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Direct linkMargolin, Jonathan; Ba, Harouna; Friedman, Lawrence B.; Swanlund, Andrew; Dhillon, Sonica; Liu, Feng – Journal of Research on Technology in Education, 2021
The "Playground Physics" program combines informal, play-based, embodied learning experiences to support middle school students' engagement with and motivation to learn about complex and abstract physics concepts. This experimental design study examines the impact of "Playground Physics" on students' science motivation,…
Descriptors: Program Effectiveness, Playground Activities, Game Based Learning, Informal Education
Klein, P.; Ivanjek, L.; Dahlkemper, M. N.; Jelicic, K.; Geyer, M.-A.; Küchemann, S.; Susac, A. – Physical Review Physics Education Research, 2021
The COVID-19 pandemic has significantly affected the education system worldwide, which was forced to respond with a sudden shift to distance learning. While successful distance teaching requires careful thinking, planning, and the development of technological and human resources, there was no time for preparation in the current situation. Various…
Descriptors: Physics, College Science, Science Instruction, Science Laboratories
Stewart, John; Henderson, Rachel; Michaluk, Lynnette; Deshler, Jessica; Fuller, Edgar; Rambo-Hernandez, Karen – Journal of Science Education and Technology, 2020
According to Bandura's social cognitive theory, a student's self-efficacy influences his or her academic and career decisions, and his or her performance outcomes; as such, a student's self-efficacy changes with time in response to the student's experiences. Self-efficacy may also vary by academic domain. Differences in STEM self-efficacy have…
Descriptors: Gender Differences, Self Efficacy, STEM Education, Physics
Zepeda, Cristina D.; Richey, J. Elizabeth; Ronevich, Paul; Nokes-Malach, Timothy J. – Journal of Educational Psychology, 2015
Prior studies have not tested whether an instructional intervention aimed at improving metacognitive skills results in changes to student metacognition, motivation, learning, and future learning in the classroom. We examined whether a 6-hr intervention designed to teach the declarative and procedural components of planning, monitoring, and…
Descriptors: Direct Instruction, Metacognition, Educational Benefits, Adolescents
