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Wang, Jing-Ru; Wang, Yuh-Chao; Tai, Hsin-Jung; Chen, Wen-Ju – International Journal of Science and Mathematics Education, 2010
This study examined the differential impacts of an inquiry-based instruction on conceptual changes across levels of prior knowledge and reading ability. The instrument emphasized four simultaneously important components: conceptual knowledge, reading ability, attitude toward science, and learning environment. Although the learning patterns and…
Descriptors: Prior Learning, Scientific Concepts, Reading Ability, Language Proficiency
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Narjaikaew, Pattawan; Emarat, Narumon; Arayathanitkul, Kwan; Cowie, Bronwen – International Journal of Science and Mathematics Education, 2010
The study investigated the impact on student motivation and understanding of magnetism of teaching sequences based on an inductive approach. The study was conducted in large lecture classes. A pre- and post-Conceptual Survey of Electricity and Magnetism was conducted with just fewer than 700 Thai undergraduate science students, before and after…
Descriptors: Teaching Methods, Student Motivation, Magnets, Science Instruction
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Afra, Nada Chatila; Osta, Iman; Zoubeir, Wassim – International Journal of Science and Mathematics Education, 2009
This study attempted to investigate the alternative conceptions that a group of 12 Lebanese students in a grade 9 class hold about electricity. It also attempted to evaluate learning outcomes of implementing in that class an inquiry-based module for the acquisition of conceptual understanding of basic concepts in electricity. Fourteen mostly…
Descriptors: Concept Formation, Grade 9, Teaching Methods, Scientific Concepts