Investigating the impact of inquiry-based instruction on students’ science learning in Taiwan

2017 ◽  
pp. 77-88
Author(s):  
Hsiao-Lin Tuan ◽  
Chi-Chin Chin
Keyword(s):  
Science Learning ◽  
Based Instruction ◽  
The Impact

scholarly journals The Impact of Interactive Science Shows on Student’s Learning Achievement on Fire and Pressure Science Concept for 9th Grader in Brunei

2020 ◽  
Vol 9 (3) ◽  
pp. 294-308
Author(s):  
N. Karim ◽  
R. Roslan
Keyword(s):  
Effect Size ◽  
Science Learning ◽  
Structured Interview ◽  
Science Content ◽  
Science Concept ◽  
Large Effect Size ◽  
Learning Achievement ◽  
Development Framework ◽  
The Impact ◽  
Science Show

Informal science learning (ISL) has shown a considerable amount of recognition to the enrichment of science learning. The purpose of this study is to investigate one form of ISL that is on-stage shows also known as science shows to enhance students’ achievement on fire and pressure science concepts and to investigate whether science shows could engage students in science learning. Two science shows were conducted in this study with demonstration characteristics identified as CHAMP merged with the science content development framework for science shows practised by OGDC. In the attempt to identify whether the students learning achievement on fire and pressure science concept were enhanced, experimental design research consisting of a quantitative approach using pretest and posttest achievement tests were utilized. It is followed by BERI protocol to measure the behavioral engagement of students on science show and qualitative approach using structured interviews to elicit students’ insights on the shows. Pretest and posttest scores of the participating students were obtained and analyzed using the Wilcoxon Signed Ranked test. The test revealed a statistically significant increase in scores following participation in the pressure and fire shows, Z= -3.562, p <.001, with a large effect size (r = 0.611) and Z= -3.624, p <.001, with a large effect size (r = 0.622) respectively. Structured interview transcripts (transcribed verbatim) were obtained from six selected students that participated in the experiment whereby two themes were derived, namely; knowledge gained by students and delivery of science show. The statistical and qualitative findings from the study indicated promising evidence that science shows do support students’ achievement on fire and pressure concepts as well as engaging them in learning science.

scholarly journals Application of an Online Interactive Simulation Tool to Teach Engineering Concepts Using 3D Spatial Structures

2016 ◽  
pp. 788-806
Author(s):  
Brett D. Jones ◽  
Mehdi Setareh ◽  
Nicholas F. Polys ◽  
Felipe Bacim
Keyword(s):  
Effective Means ◽  
Interactive Simulation ◽  
Simulation Tool ◽  
Spatial Structures ◽  
Learning Tools ◽  
Powerful Learning ◽  
Inquiry Approach ◽  
Based Instruction ◽  
The Impact ◽  
Interactive Simulations

Simulations can be powerful learning tools that allow students to explore and understand concepts in ways that are not possible in typical classroom settings. However, research is lacking as to how to use simulations most effectively in different types of learning environments. To address this need, we designed a study to examine the impact of using online interactive simulations on the learning and motivation of 109 undergraduate architecture students from two large public universities. The simulation tool allowed students to create models of spatial structures and analyze the effects of loads on structural member forces and deflections. The authors incorporated the simulations into our instructional design using an inquiry approach because it was consistent with our goals of teaching students concepts and the process of deriving the concepts. They documented that online interactive simulations delivered through inquiry-based instruction can be an effective means to help students learn and apply concepts.

scholarly journals TEACHING MADURA LOCAL CONTENT LITERACY ON PRESERVICE SCIENCE TEACHER USING LWIS MODEL

2020 ◽  
Vol 7 (2) ◽  
pp. 103-112
Author(s):  
Mochammad Yasir ◽  
Ana Yuniasti Retno Wulandari
Keyword(s):  
Scientific Literacy ◽  
Science Learning ◽  
Sampling Technique ◽  
Learning Model ◽  
Self Awareness ◽  
Learning Context ◽  
Integrated Science ◽  
Before And After ◽  
The Impact ◽  
Academic Year

Several previous studies have shown that students have difficulty integrating ethnoscience into science learning. Students are more likely to be introduced to the basic concepts of ethnoscience without involving how to integrate ethnoscience into science learning. The impact is that students’ scientific literacy is low. This is what underlies researchers to apply the Local Wisdom Integrated Science (LWIS) learning model by using local Madurese content to train students’ scientific literacy. The aim of this study was to evaluate differences in student scientific literacy after implementing the LWIS learning model in ethnoscience learning with local Madurese content. The method used was pre-experimental study with one group pretest-posttest design. When the study was carried out in the even semester of the 2019/2020 academic year by taking 22 students via purposive sampling technique as a sample of all students in class 6A of science education, Trunojoyo University, Madura. Analysis of data using descriptive statistics and paired sample t test. The results showed that there were different in the scientific literacy of the students using the LWIS learning model before and after studying ethnoscience with local Madurese material. The entire LWIS syntax helps train students' scientific literacy by including self-awareness of the importance of local Madurese content as a learning context. Ethnoscience can be integrated into science learning through the STEAM approach. The contribution of STEAM to the LWIS learning model and self-awareness is very significant in developing ethnoscience learning for local Madurese content from elementary, middle, and tertiary level. 

A Randomized Controlled Trial of the Impact of Schema-Based Instruction on Mathematical Outcomes for Third-Grade Students with Mathematics Difficulties

2013 ◽  
Vol 114 (2) ◽  
pp. 252-276 ◽  
Author(s):  
Asha K. Jitendra ◽  
Danielle N. Dupuis ◽  
Michael C. Rodriguez ◽  
Anne F. Zaslofsky ◽  
Susan Slater ◽  
...  
Keyword(s):  
Randomized Controlled Trial ◽  
Controlled Trial ◽  
Third Grade ◽  
Randomized Controlled ◽  
Third Grade Students ◽  
Mathematics Difficulties ◽  
Based Instruction ◽  
The Impact

Developing Preservice Teachers’ Instructional Design Skills Through Case-Based Instruction: Examining the Impact of Discussion Format

2018 ◽  
Vol 70 (4) ◽  
pp. 319-334 ◽  
Author(s):  
Adrie A. Koehler ◽  
Peggy A. Ertmer ◽  
Timothy J. Newby
Keyword(s):  
Preservice Teachers ◽  
Problem Solving ◽  
Class Discussion ◽  
Problem Solving Skills ◽  
Cognitive Levels ◽  
Design Skills ◽  
Based Instruction ◽  
The Impact ◽  
Active Facilitator ◽  
Case Based

For more than 100 years, case-based instruction (CBI) has been an effective instructional method for building problem-solving skills in learners. While class discussion is often included as part of the CBI learning process, the impact on learning is unclear. Furthermore, little research has focused on how specific facilitation strategies influence the development of learners’ problem-solving skills. This study examined the impact of case discussion facilitation strategies on the development of preservice teachers’ problem-solving skills. Specifically, two discussion formats were compared: instructor-facilitated (class discussions guided by instructor-crafted prompts and an active facilitator) and instructor-supported (discussions guided by instructor-crafted prompts only). Results indicated that while preservice teachers’ problem-solving skills improved in both sections of the course, individuals in the instructor-facilitated section demonstrated significantly higher scores on course activities and designed instructional activities at higher cognitive levels compared with preservice teachers who participated in the instructor-supported discussions. Results underscore the importance of an active facilitator in CBI.

Creating a Vision for Special Education Programs

2015 ◽  
pp. 69-90
Keyword(s):  
Special Education ◽  
Service Delivery ◽  
Development Program ◽  
Inclusion Type ◽  
Students With Special Needs ◽  
Full Inclusion ◽  
Vision Statements ◽  
Vision Statement ◽  
Based Instruction ◽  
The Impact

This chapter focuses on creating a vision statement that supports a service delivery model within the field of special education. The chapter discusses the importance of shaping the vision and the impact it may have on the student, school, families, and society as a whole. Components as well as examples of currently used vision statements are included in this chapter, along with a discussion about incorporating a school's vision statement into its professional development program. The chapter concludes with a reflection on ensuring that the needs of students are met while at the same time being cognizant of the fact that standards-based instruction dominates the Individualized Education Plan and service delivery models help shape the vision for all students as more and more students with special needs are being placed into a full-inclusion type of educational environment.

scholarly journals Scenario-Based Instruction Design as a Tool to Promote Self-Regulated Language Learning Strategies

SAGE Open ◽  
2016 ◽  
Vol 6 (4) ◽  
pp. 215824401668417
Author(s):  
Meral Seker
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Learning Strategies ◽  
Language Learners ◽  
Self Regulation ◽  
Strategy Instruction ◽  
Training Experience ◽  
Based Instruction ◽  
The Impact ◽  
Instruction Design

The study investigated the impact of scenario-based instruction on language learners’ awareness and use of self-regulated language learning (SRL) strategies to provide an instructional design to successfully promote them. The scenario-based SRL strategy instruction design developed in the study was based on Oxford’s Strategic, Self-Regulation (S2R) Model. Following an experimental design, the data were gathered from foreign language learners ( N = 125) at a state university through three instruments: the Strategy Inventory for Language Learning, whole-class discussions, and semistructured interviews. Although the quantitative data from the inventory helped determine the level of reported strategy use by learners, the additional qualitative data were gathered to elicit learners’ reflections to determine SRL awareness during and following the training experience. Analyzing pre- and posttraining results from the control and the experimental groups indicated significant differences with an increased awareness and a higher reported use of strategies for the experimental group. The results are meant to help guide future directions in strategy instruction for foreign language learning.

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