Most primary school students, although they grasp the scientific concepts of heat convection at the macroscopic level, commonly fail to visualize those concepts. Therefore, our research aims to enact a constructivist teaching sequence (CTS) to restructure students' visualization changes, ultimately enabling them to synergize macroscopic and…

Analogies can be powerful teaching tools because they can make new material intelligible to students by comparing it to material that is already familiar. In assisting students to understand chemistry concepts, teachers occasionally use analogies. These analogies are believed to help the students to structure the new knowledge and they are…

This conceptual paper explores the pedagogical tension and potential synergy between teacher-centred and student-centred instructional approaches, particularly within the context of teaching abstract concepts in science and mathematics such as quantum mechanics and calculus. Grounded in the theoretical frameworks of essentialism and…

The aim of this study was to compare the 5E learning model with traditional learning methods in terms of their effect on students' conceptual understanding of water subtopics. The participants of the study were grade 8 students of 2021 academic year. While 27 of them were randomly assigned to the experimental group, the other 27 were assigned to…

The purpose of this action research study was to explore the impact of problem-based learning on science instruction in my eighth-grade college preparatory classroom. Constructivism was the framework for this study. Problem-based learning is based on constructivist principles, and it served as the instructional model for this study. PBL can foster…

Concepts can be examined in two groups as abstract and concrete ones. While concrete concepts are improved as a result of students' experiences, it is considerably challenging for students to perceive abstract concepts. Since chemistry includes abstract concepts largely, it is considered to be hard to comprehend as a class by students. In fact,…

Developing tools to identify students' misconceptions about basic biology concepts is necessary. Therefore, a two-tier diagnostic test was developed to determine such misconceptions in primary school (3rd-4th Grade) students. The test content includes two-tiered multiple-choice questions addressing common misconceptions found in the literature on…

Background: Digital game-based learning (DGBL) has shown promise in enhancing learning and motivation, with appropriate scaffolding playing a crucial role in facilitating student inquiries and knowledge acquisition through science games. While scaffolding is generally effective in promoting learning in DGBL, there is variability among different…

This study presents a conceptual framework for embedding interdisciplinary learning approaches in a postsecondary science program in order to foster interdisciplinary science habits in students. The framework was developed through the lens of a multi-year interdisciplinary postsecondary science program that encompasses a series of courses in which…

This study systematically analysed, evaluated and synthesised published studies on 21stcentury skills and science achievement among secondary school students. By scouring 17 well-known online journal databases, 684 related studies were found. After the three-stage screening process, only 17 research papers were included in the study, which were…

To effectively support early science learning in preschool, teachers need to be aware of the constructivist nature of children's learning. This study examined a sample of Swiss preschool teachers' beliefs about science learning and teaching and their relation to their pedagogical content knowledge (PCK) and scaffolding practices within a…

The constructivist paradigm opens abundant opportunities for effective knowledge construction in which student build knowledge and continually evaluated and improved their knowledge. The teaching mode under constructivist pedagogy redefines the role of students and the teachers and their interrelationships by creating a nurturing environment. By…

The main purpose of this study was to investigate the effect of the Context-Based Approach (CBA) enriched by Prediction-Observation-Explanation (POE) on 5th grade students' conceptual understanding of the States of Matter, Heat and Temperature. In this study, quantitative and qualitative data collection methods were employed. The quantitative…

This study seeks to examine the effect of the 5E learning model, as one of the constructivist learning approach models, supported by conceptual change texts and enriched with relevant guidance materials on eliminating the fifth-grade students' (n=42) misconceptions about "Heat and Temperature". A quantitative research approach was…

This paper describes an alternative approach to teaching and learning practices in an undergraduate physics laboratory. The instructor plans and implements the 5E instructional model into the laboratory instruction. The article includes an example of the 5E lesson for the laboratory component of a physics course, which has separate lecture and…