Publication Date
| In 2026 | 0 |
| Since 2025 | 0 |
| Since 2022 (last 5 years) | 0 |
| Since 2017 (last 10 years) | 1 |
| Since 2007 (last 20 years) | 2 |
Descriptor
| Active Learning | 2 |
| Inquiry | 2 |
| Simulation | 2 |
| Data Collection | 1 |
| High School Students | 1 |
| Hypothesis Testing | 1 |
| Instructional Effectiveness | 1 |
| Models | 1 |
| Motion | 1 |
| Prior Learning | 1 |
| Science Process Skills | 1 |
| More ▼ | |
Author
| de Jong, Ton | 2 |
| Anjewierden, Anjo | 1 |
| Bollen, Lars | 1 |
| Eysink, Tessa H. S. | 1 |
| Kuang, Xiulin | 1 |
| Lazonder, Ard W. | 1 |
| Mulder, Yvonne G. | 1 |
Publication Type
| Journal Articles | 2 |
| Reports - Research | 2 |
Education Level
| Secondary Education | 2 |
| High Schools | 1 |
Audience
Location
Laws, Policies, & Programs
Assessments and Surveys
What Works Clearinghouse Rating
Peer reviewed
Direct linkKuang, Xiulin; Eysink, Tessa H. S.; de Jong, Ton – Journal of Computer Assisted Learning, 2020
Hypothesis generation is an important but difficult process for students. This study investigated the effects of providing students with support for hypothesis generation, with regard to the testability and complexity of the generated hypotheses, the quality of the subsequent inquiry learning processes and knowledge acquisition. Fifty-two…
Descriptors: Hypothesis Testing, Simulation, Inquiry, Active Learning
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
