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Showing 3,031 to 3,045 of 12,293 results
Peer reviewed
Direct linkPrins, Gjalt T.; Bulte, Astrid M. W.; Pilot, Albert – International Journal of Science Education, 2011
Science education should foster students' epistemological view on models and modelling consistent with formal epistemology in science and technology practices. This paper reports the application of a curriculum unit in the classroom using an authentic chemical practice, "Modelling drinking water treatment", as the context for learning. An…
Descriptors: Chemistry, Science Instruction, Secondary School Science, Water Quality
Buaraphan, Khajornsak – International Journal of Science Education, 2011
Beliefs are psychological constructs potentially driving a teacher to make pedagogical decisions and act. In this study, the metaphor construction task (MCT) was utilised to uncover beliefs about teaching and learning science held by 110 pre-service science teachers participating in the standard-based teacher preparation programme. Overall, the…
Descriptors: Preservice Teacher Education, Figurative Language, Science Teachers, Student Attitudes
Boeve-de Pauw, Jelle; Van Petegem, Peter – International Journal of Science Education, 2011
Eco-schools aim to improve the environment through direct and indirect effects. Direct effects are those that result from the implementation of an environmental management system. Indirect effects are educational gains. The current study examines the effectiveness of eco-schools concerning three student outcomes: (1) environmental knowledge, (2)…
Descriptors: Foreign Countries, Environmental Education, Outcomes of Education, Student Attitudes
Judson, Eugene – International Journal of Science Education, 2011
This study examined the mental models of the desert environment held by fourth- and seventh-grade students in the USA and whether those mental models could be affected by: (1) classroom field trips to a desert riparian preserve, and (2) interaction with family members at the same preserve. Results generally indicated that students in this study…
Descriptors: Field Trips, Grade 4, Grade 7, Cognitive Structures
Williams, Judith C.; Alwis, W. A. M.; Rotgans, Jerome I. – Advances in Health Sciences Education, 2011
The purpose of this study was to investigate the stability of three distinct tutor behaviors (1) use of subject-matter expertise, (2) social congruence and (3) cognitive congruence, in a problem-based learning (PBL) environment. The data comprised the input from 16,047 different students to a survey of 762 tutors administered in three consecutive…
Descriptors: Expertise, Generalizability Theory, Tutor Training, Problem Based Learning
Rotgans, Jerome I.; Schmidt, Henk G. – Advances in Health Sciences Education, 2011
The objective of the present study was to examine to what extent autonomy in problem-based learning (PBL) results in cognitive engagement with the topic at hand. To that end, a short self-report instrument was devised and validated. Moreover, it was examined how cognitive engagement develops as a function of the learning process and the extent to…
Descriptors: Problem Based Learning, Personal Autonomy, Learner Engagement, Cognitive Processes
Choo, Serene S. Y.; Rotgans, Jerome I.; Yew, Elaine H. J.; Schmidt, Henk G. – Advances in Health Sciences Education, 2011
The purpose of this study was to investigate the effect of worksheets as a scaffolding tool on students' learning achievement in a problem-based learning (PBL) environment. Seventeen PBL classes (N = 241) were randomly assigned to two experimental groups--one with a worksheet provided and the other without. Students' learning of the topic at hand…
Descriptors: Worksheets, Scaffolding (Teaching Technique), Problem Based Learning, Learning
Lew, Magdeleine D. N.; Schmidt, Henk G. – Advances in Health Sciences Education, 2011
The purposes of the present study were two-fold: first, to evaluate whether reflection journal writing was effective in promoting self-reflection and learning, and whether students become better at self-reflection if they engage continuously in reflection journal writing. To that end, the reflection journals of 690 first-year applied science…
Descriptors: Reflection, Academic Achievement, Journal Writing, College Freshmen
Yew, Elaine H. J.; Chng, Esther; Schmidt, Henk G. – Advances in Health Sciences Education, 2011
Problem-based learning (PBL) is generally organized in three phases, involving collaborative and self-directed learning processes. The hypothesis tested here is whether learning in the different phases of PBL is cumulative, with learning in each phase depending on that of the previous phase. The scientific concepts recalled by 218 students at the…
Descriptors: Structural Equation Models, Problem Based Learning, Scientific Concepts, Learning Processes
Chng, Esther; Yew, Elaine H. J.; Schmidt, Henk G. – Advances in Health Sciences Education, 2011
Tutors in a Problem-Based Learning (PBL) curriculum are thought to play active roles in guiding students to develop frameworks for use in the construction of knowledge. This implies that both subject-matter expertise and the ability of tutors to facilitate the learning process must be important in helping students learn. This study examines the…
Descriptors: Problem Based Learning, Learning Processes, Teacher Behavior, Tutors
Sockalingam, Nachamma; Rotgans, Jerome I.; Schmidt, Henk G. – Advances in Health Sciences Education, 2011
This study investigated the influence of five problem characteristics on students' achievement-related classroom behaviors and academic achievement. Data from 5,949 polytechnic students in PBL curricula across 170 courses were analyzed by means of path analysis. The five problem characteristics were: (1) problem clarity, (2) problem familiarity,…
Descriptors: Problem Based Learning, Academic Achievement, Student Behavior, College Students
Hong, Zuway-R.; Lin, Huann-shyang – International Journal of Science Education, 2011
The purposes of this study were to validate an instrument of attitudes toward science and to investigate grade level, type of school, and gender differences in Taiwan's students' personality traits and attitudes toward science as well as predictors of attitudes toward science. Nine hundred and twenty-two elementary students and 1,954 secondary…
Descriptors: Personality Traits, Student Attitudes, Science Interests, Foreign Countries
Brand, Brenda R.; Moore, Sandra J. – International Journal of Science Education, 2011
This two-year school-wide initiative to improve teachers' pedagogical skills in inquiry-based science instruction using a constructivist sociocultural professional development model involved 30 elementary teachers from one school, three university faculty, and two central office content supervisors. Research was conducted for investigating the…
Descriptors: Constructivism (Learning), Self Efficacy, Classrooms, Educational Environment
Deacon, Christopher; Hajek, Allyson – International Journal of Science Education, 2011
Science instruction literature provides us with goals for laboratory instruction and guidelines for designing and implementing science labs in the post-secondary setting. How well are we doing in our attempt to provide a meaningful and positive learning experience for our students? This paper describes the results of a study to determine whether…
Descriptors: Student Attitudes, Physics, Science Laboratories, Science Instruction
Garcia-Mila, Merce; Andersen, Christopher; Rojo, Nubia E. – International Journal of Science Education, 2011
The present study examines the mutual interaction between students' writing and scientific reasoning among sixth-grade students (age 11-12 years) engaged in scientific inquiry. The experimental task was designed to promote spontaneous record keeping compared to previous task designs by increasing the saliency of task requirements, with the design…
Descriptors: Student Attitudes, Inquiry, Elementary School Students, Elementary School Science
