Publication Date
In 2024 | 0 |
Since 2023 | 0 |
Since 2020 (last 5 years) | 0 |
Since 2015 (last 10 years) | 3 |
Since 2005 (last 20 years) | 4 |
Descriptor
High School Students | 2 |
Inquiry | 2 |
Instructional Effectiveness | 2 |
Models | 2 |
Secondary School Science | 2 |
Active Learning | 1 |
Attitude Measures | 1 |
Biology | 1 |
Concept Mapping | 1 |
Control Groups | 1 |
Direct Instruction | 1 |
More ▼ |
Author
Lazonder, Ard W. | 4 |
Mulder, Yvonne G. | 2 |
de Jong, Ton | 2 |
Anjewierden, Anjo | 1 |
Bollen, Lars | 1 |
Janssen, Noortje | 1 |
Wiskerke-Drost, Sjanou | 1 |
Publication Type
Journal Articles | 4 |
Reports - Research | 4 |
Education Level
High Schools | 3 |
Secondary Education | 3 |
Elementary Education | 1 |
Grade 5 | 1 |
Higher Education | 1 |
Intermediate Grades | 1 |
Middle Schools | 1 |
Postsecondary Education | 1 |
Audience
Location
Laws, Policies, & Programs
Assessments and Surveys
What Works Clearinghouse Rating
Janssen, Noortje; Lazonder, Ard W. – Journal of Science Education and Technology, 2015
Lesson plans are a potentially powerful means to facilitate teachers' use of technology in the classroom. This study investigated which supplementary information is preferred by teachers when integrating a new technology into the classroom. Forty-six high school biology teachers (23 pre-service and 23 in-service) received a technology-infused…
Descriptors: Lesson Plans, Technology Uses in Education, Educational Technology, Teacher Attitudes
Lazonder, Ard W.; Wiskerke-Drost, Sjanou – Journal of Science Education and Technology, 2015
Several studies found that direct instruction and task structuring can effectively promote children's ability to design unconfounded experiments. The present study examined whether the impact of these interventions extends to other scientific reasoning skills by comparing the inquiry activities of 55 fifth-graders randomly assigned to one of…
Descriptors: Elementary School Science, Thinking Skills, Scientific Methodology, Direct Instruction
Mulder, Yvonne G.; Lazonder, Ard W.; de Jong, Ton – Journal of Science Education and Technology, 2015
The basic premise underlying this research is that scientific phenomena are best learned by creating an external representation that complies with the complex and dynamic nature of such phenomena. Effective representations are assumed to incorporate three key characteristics: they are graphical, dynamic, and provide a pre-specified outline of the…
Descriptors: Models, Learning, High School Students, Science Instruction
Mulder, Yvonne G.; Lazonder, Ard W.; de Jong, Ton; Anjewierden, Anjo; Bollen, Lars – Journal of Science Education and Technology, 2012
Model progression denotes the organization of the inquiry learning process in successive phases of increasing complexity. This study investigated the effectiveness of model progression in general, and explored the added value of either broadening or narrowing students' possibilities to change model progression phases. Results showed that…
Descriptors: Inquiry, Active Learning, Simulation, Models