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Showing all 3 results
Peer reviewed
Direct linkClark, Douglas B.; D'Angelo, Cynthia M.; Schleigh, Sharon P. – Journal of the Learning Sciences, 2011
This study investigates the ongoing debate in the conceptual change literature between unitary and elemental perspectives on students' knowledge structure coherence. More specifically, the current study explores two potential explanations for the conflicting results reported by Ioannides and Vosniadou (2002)and diSessa, Gillespie, and Esterly…
Descriptors: Foreign Countries, Cognitive Structures, Physics, Coding
Lee, Youngju; Kinzie, Mable B. – Instructional Science: An International Journal of the Learning Sciences, 2012
In the current study, we focus on teacher-student discourse in Pre-K science activities, with particular attention to teacher questioning. Videotaped classroom observations and teacher interviews served as the corpus of data. Overall, teachers asked mostly closed-ended questions, but used more open-ended questions when experiments were being…
Descriptors: Classroom Communication, Questioning Techniques, Preschool Children, Preschool Education
Tsai, Chin-Chung; Liang, Jyh-Chong – Instructional Science: An International Journal of the Learning Sciences, 2009
This study implemented an online peer assessment learning module to help 36 college students with the major of pre-school education to develop science activities for future instruction. Each student was asked to submit a science activity project for pre-school children, and then experienced three rounds of peer assessment. The effects of the…
Descriptors: Feedback (Response), Constructivism (Learning), Science Activities, Peer Evaluation
