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Artykuły w czasopismach na temat „Teaching science experiments”

Autor: Grafiati

Data publikacji: 3 czerwca 2025

Data aktualizacji: 31 lipca 2025

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1

Hodson, Derek. "Experiments in science and science teaching." Educational Philosophy and Theory 20, no. 2 (1988): 53–66. http://dx.doi.org/10.1111/j.1469-5812.1988.tb00144.x.

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Damnjanović, Jasmina, Stanko Cvjetićanin, and Gordana Kozoderović. "Laboratory Experimental Method with Instructional Approach – “Hands-on” Experiments." Društvene i humanističke studije (Online) 9, no. 2(26) (2024): 1133–48. https://doi.org/10.51558/2490-3647.2024.9.2.1133.

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The application of the laboratory experimental method (LEM) in the teaching of natural sciences implies the application of experiments. In the initial teaching of natural sciences, for ages 7 to 11 (teaching of integrated natural sciences), experiments are most often called (hands-on experiments) HOE in the available literature. There is no unified opinion among researchers as to whether one or both types of instruction (explicit or implicit) should always be applied in the realization of the content of natural sciences when conducting experiments in the teaching of differentiated or integrate

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Kotsis, Konstantinos T. "Significance of Experiments in Inquiry-based Science Teaching." European Journal of Education and Pedagogy 5, no. 2 (2024): 86–92. http://dx.doi.org/10.24018/ejedu.2024.5.2.815.

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Inquiry-based science teaching (IBST) has garnered considerable interest in recent years due to its ability to improve students’ comprehension of scientific ideas and procedures. Experiments are crucial in IBST since they are key instruments for promoting inquiry, investigation, and discovery in the classroom. This research thoroughly analyses the importance of experiments in IBST, focusing on how they encourage active involvement, critical thinking, and better conceptual comprehension in students. This study highlights the many advantages of experiments in IBST using theoretical frameworks, e

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Bae, Sung Woo, Jae Hwan Lee, and Jongseok Park. "Development of a Field-Based Chemistry Experiment Teaching Model to Strengthen Pre-Service Teachers’ Competence for Teaching Chemistry Experiments." Asia-Pacific Science Education 7, no. 2 (2021): 522–48. http://dx.doi.org/10.1163/23641177-bja10037.

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Abstract The FCE (field-based chemistry experiment) model was developed to cultivate pre-service science teachers’ ability to teach chemistry experiments in secondary classrooms. We describe the process of developing the FCE model and student activities via feedback from experts and analysis of the implemented program. This study evaluated the effectiveness of implementing the FCE model with 58 pre-service science teachers to examine how this model impacts on the role of the instructor and students. Implementation impact was examined by analyzing qualitative data from surveys and observations

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Grant, Margaret. "Online demonstration experiments as experiential learning." Proceedings of the Linguistic Society of America 9, no. 3 (2024): 5855. http://dx.doi.org/10.3765/plsa.v9i3.5855.

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Demonstration experiments are commonly used as a teaching tool in courses in experimental linguistics, cognitive psychology and cognitive science. This paper presents an inquiry into the impact of participating in demonstration experiments on student learning. This inquiry frames demonstration experiments as a form of experiential learning. As such, the experiment exercises were designed following the Co-Constructed Developmental Teaching Theory (Shenk & Cruikshank 2015), a model of experiential teaching inspired by the cognitive neuroscience of learning. One demonstration experiment exerc

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de Lima, Ana Debora Felix, Naiklyton Almeida Cardoso, Valkíria Reinaldo de Oliveira, et al. "FUN SCIENCE IN ACTION: INCLUSIVE EXPERIMENTS FOR ELEMENTARY SCHOOL EXPLORERS." ARACÊ 7, no. 7 (2025): 39080–94. https://doi.org/10.56238/arev7n7-223.

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Playful activities in science teaching can transform learning into a more enjoyable and effective experience, stimulating student interest and participation. The use of games, activities, experiments, and other playful approaches can make complex concepts more accessible and memorable, as well as aid in the understanding of abstract concepts. The PIBID-Biology/UERN program is presented as an example of an initiative that encourages critical learning and social interaction through these activities. This article aims to propose playful methodologies in the classroom, using teaching materials cre

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Onorato, Pasquale, and Anna De Ambrosis. "Laboratory and Multimedia in Science Teaching: Experiments about Magnetic Force." Procedia - Social and Behavioral Sciences 116 (February 2014): 1280–87. http://dx.doi.org/10.1016/j.sbspro.2014.01.383.

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Forcheri, Paola, and Maria Teresa Molfino. "The Design and Evaluation of Teaching Experiments in Computer Science." Educational and Training Technology International 29, no. 2 (1992): 94–104. http://dx.doi.org/10.1080/0954730920290202.

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Unver, Ayse Oguz, and Sertac Arabacioglu. "HELPING PRE-SERVICE SCIENCE TEACHERS TO UNDERSTAND ATOMISM THROUGH OBSERVATIONS AND EXPERIMENTS." Journal of Baltic Science Education 14, no. 1 (2015): 64–84. http://dx.doi.org/10.33225/jbse/15.14.64.

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Current atom concept teachings haven’t reached required levels from the points of both teaching methods and learning attainments. With this purpose in this research atom concept is conveyed to the classroom milieu through observations and experiments related to the atom concept during historical development process starting with the masterpiece of, the carrier of the atom thoughts of Antiquity to our age, Roman philosopher Lucretius, namely De Rerum Natura. The study has conducted thoughts regarding the atom in ancient and subsequent history under six headings teaching modules that would span

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Sun, Yonglu. "Practical Research on Optimizing Primary School Science Experiment Teaching with Artificial Intelligence Technology." Journal of Education and Educational Research 13, no. 2 (2025): 52–56. https://doi.org/10.54097/13ct6v97.

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This study focuses on using artificial intelligence (AI) technology to optimize primary school science experiment teaching. Through an analysis of the current application status of AI in primary school science experiment teaching, it was found that problems such as limited application scope, scarce teaching resources, and insufficient teacher application capabilities exist. Research methods including literature review, questionnaire surveys, and teaching experiments were employed to construct an AI-assisted primary school science experiment teaching model, optimizing various aspects such as ex

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Nahon-Crystal, Edna, Pninit Russo-Netzer, and Yael Segev. "What is the Story of Science Teaching? Integrative Teaching of Literature and Science." International Journal of Pedagogy, Innovation and New Technologies 11, no. 1 (2024): 60–72. http://dx.doi.org/10.5604/01.3001.0054.7070.

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Scientific knowledge is required to overcome epidemics, find solutions to climate change, and develop technology that improves our lives. Yet students often perceive science as a dull and challenging discipline. Over the years, many suggestions have been made as to how to teach science and how to allay students’ fears. This study presents a pedagogical model of integrative learning of literature and science, which aims to enhance students’ interest in science and to promote the development of essential skills. The model template consists of six active integrative workshops that engage the lear

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Tu, Pham Thi Hong, Nguyen Thi Hang, Luong Thi Thuy Van, Ha Van Dung, Nguyen Thi Hang Nga, and Cao Xuan Phan. "Experimental Teaching by Scientific Methods for Developing Students' Natural Finding Capacity in Teaching Natural Science in Vietnamese High Schools." World Journal of Education 12, no. 6 (2022): 1. http://dx.doi.org/10.5430/wje.v12n6p1.

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Natural science itself is an experimental science, so practice and experimentation are important and are typical teaching methods of this subject. To make practice and experiment play the highest strengths in teaching and developing the ability to learn about nature - one of the three specific competencies of natural science, the association of experiments with scientific methods plays a special role. This article presents the general problems of teaching practical experiments according to the scientific method and applying it in teaching the topic “Living animals” in Natural Science, grade 7.

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Wen, Qinli. "Application of Animal Experiment in Surgical Teaching." General Surgery 2, no. 1 (2018): 9. http://dx.doi.org/10.18282/gs.v2i1.1433.

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<p>Animal experiment of surgical science is the basic operation for medical students to fully contact with clinical surgery for the first time. This paper reveals the importance of animal experiment teaching in surgical science from the characteristics of medical specialty in our school. It aims to arouse medical students’ interest in surgical experiments.</p>

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Fabrício Herpich, Leandro Rosniak Tibola, Patricia Fernanda da Silva, and Liane Margarida Rockenbach Tarouco. "Experience in Teaching Science in Virtual Environment." International Journal of Innovation Education and Research 7, no. 4 (2019): 23–43. http://dx.doi.org/10.31686/ijier.vol7.iss4.1375.

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Labs are needed in science education, and schools usually lack appropriate conditions to provide active learning activities with experience. In schools, the lack of labs for science education is usual. The new technologies of 3D virtual worlds allow the user, through immersive virtual worlds, or metaverses, to experience situations similar to those possible in a real environment. A solution to the lack of labs is the virtual labs, which consist of virtual representations that reproduce the environment of a real lab. These are applications based on simulations, offering computational representa

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Schardl, Nicholas. "Experiments Trump Precise Definitions for Teaching Science to Middle-School Students." Physics Today 57, no. 1 (2004): 13. http://dx.doi.org/10.1063/1.1650052.

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Hubisz, John. "Experiments Trump Precise Definitions for Teaching Science to Middle-School Students." Physics Today 57, no. 1 (2004): 13–14. http://dx.doi.org/10.1063/1.4797164.

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Vargas, Juan Carlos Araya, Valentina Gajardo Armijo, and Juan Campos Riquelme. "Teaching science in context for health career students through entertaining experiments." International Journal of Health Science 3, no. 89 (2023): 2–7. http://dx.doi.org/10.22533/at.ed.1593892323102.

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Moloi, Mabel Julia. "DEVELOPING PHYSICAL SCIENCE TEACHERS’ CONCEPTUAL UNDERSTANDING OF ELECTROMAGNETIC THEORY BY MEANS OF HANDS-ON AND VIRTUAL EXPERIMENTS." Proceedings of The World Conference on Teaching and Education 1, no. 1 (2023): 1–14. http://dx.doi.org/10.33422/worldcte.v1i1.27.

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To advance academic performance and classroom practices, teachers must understand and continually improve their content knowledge and teaching skills. Physical Science teaching and learning require this level of understanding, as it serves as the foundation for didactical content knowledge and scientific practices. Physical science teachers usually use traditional teaching methods, which explains the lack of effective methods for improving physical science knowledge. This article demonstrates a teaching approach that can enhance the teaching and learning of Physical Science in STEM (Science, T

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Rahmat, Ali. "Simple Experiments for Introducing Science to Elementary School Students." ASEAN Journal of Science and Engineering Education 1, no. 1 (2021): 73–78. http://dx.doi.org/10.17509/ajsee.v1i1.41705.

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The purpose of this paper is to introduce some simple experiments that can be used to explain science to elementary school students. This study explained about seven experiments that can be done easily and used simple materials (found in daily life). This paper also explains the scientific reasons for the phenomena happening during the teaching and learning process.

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Matkarimova, Malika. "HOW TO TEACH ENGLISH USING SIMPLE SCIENCE EXPERIMENTS." Ижтимоий-гуманитар фанларнинг долзарб муаммолари / Актуальные проблемы социально-гуманитарных наук / Actual Problems of Humanities and Social Sciences. 5, S/5 (2025): 203–6. https://doi.org/10.47390/spr1342v5si5y2025n35.

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This study explores the effectiveness of vocabulary building through environmental science topics by comparing two teaching methods with sixth-grade students at School Number 26 in Urgench City. One group was taught using traditional classroom instruction, while the other group participated in interactive outdoor activities such as gardening, picnics, and outdoor games. The results suggest that hands-on, experiential learning in a natural environment enhances vocabulary acquisition more effectively than conventional methods. The findings highlight the potential of incorporating outdoor activit

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Zenda, Rekai. "Essential teaching methods to enhance learner academic achievement in physical sciences in rural secondary schools." Information and Learning Science 118, no. 3/4 (2017): 170–84. http://dx.doi.org/10.1108/ils-03-2017-0014.

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Purpose The purpose of this paper is to explore teaching methods that can allow learners to be creative and proactive. The learners should be able to solve problems, make decisions, think critically, communicate ideas effectively and work efficiently. Teaching and learning are evolving and developing in many countries, with a focus concerning what is actually learned through effective teaching methods. Design/methodology/approach A qualitative research was carried out, identifying effective teaching methods and exploring their roles in teaching and learning in physical sciences in selected rur

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Qin, Ming Wei, Bao Lin Hou, Ya Jun Liang, and Yuan Cheng Yao. "Experiments Teaching Research on Internet of Things Engineering." Applied Mechanics and Materials 380-384 (August 2013): 2042–45. http://dx.doi.org/10.4028/www.scientific.net/amm.380-384.2042.

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Laboratories of IoT Engineering are occupied an important position in education industry. This paper, with the goal of grasping developing tendency and improving the application ability and combined with the characteristics of the Internet of Things Engineering of Southwest University of Science and Technology (SWUST) which focused on the training of application-oriented talent, proposed the experimental teaching programs of the Internet of Things Engineering and completed the development of experimental teaching platform. Its significance lies: to improve the level of teaching and research, i

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Shuen, Tang Kuan, Corrienna Abdul Talib, Sharifah Osman, et al. "Integrated Framework for the Implementation of Visual Programming Language in Science Experiment for Secondary School." Indian Journal of Information Sources and Services 14, no. 3 (2024): 45–51. http://dx.doi.org/10.51983/ijiss-2024.14.3.07.

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This study explores the integration of visual programming language in science experiments. The study employs a quasi-experimental design with a one-group pretest-posttest-only design. It examines the perceptions of the students before and after the integration. The experiment also investigates whether visual programming language can be integrated into science experiments or how it can be better integrated into the curriculum. The results indicate that teaching tools, learning outcomes, module design, and teaching approaches as factors that influence the acceptance and implementation of visual

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Bouzit, Sophia, Anouar Alami*, Sabah Selmaoui, and Youness Rakibi. "Scientific Experiments in Moroccan High Schools Life Science Courses: Constraints and Solutions." European Journal of Educational Research 12, no. 2 (2023): 957–66. http://dx.doi.org/10.12973/eu-jer.12.2.957.

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<p style="text-align: justify;">The teaching of experimental sciences in high school contributes to the development of a set of cognitive, methodological, and psychomotor skills among learners. Combining, both theoretical and practical aspects, it involves an important use of scientific experiments in the process of knowledge construction. With the help of appropriate tools that include interviews and observation of teaching practices, data related to the constraints encountered in the implementation of scientific experiments in the high school life sciences classroom was collected as we

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Luo, Duan-bin. "Home experiments teaching for international students during pandemic." Physics Education 58, no. 1 (2022): 015019. http://dx.doi.org/10.1088/1361-6552/aca19f.

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Abstract This paper introduces the home teaching of physics experiment course for international students in East China University of Science and Technology (ECUST) in the spring semester of 2022. After discussing the criteria for selecting the home experiments assigned to the students the chosen experiments are presented. Then we described the ways of home experiment teaching and investigated the students’ experimental performance and attitude through the questionnaire survey. The findings and the conclusions were drawn both form the reports submitted by students and from a questionnaire that

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Cahapay, Michael B., and Mark Gil P. Labrador. "Experiments Gone Wrong? Lived Experience of Filipino Teachers in Remote Science Education amid COVID-19 Crisis." Asian Journal of Science Education 3, no. 2 (2021): 90–101. http://dx.doi.org/10.24815/ajse.v3i2.20981.

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The COVID-19 crisis moved teachers to engage in a sort of emergency instructional experiment to redesign how science could and should be taught. The lived experience of the teachers as implementers in the ground can be a source of practical insights in the continuous improvement of remote science education. Thus, the purpose of this phenomenology research is to analyze the lived experience of teachers in remote science education in the wake of continuing COVID-19 crisis. Through online interview procedures, eight purposively sampled secondary science teachers from public schools in Mindanao, P

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Petrova, Antoniya. "STEM Education in Natural Sciences Through Online Classes with Experiments." Педагогически форум 9, no. 3 (2021): 29–48. http://dx.doi.org/10.15547/pf.2021.017.

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The teaching of sciences by the modern teacher in school today is proving to be a challenge. The general attitude of students in general is that science is boring, difficult and not necessary in life. The recently popular STEM approach to education comes to the rescue. But what it is and how teachers can apply it successfully in practice are the questions to which we continue to look for the best answers for the specific circumstances. The article describes a study of the impact of STEM science education on the knowledge and skills of 5th grade students of Profiled Natural and Mathematical Hig

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Wyeth, Russell C., and Marjorie J. Wonham. "Patterns vs. Causes and Surveys vs. Experiments: Teaching Scientific Thinking." American Biology Teacher 80, no. 3 (2018): 203–13. http://dx.doi.org/10.1525/abt.2018.80.3.203.

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The scientific method is a core element of all science. Yet, its different implementations are remarkably diverse, based on the varied concepts and protocols required in each specific instance of science. For experienced scientists, coping with this diversity is second nature: they readily and continually ask tractable questions even outside their expertise, and find the process of forming hypotheses, designing tests, and interpreting results fairly transparent. At the secondary school stage, the scientific method is often introduced as a series of clear steps in a pre-planned lab activity. In

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Lin, Yen-Ting. "Effects of Developing an Interactive AR Plant Structure Experiment System for Elementary Natural Science Course." International Journal of Information and Education Technology 14, no. 8 (2024): 1145–54. http://dx.doi.org/10.18178/ijiet.2024.14.8.2143.

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Scientific inquiry stands as a cornerstone in elementary education. Traditional natural science teaching, bolstered by experiments, enhances students’ conceptual understanding, boosting their learning motivation and effectiveness. Nonetheless, some conventional natural science experiments are time-consuming, potentially diminishing students’ learning outcomes by causing unnecessary waits or truncating classroom time. With the advent of augmented reality (AR) technology, there is an opportunity to seamlessly blend virtual digital resources within physical classrooms. This fusion can increase th

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Lin, Yen-Ting. "Effects of Developing an Interactive AR Plant Structure Experiment System for Elementary Natural Science Course." International Journal of Information and Education Technology 14, no. 8 (2024): 1145–54. http://dx.doi.org/10.18178/ijiet.2024.14.8.1145.

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Scientific inquiry stands as a cornerstone in elementary education. Traditional natural science teaching, bolstered by experiments, enhances students’ conceptual understanding, boosting their learning motivation and effectiveness. Nonetheless, some conventional natural science experiments are time-consuming, potentially diminishing students’ learning outcomes by causing unnecessary waits or truncating classroom time. With the advent of augmented reality (AR) technology, there is an opportunity to seamlessly blend virtual digital resources within physical classrooms. This fusion can increase th

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Shambare, Brian, and Clement Simuja. "A Critical Review of Teaching With Virtual Lab: A Panacea to Challenges of Conducting Practical Experiments in Science Subjects Beyond the COVID-19 Pandemic in Rural Schools in South Africa." Journal of Educational Technology Systems 50, no. 3 (2021): 393–408. http://dx.doi.org/10.1177/00472395211058051.

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This paper is based on a systematic literature review of published research on the educational application of Virtual Lab. The paper focuses on the use of the mobile Virtual Lab application for learning science practicals in rural school context. This paper analyses the theoretical aspects of using VL in teaching and learning of science practical experiments. The previous studies published in national and international journals and conference proceedings on science education and technologies in education, and regarding the benefits of using VL in science education, are discussed as references

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Syskowski, Sabrina, Sandra Wilfinger, and Johannes Huwer. "Impact and Classification of Augmented Reality in Science Experiments in Teaching—A Review." Education Sciences 14, no. 7 (2024): 760. http://dx.doi.org/10.3390/educsci14070760.

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Augmented reality (AR) improves science education by facilitating teaching and experiments in schools and universities. Studies show positive effects, like increased motivation and improved concept connections, but there is a lack of consistency in the implementation and investigation of AR in science experiments. This review examines AR usage, criteria, design parameters for the development of AR applications and the validation methods, taking into account the PRISMA guidelines. A Web of Science database search using “Publish or Perish” software (version 23.4.0) identified 247 potentially rel

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De Klerk, Nico. "Dismantling the Dispositif: Social Science Experiments in the Classroom." TMG Journal for Media History 26, no. 1 (2023): 1–23. http://dx.doi.org/10.18146/tmg.831.

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The following is a case study of a series of pioneering tests with visual teaching aids in elementary and secondary schools in the United States, conducted between 1920 and 1923. As it happened, these tests coincided with similar experiments in the Netherlands. Although unbeknown to each other, the innovative aspect of both studies consisted in taking their research into the classroom. With this measure experimenters in both countries hoped to collect well-founded evidence to refute what appeared to them as unfounded or overstated claims about photography-based, visual teaching aids, film in p

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Bao, Lihong, Jingmei Nie, Chuanjiang Tang, et al. "Practical teaching of textile color science with integrating art." Journal of Education and Educational Research 2, no. 1 (2023): 10–12. http://dx.doi.org/10.54097/jeer.v2i1.5123.

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The art integration of the Textile Colour Science curriculum means that the practical teaching of the course cannot be limited to scientific and technical experiments, but should be integrated with artistic colour matching and colour expression. The aim of the course should both include strengthen the students' understanding and consolidation of the basic theoretical knowledge of colour composition and the enhancement of the students' aesthetic awareness and artistic creation ability. Only through properly arrange the practical teaching section and impove the teaching method of the course, can

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Šlekienė, Violeta, and Loreta Ragulienė. "IMPROVEMENT OF SCIENCE TEACHERS COMPETENCE OF EXPERIMENTAL PERFORMANCE." Natural Science Education in a Comprehensive School (NSECS) 20, no. 1 (2014): 141–59. http://dx.doi.org/10.48127/gu/14.20.141.

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In order to enhance the quality of teaching of science subjects, consistent and systematic development of the learning environment is necessary, i.e. preparing new training (learning) resources and systematic teacher training is very important. The project "Improvement of science teachers competence of experimental performance based on updated learning tools and general training programs of grades 9-12” (GAMEK) was designed to address this problem. Project goal - improvement of physics, chemistry, biology teachers’ competency of experimental performance. Project Coordinator - Lithuanian Univer

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Haagen-Schützenhöfer, Claudia, and Birgit Joham. "Professionalising Physics Teachers in Doing Experimental Work." Center for Educational Policy Studies Journal 8, no. 1 (2018): 9. http://dx.doi.org/10.26529/cepsj.333.

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It is commonly agreed that experiments play a central role in teaching and learning physics. Recently, Inquiry-Based Learning (IBL) has been introduced into science teaching in many countries, thus giving another boostfor experiments. From a didactical point of view, experiments can serve a number of different goals in teaching and learning physics. First of all, experiments can support learners in understanding some of the centralconcepts of physics. Besides this function of “learning physics”, empirical evidence shows that experimental work in general has a high potential for promoting “lear

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Chou, Chung Chyi, Yu Ting Wang, Jyh Jye Hu, Shen Liao, and Cheng Hsu. "Materials Science Introduces Disaster Prevention and Mitigation Education Experiment." Applied Mechanics and Materials 897 (April 2020): 221–25. http://dx.doi.org/10.4028/www.scientific.net/amm.897.221.

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This study used 700 children under the age of 11 as the research target for materials science introduces disaster prevention and mitigation education. The purpose of this study is to training and popularize the scientific knowledge literacy of disaster prevention, and to design disaster prevention and mitigation education through the diversity of material science. This study will carry out the learning outcome experiment of scientific concept and spontaneous concept into the disaster prevention science popularization education. Hope to study through teacher training courses, life science pract

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Chernetckiy, Ihor, Іryna Slipukhina, Sergii Mieniailov, and Nataliia Kurylenko. "DISTANCE EDUCATION METHODS: VIDEO ANALYSIS IN TEACHING PHYSICS." Information Technologies and Learning Tools 92, no. 6 (2022): 21–34. http://dx.doi.org/10.33407/itlt.v92i6.5086.

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Formation of the skills of conducting an experiment and analyzing its results during laboratory work in natural science has always been an important didactic problem, which has significantly increased in the conditions of distance and mixed learning. The study of approaches to the effective use of software for the analysis of video recordings of observations of real physical processes and phenomena is one of the tasks of instrumental digital didactics. The affordable and regularly updated software Tracker: Video Analysis and Modeling Tool is a popular didactic tool for the analysis of physical

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Kinoshita, Hiroyoshi. "TEACHING OF CRITICAL THINKING SKILLS BY SCIENCE TEACHERS IN JAPANESE PRIMARY SCHOOLS." Journal of Baltic Science Education 21, no. 5 (2022): 801–16. http://dx.doi.org/10.33225/jbse/22.21.801.

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The importance of critical thinking in science education is widely recognized. However, little research has been conducted on the teaching of critical thinking by teachers. If actual teaching conditions of teachers in the classroom are clarified, effective teaching methods for developing critical thinking in students could be developed. This study administered a questionnaire survey to ascertain how science teachers teach critical thinking in Japanese primary schools. The study population consisted of 291 Japanese primary school teachers with teaching careers spanning 1–38 years. The survey re

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Liza Saladar, Gapasin, Manongsong Janice Belotindos, Tukuran Ali Ebrahim, et al. "Home-Based Learning Interventions of Science Teachers in the Absence of Laboratory Experiments." American Journal of Education and Technology 1, no. 2 (2022): 95–98. http://dx.doi.org/10.54536/ajet.v1i2.593.

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The research aimed to determine the learning interventions of science teachers in the absence of laboratory experiments during pandemic which is vital to teachers and learners. A semi-structured in-depth clinical interview was performed which involved direct questioning using open-ended and/or probing questions and the observations of the Science teachers regarding their learning. It was conducted at Notre Dame of Midsayap College to Science teachers that was currently teaching in this institution. In gathering data, researchers used convenience sampling method based on the participants’ avail

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Gapasin, Liza Saladar, Janice Belotindos Manongsong, Ali Ebrahim Tukuran, et al. "Home-Based Learning Interventions of Science Teachers in the Absence of Laboratory Experiments." American Journal of Education and Technology 1, no. 2 (2022): 95–98. https://doi.org/10.54536/ajet.v1i2.593.

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The research aimed to determine the learning interventions of science teachers in the absence of laboratory experiments during pandemic which is vital to teachers and learners. A semi-structured in-depth clinical interview was performed which involved direct questioning using open-ended and/or probing questions and the observations of the Science teachers regarding their learning. It was conducted at Notre Dame of Midsayap College to Science teachers that was currently teaching in this institution. In gathering data, researchers used convenience sampling method based on the participants’

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Sever, Songul, Kemal Yurumezoglu, and Ayse Oguz-Unver. "Comparison teaching strategies of videotaped and demonstration experiments in inquiry-based science education." Procedia - Social and Behavioral Sciences 2, no. 2 (2010): 5619–24. http://dx.doi.org/10.1016/j.sbspro.2010.03.916.

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Gorghiu, Laura Monica, Gabriel Gorghiu, Crinela Dumitrescu, and Radu Lucian Olteanu. "Remarks on pupils’ feedback concerning the implementation of virtual experiments in Science teaching." Procedia - Social and Behavioral Sciences 15 (2011): 1173–76. http://dx.doi.org/10.1016/j.sbspro.2011.03.258.

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Gorghiu, Laura Monica, Gabriel Gorghiu, Crinela Dumitrescu, and Radu Lucian Olteanu. "Remarks on pupils’ feedback concerning the implementation of virtual experiments in Science teaching." Procedia - Social and Behavioral Sciences 15 (2011): 1177–82. http://dx.doi.org/10.1016/j.sbspro.2011.03.259.

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Kelly, Gregory J., Candice Brown, and Teresa Crawford. "Experiments, contingencies, and curriculum: Providing opportunities for learning through improvisation in science teaching." Science Education 84, no. 5 (2000): 624–57. http://dx.doi.org/10.1002/1098-237x(200009)84:5<624::aid-sce5>3.0.co;2-s.

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Phan Thi Hong, The. "Applying the 5E model in the teaching of experiments in natural science in junior high school." Journal of Science Educational Science 66, no. 4G (2021): 171–80. http://dx.doi.org/10.18173/2354-1075.2021-0180.

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Natural Science is one of the subjects that contribute to the development of students’ capability and personality, which aligns with the goal of the 2018 general education program. Natural Science enhances students’ various skills, especially the skill to research and explore. 5E model can help students achieve this. 5E model is built based on the theory of perceptual development in the learning process, in which students gain new knowledge based on the what they already know, through a learning process consisting of 5 stages: Engage, Explore, Explain, Elaborate, and Evaluate. The stage struct

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Karwasz, Grzegorz P., Krzysztof Służewski, and Anna Kamińska. "CONSTRUCTIVISTIC PATHS IN TEACHING PHYSICS: FROM INTERACTIVE EXPERIMENTS TO STEP-BY-STEP TEXTBOOKS." Problems of Education in the 21st Century 64, no. 1 (2015): 6–23. http://dx.doi.org/10.33225/pec/15.64.06.

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Teaching Physics, in-between theory and technical applications is nowadays a tedious task. Apparent abundance of web resources makes access to information easy, but its use by pupils is quite unclear. These difficulties, added to less importance held by physics nowadays than in the last decades, inside the national educative system, caused in many countries a fall of interest in studying science and technology. Within several national and international programs, involving mainly Poland and Italy, various recipes for school education at lower and higher secondary level were developed in our gro

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Chirikure, Tamirirofa. "UPPER-SECONDARY SCHOOL STUDENTS’ APPROACHES TO SCIENCE EXPERIMENTS IN AN EXAMINATION DRIVEN CURRICULUM CONTEXT." Journal of Baltic Science Education 19, no. 4 (2020): 523–35. http://dx.doi.org/10.33225/jbse/20.19.523.

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This research explored upper-secondary school students’ approaches when they engage in planning and conducting science experiments. Approaches to science experiments are important because they provide insight into students’ scientific reasoning and their enactment of scientific methods. An explanatory mixed-methods design was employed to determine and explain students’ approaches to science experiments. Data were generated by administering a 15-item Approaches to Science Experiments Questionnaire (ASEQ) on 211 participants and interviewing a smaller sample of 33. The linear approach was predom

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Subotin, Iurie, Raisa Druta, Veronica Dragancea, and Svetlana Haritonov. "Chemical experiment and its importance in teaching chemistry." Journal of Social Sciences II (1) (March 15, 2019): 21–26. https://doi.org/10.5281/zenodo.2606330.

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Chemistry is an experimental science that is based on theoretical process and finds its application in practical attempts in laboratory; it is based on experiment, as well as it is a method for scientific investigation, learning and evaluation. Having an experimental character, chemistry can not be taught, learnt and evaluated without practical experiments. The experiment is a didactic method through which trained people have the purpose to carry out a chemical or physical process or phenomenon, or to modify their standard conditions by introducing some new variab

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Savinainen, Antti. "What does Goethe’s empiricism have to offer for physics teaching?" Physics Education 60, no. 3 (2025): 035013. https://doi.org/10.1088/1361-6552/adbf61.

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Abstract Physics experiments in school science typically focus on empirically verifying known relationships between physical quantities. While this is a justifiable goal, students’ qualitative understanding of the phenomena under study may be limited. The great German poet J. W. Goethe developed a unique approach to observing natural phenomena without theoretical concepts, highlighting the sensory experience. For instance, Goethe observed the colours appearing through a prism at the interfaces of black and white patterns. This article outlines Goethe’s way of science and prism experiments, whi

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