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Direct linkWang, Hsin-Hui; Hong, Zuway-R; She, Hsiao-Ching; Smith, Thomas J.; Fielding, Jill; Lin, Huann-shyang – International Journal of STEM Education, 2022
Background: The recommendation from national documents and reports to promote inquiry-related science activities has not been supported by recent studies, which have found the overall frequency of inquiry activities to be negatively associated with student learning outcomes. This study was inspired by such conflicting reports and aimed to clarify…
Descriptors: Inquiry, Epistemology, Beliefs, Literacy
Chen, Ya-Chun; Pan, Yi-Ting; Hong, Zuway-R; Weng, Xue-Fang; Lin, Huann-Shyang – Research in Science & Technological Education, 2020
Background: As inquiry-based instruction is not universally implemented in science classrooms, it is crucial to introduce instructional strategies through the use of contextualized learning activities to allow students with different background knowledge and abilities to learn the essential competencies of scientific inquiry and promote their…
Descriptors: Inquiry, Science Instruction, Secondary School Science, Active Learning
Lin, Huann-shyang; Hong, Zuway-R; Chen, Ya-Chun – International Journal of Science Education, 2013
This quasi-experimental study explores how student cumulative situational interest, short-term preference generated by particular conditions such as novel experiences can be developed into better individual interest, an enduring predisposition to engage in certain activity such as chemistry lessons. A continuous intervention of integrating novelty…
Descriptors: Quasiexperimental Design, Aesthetics, Science Education, Student Interests
