development of successful conceptual understanding to solve buffer solution…
Descriptors: Chemistry, Science Instruction, Problem Solving, Difficulty Level
Lambert, Rachel; Chun, Mina; Davis, Jessie; Ceja, Kay Lynn; Aguilar, Katie; Moran, Pauline; Manset, Lindsey – Learning Disabilities: A Multidisciplinary Journal, 2019
Educational research undervalues the experiences of people with disabilities, including those with learning disabilities and/or dyslexia, whom we call "insiders." In this study, we examined narratives pertaining to schooling from published memoirs and/or interviews with 30 insiders with learning disabilities or dyslexia. First, we…
Descriptors: Dyslexia, Learning Disabilities, Individual Characteristics, Barriers
Briggerman, Robert Starwalt – ProQuest LLC, 2016
This study explored the effectiveness of a unique math intervention program in a local school district in Orange County, California in terms of academic achievement and student perceptions about their math abilities as a result of their experiences in the program. As the predominate instructional approach, the program provided students with…
Descriptors: Mathematics Instruction, Intervention, Mathematics Achievement, Student Attitudes
Using Assessments to Investigate and Compare the Nature of Learning in Undergraduate Science Courses
Momsen, Jennifer; Offerdahl, Erika; Kryjevskaia, Mila; Montplaisir, Lisa; Anderson, Elizabeth; Grosz, Nate – CBE - Life Sciences Education, 2013
Assessments and student expectations can drive learning: students selectively study and learn the content and skills they believe critical to passing an exam in a given subject. Evaluating the nature of assessments in undergraduate science education can, therefore, provide substantial insight into student learning. We characterized and compared…
Descriptors: Physics, Thinking Skills, Student Attitudes, Biology
Beckley, Scott – ProQuest LLC, 2013
Many college students struggle with first-semester general chemistry. Prior studies have shown that a student's prior knowledge of chemistry, a cognitive factor, does not account for the total variance when measured by examination scores. This study explored the role of self-regulated learning (SRL) to identify the degree of success or failure of…
Descriptors: College Students, Science Instruction, Chemistry, Prior Learning

Gallagher, Shelagh A. – NASSP Bulletin, 1998
Research on high school students using the Perry scheme (progressing from dualism to multiplicity, contextual relativism, and dialectic reasoning) suggests gifted students are at least one stage ahead of their agemates. While most students are grasping the notion of unanswered questions, gifted students are seeking structures to help them explain…
Descriptors: Academically Gifted, Critical Thinking, Epistemology, High Schools

Black, Thomas R.; Atwaru-Okello, Denis; Kiwanuka, Julie; Serwadda, Debra; Birabi, Olive; Malinga, Florence; Biumigishu, Albert; Rodd, Alastair – International Journal of Science Education, 1998
Reports the results of a questionnaire on teaching and facilities completed by teachers (N=214) and students (N=630) in Uganda. Indicates that teachers hold a view of science as problem solving, whereas students see science as heavy with memorization. Contains 17 references. (DDR)
Descriptors: Foreign Countries, Futures (of Society), Memorization, Political Influences

Moore, Gordon T.; And Others – Academic Medicine, 1994
A study (n=121 students) evaluated the effect of a radically redesigned Harvard University (Massachusetts) medical school preclinical curriculum. Results indicated that students in the new curriculum learned differently; acquired distinctive knowledge, skills, and attitudes; and underwent a more satisfying and challenging preclinical experience…
Descriptors: Anxiety, Case Studies, Comparative Analysis, Curriculum Design