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Direct linkYang, Xuanyang; Zhao, Guoqing; Yan, Xiaomei; Chao, Qing; Zhao, Xiaoyu; Lu, Tong; Dong, Yinan – Research in Science Education, 2022
Though we have advocated explicit argumentation instruction in science classes for decades, daily instructions are still found insufficient in improving students' argumentation competence. It is therefore important to explore effective instructional strategies through classroom research. This paper compares instructional strategies for classroom…
Descriptors: Grade 10, Teaching Methods, High School Students, Active Learning
Hong, Jon-Chao; Hwang, Ming-Yueh; Tai, Kai-Hsin; Tsai, Chi-Ruei – Research in Science Education, 2017
Based on the cognitive-affective theory, the present study designed a science inquiry learning model, "predict-observe-explain" (POE), and implemented it in an app called "WhyWhy" to examine the effectiveness of students' science inquiry learning practice. To understand how POE can affect the cognitive-affective learning…
Descriptors: Science Instruction, Cognitive Processes, Difficulty Level, Anxiety
