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Learning: Research and…53
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Showing 1 to 15 of 53 results Save | Export
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Volkwyn, T. S.; Airey, J.; Gregorcic, B.; Linder, C. – Learning: Research and Practice, 2020
A social semiotic lens is used to characterise aspects of representational competence for a discipline such as physics, to provide science teachers with a practical suggestion about how student learning might be organised to develop representational competence. We suggest that representational competence for some areas of science can be…
Descriptors: Science Instruction, Physics, Science Teachers, Competence
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Adams, Jonathon; Chin, Tan Ying; Tan, Poh Hiang – Learning: Research and Practice, 2020
This paper was part of a larger study to examine one primary and one secondary teacher's classroom. The study analysed the classroom discourse to describe the types of interaction and illustrate how the teachers used talk moves to mediate talk for learning science around visual representations (VRs). The study employed ethnographic approaches to…
Descriptors: Science Instruction, Elementary School Teachers, Secondary School Teachers, Classroom Communication
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Tytler, Russell; Ferguson, Joseph; White, Peta – Learning: Research and Practice, 2020
Increasingly, learning in science and mathematics is considered in terms of induction into the multimodal language practices of the disciplinary community. A strong strand of research in this tradition has involved students being challenged to invent multimodal language forms, and their ideas refined through structured guidance. Often, however,…
Descriptors: Science Instruction, Mathematics Instruction, Inquiry, Teaching Methods
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Nielsen, Wendy; Turney, Annette; Georgiou, Helen; Jones, Pauline – Learning: Research and Practice, 2020
A "digital explanation" is a science learning task where learners explain science content to non-expert others, in this case, the learners are primary preservice teachers [PST] in a science methods class. In the task, PST are assigned a prompt based on science content from the New South Wales K-6 syllabus and generate or source multiple…
Descriptors: Preservice Teachers, Science Instruction, Teaching Methods, Technology Uses in Education
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Yeo, Jennifer; Wong, Wai Lit; Tan, Daniel K. C.; Ong, Yann Shiou; Delserieys Pedregosa, Alice – Learning: Research and Practice, 2020
Science teachers often use visual images to help students visualise the abstract concepts of science. Yet, they may not support students in making sense of these visual representations, wrongly assuming that the students can intuitively do it on their own. Pre- and in-service teacher professional development programmes also seldom explicitly teach…
Descriptors: Science Instruction, Scientific Concepts, Concept Formation, Teaching Methods
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Cheng, Maurice M. W.; Danielsson, Kristina; Lin, Angel M. Y. – Learning: Research and Practice, 2020
This paper examines the roles of multimodality and thematic patterns in the teaching of the particle model of matter. Although the particle model is a fundamental topic in science education, there is no consensus on (1) whether or not the model should be introduced in early grades and (2) how to introduce the model to students for the very first…
Descriptors: Foreign Countries, Science Instruction, Learning Modalities, Grade 3
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Weber, Rachel C.; Denyer, Ronan; Motamed Yeganeh, Negin; Maja, Rachel; Murphy, Meagan; Martin, Stephanie; Chiu, Larissa; Nguy, Veronique; White, Katherine; Boyd, Lara – Learning: Research and Practice, 2019
Learning disabilities are currently conceptualised as involving underlying weaknesses in cognitive processing, which has prompted growing interest in cognitive interventions that may alleviate learning challenges. One such programme , the Arrowsmith programme, targets a broad array of cognitive domains, but has not been evaluated. This study…
Descriptors: Neurosciences, Program Descriptions, Brain Hemisphere Functions, Correlation
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Tham, Rachel; Walker, Zachary; Tan, Shi Hui Desiree; Low, Li Tong; Annabel Chen, Shen-Hsing – Learning: Research and Practice, 2019
Translating Neuroscience to education involves providing accurate and simplified information about neuroscience to teachers. The aim of this research was to understand if providing translated abstracts from neuroscientific articles helped teachers understand content more thoroughly. Surveys, experimental manipulation, and focus group discussions…
Descriptors: Neurosciences, Foreign Countries, Scientific Research, Documentation
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Walker, Zachary; Hale, James B.; Annabel Chen, Shen-Hsing; Poon, Kenneth – Learning: Research and Practice, 2019
The potential of educational neuroscience in teacher training and continuing professional development has been debated extensively, yet knowledge translation is largely absent in this field. Without objective methods for translating and disseminating educational neuroscience evidence, the impact of training on educators and the children they serve…
Descriptors: Teaching Methods, Neurosciences, Teacher Education, Educational Needs
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Kwok, F. Y.; Ansari, D. – Learning: Research and Practice, 2019
This commentary reviews and summarises the strides which neuroscience has made in our present understanding of the development of literacy and numeracy in children. Specifically, it draws attention to key insights from studies which have elucidated the possible neural mechanisms that may account for difficulties in the development of these…
Descriptors: Neurosciences, Brain, Literacy, Numeracy
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Jamaludin, Azilawati; Wei Loong, David Hung; Xuan, Lim Pei – Learning: Research and Practice, 2019
Learning is a complex phenomenon where a learner constitutes a system operating at neural, physiological, cognitive and social levels, with interactions between and across processes and levels, effecting neural to cognitive to social levels and vice versa. In tracing historical paradigms, theories of learning have been traditionally fragmented in…
Descriptors: Neurosciences, Educational Research, Brain Hemisphere Functions, Cognitive Processes
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Rifkin-Graboi, Anne; Khng, Kiat Hui; Cheung, Pierina; Tsotsi, Stella; Sun, He; Kwok, Fuyu; Yu, Yue; Xie, Huichao; Yang, Yang; Chen, Mo; Ng, Chee Chin; Hu, Pei Lin; Tan, Ngiap Chuan – Learning: Research and Practice, 2019
We suggest that prior to school entry, our earliest "teachers" and "learning settings" --that is, our parents, caregivers, and homes--provide signals about our environmental conditions. In turn, our brains may interpret this information as cues indicating the types of environments we will likely face and adapt accordingly. We…
Descriptors: Foreign Countries, Early Experience, Cognitive Development, Brain
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Stoten, David William – Learning: Research and Practice, 2019
Self-regulated learning (SRL) is a fertile ground for research into learning in higher education. Until now, the dominant research methodology has concentrated on quantitative analyses of separate components within the Zimmerman model with the aim of isolating possible factors in learning trajectories and evaluating their relative importance in…
Descriptors: Reflection, Diaries, Metacognition, Self Management
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Koh, Elizabeth; Lee, Shu-Shing – Learning: Research and Practice, 2019
Educational research has been at the forefront of educational transformation by examining how learning occurs and enabling ways of learning notably through designing and implementing learning innovations. However, learning innovations are complex. There are multiple embedded contexts involving classrooms, schools, communities, homes and the wider…
Descriptors: Educational Innovation, Sustainability, Teacher Attitudes, Stakeholders
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Aljaloud, Abdulaziz; Billingsley, William; Kwan, Paul – Learning: Research and Practice, 2019
Smartphone clicker apps are increasingly used in university classrooms to facilitate teacher--student interaction and collaborative learning. This study aimed to identify the factors that influence teachers' decisions to adopt smartphone clicker app technology to enhance teacher--student interactions in university classrooms in Saudi Arabia. A…
Descriptors: Teacher Attitudes, Decision Making, Computer Science Education, College Faculty
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