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Kruit, Patricia M.; Oostdam, Ron J.; van den Berg, Ed; Schuitema, Jaap A. – Research in Science & Technological Education, 2018
Background: With the increased attention on the implementation of inquiry activities in primary science classrooms, a growing interest has emerged in assessing students' science skills. Research has thus far been concerned with the limitations and advantages of different test formats to assess students' science skills. Purpose: This study explores…
Descriptors: Science Instruction, Elementary School Science, Science Process Skills, Thinking Skills
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Van Breukelen, Dave; Van Meel, Adrianus; De Vries, Marc – Research in Science & Technological Education, 2017
Background: This study is the second study of a design-based research, organised around four studies, that aims to improve student learning, teaching skills and teacher training concerning the design-based learning approach called Learning by Design (LBD). Purpose: LBD uses the context of design challenges to learn, among other things, science.…
Descriptors: Teaching Methods, Educational Strategies, College Freshmen, Science Education
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Maree, Ton J.; van Bruggen, Jan M.; Jochems, Wim M. G. – Research in Science & Technological Education, 2013
Background: This study combines work on concept mapping with scripted collaborative learning. Purpose: The objective was to examine the effects of self-regulated science learning through scripting students' argumentative interactions during collaborative "multimedia-enriched skeleton concept mapping" on meaningful science learning and…
Descriptors: Foreign Countries, Concept Mapping, Science Instruction, Multimedia Instruction
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Gómez Puente, S. M.; van Eijck, M.; Jochems, W. – Research in Science & Technological Education, 2013
Background: In research on design-based learning (DBL), inadequate attention is paid to the role the teacher plays in supervising students in gathering and applying knowledge to design artifacts, systems, and innovative solutions in higher education. Purpose: In this study, we examine whether teacher actions we previously identified in the DBL…
Descriptors: Engineering Education, College Faculty, Undergraduate Students, Supervision
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Rohaan, Ellen J.; Taconis, Ruurd; Jochems, Wim M. G. – Research in Science & Technological Education, 2009
Pedagogical content knowledge is found to be a crucial part of the knowledge base for teaching. Studies in the field of primary technology education showed that this domain of teacher knowledge is related to pupils' increased learning, motivation, and interest. The common methods to investigate teachers' pedagogical content knowledge are often…
Descriptors: Teacher Characteristics, Multiple Choice Tests, Test Reliability, Knowledge Base for Teaching
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Doornekamp, B. G. – Research in Science and Technological Education, 2001
Considers domain-specific design specifications in the process of designing teaching materials for learning problem solving in technology education in order to raise learning outcomes with these materials. Focuses on a construction problem (open-ended) and an explanation problem (constrained). Compares these newly-designed teaching materials with…
Descriptors: Design, Evaluation, Foreign Countries, Instructional Materials
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De Vries, Marc J. – Research in Science and Technological Education, 1991
Students' ideas about technology (their concept of it and their attitude toward it) are described. From students' (n=89) own descriptions of technology and their responses to concept items on a questionnaire, it appeared that they have a broad, but biased, concept of technology. Consequences for technology teacher training programs are discussed.…
Descriptors: Foreign Countries, Higher Education, Preservice Teacher Education, Science Education