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Direct linkHugerat, Muhamad – Learning Environments Research, 2016
This study involved 458 ninth-grade students from two different Arab middle schools in Israel. Half of the students learned science using project-based learning strategies and the other half learned using traditional methods (non-project-based). The classes were heterogeneous regarding their achievements in the sciences. The adapted questionnaire…
Descriptors: Science Instruction, Active Learning, Student Projects, Learning Strategies
Tal, Revital (Tali); Argaman, Sarit – Research in Science Education, 2005
The paper describes characteristics and analyses difficulties of environmental sciences teachers in mentoring their students in an extended inquiry project, which is a mandatory requirement of the environmental sciences matriculation in Israel. The teachers participated in a professional development program that provided both content knowledge and…
Descriptors: Science Teachers, Mentors, Science Projects, Foreign Countries
Blonder, Ron; Sakhnini, Sohair – Chemistry Education Research and Practice, 2012
A nanotechnology module was developed for ninth grade students in the context of teaching chemistry. Two basic concepts in nanotechnology were chosen: (1) size and scale and (2) surface-area-to-volume ratio (SA/V). A wide spectrum of instructional methods (e.g., game-based learning, learning with multimedia, learning with models, project based…
Descriptors: Student Attitudes, Teaching Methods, Student Projects, Grade 9
Peer reviewedSharan, Shlomo; Yaakobi, Duba – European Journal of Science Education, 1981
The Learning Environment Inventory (LEI) was administered to tenth-grade biology classes (N=572) in urban and kibbutz district schools in Israel. Findings indicated that seven out of nine scales of the LEI yield significant differences in scores for urban and kibbutz samples indicating a more positive learning climate in the kibbutz. (Author/DS)
Descriptors: Biology, Classroom Environment, Foreign Countries, Grade 10
Download full textBlosser, Patricia E., Ed.; Mayer, Victor J., Ed. – Investigations in Science Education, 1983
Presented are abstracts and abstractors' analyses of 10 studies related to science instruction and 3 studies related to science curriculum. Analyses in the first section (instruction) are on studies of: the influence of instructional structure and focus of control on achievement; effects of individualized audio-tutorial and frontal…
Descriptors: Academic Achievement, Classroom Environment, Cognitive Style, Concept Formation
