Zobrazeno 1 - 10
of 359
pro vyhledávání: '"inquiry-based science education"'
Autor:
Frank Guerra-Reyes, Eric Guerra-Dávila, Miguel Naranjo-Toro, Andrea Basantes-Andrade, Sandra Guevara-Betancourt
Publikováno v:
Education Sciences, Vol 14, Iss 5, p 497 (2024)
The determination of misconceptions among students is a prerequisite to driving conceptual, procedural, and attitudinal changes. This study aimed to investigate the causes and effects that misconceptions generate in the learning of natural sciences,
Externí odkaz:
https://doaj.org/article/92b1f72ebb5d49e2bbe04633753eb797
Autor:
Azam Esfijani, Maryam Faraji
Publikováno v:
مجله علوم تربیتی, Vol 29, Iss 2, Pp 127-146 (2022)
The aim of this study is to investigate the effects of inquiry-based science education, integrated with mobile technology, on the academic achievement of fifth-grade elementary students, with the mediating role of academic motivation.MethodThis study
Externí odkaz:
https://doaj.org/article/bda680d6e7294127bd3e19aeabb5a6c6
Autor:
Karen Blackmore, Lisbet Rønningsbakk
Publikováno v:
Frontiers in Education, Vol 8 (2023)
This three-year longitudinal case study focused on the deployment of mobile technology in the form of tablet computers (iPads), during Inquiry Based Science Education (IBSE). The research took place in a larger than average primary school in the West
Externí odkaz:
https://doaj.org/article/43817d676662467681bad00ca9587354
Publikováno v:
Frontiers in Education, Vol 8 (2023)
This study aims to investigate the teaching approaches taken by physics teachers in Indonesia and Ireland when teaching a module on Medical Physics in the classroom. Additionally, students’ attitudes to the module on Medical Physics were also explo
Externí odkaz:
https://doaj.org/article/5217783b2bd945ea9e9cf27fd261247b
Publikováno v:
Large-scale Assessments in Education, Vol 9, Iss 1, Pp 1-23 (2021)
Abstract Background Evidence so far shows that Waldorf students are characterized by average science achievement but at the same time high socioeconomic status and high science motivation. Moreover, Waldorf education is characterized by high emphasis
Externí odkaz:
https://doaj.org/article/679d205f5fa54557a95def701a4696c0
Publikováno v:
Eruditio - Educatio. 15(1):85-94
Externí odkaz:
https://www.ceeol.com/search/article-detail?id=851581
Autor:
Cathérine Conradty, Franz Xaver Bogner
Publikováno v:
Smart Learning Environments, Vol 7, Iss 1, Pp 1-20 (2020)
Abstract A promising way to bring STEAM (STEM enriched with Arts) into classrooms is the Professional Development (PD) path. Its main difference to a usual PD lies in the introduction of creativity with its social skills rather than just on cognitive
Externí odkaz:
https://doaj.org/article/35be74d1eab7400daa105a69f7c3377c
Publikováno v:
Smart Learning Environments, Vol 7, Iss 1, Pp 1-15 (2020)
Abstract Large-scale implementations of effective inquiry-based learning are rare. A European-wide initiative gave teachers access to innovative e-learning tools (ranging from virtual labs, virtual games and simulations to augmented reality applicati
Externí odkaz:
https://doaj.org/article/edb08f218ada4b7e9dba76fd0f73c4d1
Publikováno v:
Education Sciences, Vol 12, Iss 10, p 686 (2022)
Active learning, represented by inquiry-based science education (IBSE) strategies, is considered essential for students to develop skills and knowledge to prepare for the challenges of the 21st century world. The success of IBSE, and the resulting de
Externí odkaz:
https://doaj.org/article/d0ce1d36a95e4bff9d3f061f2b6a3eb2
Autor:
Sypniewski Jakub
Publikováno v:
Miscellanea Geographica: Regional Studies on Development, Vol 23, Iss 4, Pp 256-266 (2019)
Inquiry based science education has been more and more popular strategy in teaching sciences in recent years. Transregional pressure put by international, standardized knowledge and skills tests (e.g. PISA) to converge curricula (Rundgren 2015) of di
Externí odkaz:
https://doaj.org/article/20b0935b59fd42b99785023af3f5520f