Teachers are increasingly expected to incorporate Project-based learning (PBL) pedagogy to teach science. While teachers' definitions and challenges in the use of PBL are widely studied, very few studies focus on the development of a teacher's knowledge of the use of PBL over multiple projects. The current research is an in-depth case study aimed…

In comparison with traditional lectures, active learning methods have the potential to foster learner agency and consequently raise academic performance. However, these methods are often applied with little knowledge about their effectiveness. In this study, we introduced two concept maps in an undergraduate cell biology course, to investigate…

The examination of students' motivation towards lessons is an important aspect of educational studies. The constructivist approach significantly impacts the improvement of students' motivation. The present study aims to examine the use of the 5E learning model with concept maps to support students' motivation and compare the 5E approach and the…

Over 40 years of research, concept maps have shown that they are beneficial for learning. However, much of this research has been conducted in laboratory settings. Although there are a few studies conducted in the classroom, there is little understanding of the instructional efficacy of using different types of concept maps. In a between-subjects…

Concept mapping helps learners to understand complex ideas. However, studies confirming that statement are scarce. A quasi-experimental and Design-based approaches were applied to understand the effectiveness of concept mapping based teaching method on grade eight students' conceptual understanding of photosynthesis. Two sections of grade eight…

Following collaboration between two chemistry lecturers and an academic developer an attempt was made to enhance the learning of students within a chemistry module through the adaptation of the delivery of content material. This paper reports a piece of practitioner led research which considered how effective the approach developed was upon the…

Apps, specialized programs used on mobile computers, can be used in innovative ways to enhance science and literacy learning. With the skilled guidance of their teachers, students can exploit app affordances for learning and acquire disciplinary literacies unique to science. This article showcases apps that help students to access information,…

The concept map tool set forth by Novak and colleagues is underutilized in education. A meta-analysis has encouraged teachers to make extensive use of concept mapping, and researchers have advocated computer-based concept mapping applications that exploit hyperlink technology. Through an NSF sponsored geosciences education grant, middle and…

In this paper, the authors examine an algebra-based physics course designed for preservice teachers and explore how the course integrated two pedagogical strategies to bridge the gap between inquiry-learning experiences and the teachers' nature of science (NOS) understandings. The results of this research show that the explicit, reflective process…

When students understand content deeply, they recognize main concepts and understand the relationships among ideas. But the typical processes students use to study are generally not designed to generate conceptual understandings. Instead, they tend to become passive learners. In this article, the authors present three commonly used classroom…

Indicates the reasons for the lack of success of lecture method among high school students. Compares the constructivist approach to the objectivist approach and discusses student learning differences. Makes recommendations for student learning needs. (Contains 37 references.) (YDS)

Suggests that instructors can foster the growth of thinking skills and promote science literacy by incorporating active learning strategies into the classroom. Describes situations in which a variety of learning strategies were incorporated into large earth science courses for non-majors. Improvements in student achievement, retention, and logical…

An instructor contemplating a course transformation to incorporate a student-centered learning environment may feel faced with what seems like a high-wire balancing act--a constantly renegotiated compromise between students' legitimate needs for structure, well-understood expectations, and good grades and instructors' foreknowledge that the path…

Many students have difficulty in science because they are passive readers, readers who receive information without understanding. Passive readers begin reading assignments without thinking about the subject. Their counterparts, known as active readers, interact with text to construct meaning. They make predictions, ask questions, generate…