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Arthurs, Leilani A.; Kreager, Bailey Zo – International Journal of Science Education, 2017
Engaging students in active learning is linked to positive learning outcomes. This study aims to synthesise the peer-reviewed literature about "active learning" in college science classroom settings. Using the methodology of an integrative literature review, 337 articles archived in the Educational Resources Information Center (ERIC) are…
Descriptors: Class Activities, Active Learning, College Science, Undergraduate Students
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Lau, Matty; Sikorski, Tiffany-Rose – Journal of Science Teacher Education, 2018
Science museums are increasingly being recognized as sites for teacher education. In museums, teachers can develop content knowledge, learn new instructional approaches, gain confidence in teaching science, and develop ideas for how to use museum resources in their classrooms. Despite these reported benefits, little is known about the specific…
Descriptors: Science Instruction, Museums, Teacher Education, Epistemology
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Leith, Alex P.; Ratan, Rabindra A.; Wohn, Donghee Yvette – Journal of Science Education and Technology, 2016
Given the diversity and complexity of education game mechanisms and topics, this article contributes to a theoretical understanding of how game mechanisms "map" to educational topics through inquiry-based learning. Namely, the article examines the presence of evolution through natural selection (ENS) in digital games. ENS is a…
Descriptors: Inquiry, Science Instruction, Video Games, Technology Uses in Education
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Johnson, Brandi E.; Zabrucky, Karen M. – International Electronic Journal of Elementary Education, 2011
Throughout the United States, many middle and high school students struggle to comprehend science texts for a variety of reasons. Science texts are frequently boring, focused on isolated facts, present too many new concepts at once, and lack the clarity and organization known to improve comprehension. Compounding the problem is that many…
Descriptors: Middle School Students, High School Students, Reading Comprehension, Science Instruction
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Domin, Daniel S. – Journal of Chemical Education, 1999
Develops a taxonomy of styles for teaching general chemistry laboratory courses. Differentiates between expository instruction, inquiry instruction, discovery instruction, and problem-based instruction in the laboratory. Reviews research on the effectiveness of the various types of instruction. Contains 68 references. (WRM)
Descriptors: Constructivism (Learning), Educational Objectives, Higher Education, Inquiry
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Herron, J. Dudley; Nurrenbern, Susan C. – Journal of Chemical Education, 1999
Presents examples of chemical education research that illustrate changes in focus, method, and direction over the past 50 years. Contains more than 50 references. (WRM)
Descriptors: Behaviorism, Chemistry, Constructivism (Learning), Cooperative Learning