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Cosio, Mario N.; Williamson, Vickie M. – Journal of Science Education and Technology, 2019
The goal of this study was to investigate the timing of online homework completion and its effects on student performance. Data was collected from two large, first-semester general chemistry sections at a southwestern university. Specifically, this study aims to explore the link between when students complete their homework relative to the date…
Descriptors: Homework, Chemistry, Science Instruction, Introductory Courses
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Srisawasdi, Niwat; Panjaburee, Patcharin – Journal of Science Education and Technology, 2019
Many studies have used the potential of computer games to promote students' attitudes toward learning and increase their learning performance. A few studies have transformed scientific content into computer games or developed games with scientific content. In this paper, we employed students' common misconceptions of chemistry regarding the…
Descriptors: Program Implementation, Computer Games, Active Learning, Inquiry
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Avargil, Shirly – Journal of Science Education and Technology, 2019
Chemistry curriculum should account for learning in context and understanding chemistry at the macroscopic and microscopic levels: the symbol level and the process level. The "Taste of Chemistry" learning module, developed for high school chemistry majors (students who choose to study the advanced chemistry program in high school),…
Descriptors: Chemistry, Science Instruction, High School Students, Secondary School Science
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McDowell, Travis R.; Schmittzehe, Emmalou T.; Duerden, Amanda J.; Cernusca, Dan; Collier, Harvest; Woelk, Klaus – Journal of Science Education and Technology, 2019
A student-choice model course redesign was used to counteract a large increase in student enrollment, improve the quality of instruction, and preserve student success. This model is an instructional technique that allows students to choose how to engage in a course. Using this model in a first-semester college-level general chemistry course,…
Descriptors: Active Learning, Chemistry, Introductory Courses, College Science
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Farina, William J., Jr.; Bodzin, Alec M. – Journal of Science Education and Technology, 2018
Web-based learning is a growing field in education, yet empirical research into the design of high quality Web-based university science instruction is scarce. A one-week asynchronous online module on the Bohr Model of the atom was developed and implemented guided by the knowledge integration framework. The unit design aligned with three identified…
Descriptors: Web Based Instruction, Educational Technology, Technology Uses in Education, Science Instruction
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Ryoo, Kihyun; Bedell, Kristin; Swearingen, Amanda – Journal of Science Education and Technology, 2018
Ensuring that all students, including English language learners (ELLs) who speak English as a second language, succeed in science is more challenging with a shift towards learning through language-intensive science practices suggested by the Next Generation Science Standards (NGSS). Interactive visualization technologies have the potential to…
Descriptors: English Language Learners, Visual Aids, Science Instruction, Chemistry
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Al-Balushi, Sulaiman M.; Al-Musawi, Ali S.; Ambusaidi, Abdullah K.; Al-Hajri, Fatemah H. – Journal of Science Education and Technology, 2017
The purpose of the current study was to investigate the effectiveness of interacting with animations using mobile devices on grade 12 students' spatial and reasoning abilities. The study took place in a grade 12 context in Oman. A quasi-experimental design was used with an experimental group of 32 students and a control group of 28 students. The…
Descriptors: Animation, Chemistry, Handheld Devices, Grade 12
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Olakanmi, Eunice Eyitayo – Journal of Science Education and Technology, 2017
This study establishes the effects of a flipped classroom model of instruction on academic performance and attitudes of 66 first-year secondary school students towards chemistry. A pre-test and post-test experimental design was employed to assign students randomly into either the experimental or control group. In order to assess the suitability of…
Descriptors: Academic Achievement, Student Attitudes, Chemistry, Science Instruction
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Williamson, Kenneth C.; Williamson, Vickie M.; Hinze, Scott R. – Journal of Science Education and Technology, 2017
Standardized, well-established paper-and-pencil tests, which measure spatial abilities or which measure reasoning abilities, have long been found to be predictive of success in the STEM (science, technology, engineering, and mathematics) fields. Instructors can use these tests for prediction of success and to inform instruction. A comparative…
Descriptors: Spatial Ability, STEM Education, Prediction, Visual Perception
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Preininger, Anita M. – Journal of Science Education and Technology, 2017
There are many factors that shape students' attitudes toward science, technology, engineering and mathematics. This exploratory study of high school students examined the effect of enriching chemistry with math on chemistry students' attitudes toward math and careers involving math. To measure student attitudes, a survey was administered before…
Descriptors: Mathematics Education, Science Education, Chemistry, Case Studies
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Herrington, Deborah G.; Sweeder, Ryan D.; VandenPlas, Jessica R. – Journal of Science Education and Technology, 2017
As students increasingly use online chemistry animations and simulations, it is becoming more important to understand how students independently engage with such materials and to develop a set of best practices for students' use of these resources outside of the classroom. Most of the literature examining students' use of animations and…
Descriptors: Chemistry, Science Instruction, Computer Simulation, Animation
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Chao, Jie; Chiu, Jennifer L.; DeJaegher, Crystal J.; Pan, Edward A. – Journal of Science Education and Technology, 2016
Deep learning of science involves integration of existing knowledge and normative science concepts. Past research demonstrates that combining physical and virtual labs sequentially or side by side can take advantage of the unique affordances each provides for helping students learn science concepts. However, providing simultaneously connected…
Descriptors: High School Students, Secondary School Science, Science Laboratories, Computer Simulation
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Rap, Shelley; Blonder, Ron – Journal of Science Education and Technology, 2016
We examined how social network (SN) groups contribute to the learning of chemistry. The main goal was to determine whether chemistry learning could occur in the group discourse. The emphasis was on groups of students in the 11th and 12th grades who learn chemistry in preparation for their final external examination. A total of 1118 discourse…
Descriptors: Social Networks, High School Students, Grade 11, Grade 12
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Zumalt, Caitlin J.; Williamson, Vickie M. – Journal of Science Education and Technology, 2016
Students in a first-semester general chemistry course at a large southwestern university completed a 3-week homework assignment using MindTap, a Cengage Learning product. MindTap is the first major electronic system that has homework questions embedded in the text, such that students read a short section of the textbook and then answer a question…
Descriptors: Chemistry, College Science, Science Instruction, Homework
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Li, Na; Black, John B. – Journal of Science Education and Technology, 2016
Chemistry knowledge can be represented at macro-, micro- and symbolic levels, and learning a chemistry topic requires students to engage in multiple representational activities. This study focused on scaffolding for inter-level connection-making in learning chemistry knowledge with graphical simulations. We also tested whether different sequences…
Descriptors: Chemistry, Science Instruction, Grade 7, Simulation
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