Effects of Activity-Based Elementary Science on Student Outcomes: A Quantitative Synthesis

Bredderman, Ted

doi:10.2307/1170219

Cited by 49 publications

(76 citation statements)

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“…By involving students in activities, their learning environment is set up for them to explore and discover principles. Several studies have documented a positive relationship between hands-on activity and test scores found in school settings (Bredderman, 1983;Inagaki, 1990;Stohr-Hunt, 1996). Unfettered action-oriented experience is often contrasted to direct instruction where a teacher (or text or computer program) guides the activities of a student.…”

Section: Experiments 1: Action-involving Experiencementioning

confidence: 99%

Contextualization in Perspective

Son

Goldstone

2009

Cognition and Instruction

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Section: Experiments 1: Action-involving Experiencementioning

confidence: 99%

Contextualization in Perspective

Son

Goldstone

2009

Cognition and Instruction

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“…These activities are quite suitable for students in the rural outskirts of cities and provide equity between students in different economic settings, because they can be implemented with simple and cheaper materials (Uysal & Eryılmaz, 2002). Hands-on experiments improve students' academic success, allow them to develop positive attitudes towards science (Bredderman, 1983;Shymansky, Kyle, & Alport, 1983;Shymansky, Hedges, & Woodworth, 1990;Turpin, 2000;Yu & Bethel, 1991), and facilitate students' learning of science concepts. These experiments also help them to acquire problem solving and scientific thinking skills (Leung, 2008).…”

Section: Students Learning Through Investigationsmentioning

confidence: 99%

Rural Turkish Students’ Reactions to Learning Science in a Mobile Laboratory

2016

EDUC SCI-THEOR PRACT

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The inadequacy of experimental activities (or lack of equipment) in science courses in rural parts of Turkey negatively effects students' acquisition of scientific thinking and inquiry skills. The fact that success rates are notably low in international assessments demonstrates the necessity to adopt "different" approaches apart from the existing learning and teaching methods. From this point of view, a mobile science laboratory (MSL) was constructed to deliver outreach activities in the rural outskirts of a city in Turkey. Experimental activities were carried out in this laboratory for six months with 324 middle school students who responded to survey questions. The research was designed with multimethod: A combination of quantitative and qualitative data-collection strategies was used. The first part has 25 five-point closed-ended Likert-scale items, and the second part has two open-ended questions. The results of the study show that the students in the rural areas were pleased with the

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“…His close attention to Eve's progress allows him to recognize that an important element of neatness is Eve's concern that the wire touches the encounter to by assuming that their first responsibility is to offer students more sophisticated models as replacements for their ideas. Teachers find it difficult to resist the temptation to demonstrate the way they solve problems even though educators have long observed that students rarely use their teacher's models (Holt 1964;Bredderman 1983;Driver, Guesne et al 1985;Schneps and Sadler 1988;Miller 1992;Lightman and Sadler 1993;Driver, Squires et al 1994;Shamos 1995;Barker 1999).…”

Section: Interviewing As Support and Scaffolding 24mentioning

confidence: 99%

Interviewing: An Insider’s Insight into Learning

Schwartz

Fischer

2010

The Developmental Relations Among Mind, Brain and Education

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Interviewing is often thought of as a research tool, but by shifting focus, teachers can use "interviewing" to support two important classroom goals: clarifying student understanding, and in turn providing students with opportunities to organize more meaningful structures of understanding. We provide an operational definition for levels of understanding and a hierarchical framework (similar to Robbie Case's developmental framework) for evaluating changes in student understanding during the interview process.From a very different perspective, the student's insights are viewed from the brain's central organizational principle; brains learn about patterns in the world in order to make reliable predictions about its environment. Thus, new insights are new patterns that students recognize and can test against reality within carefully constructed classroom activities or during the interview process. Pattern recognition and changes in neural activity offer an additional dimension for understanding the dynamic interaction between the teacher/interviewer and student, which we also explore in detail.

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Effects of Activity-Based Elementary Science on Student Outcomes: A Quantitative Synthesis

Cited by 49 publications

References 0 publications

Contextualization in Perspective

Contextualization in Perspective

Rural Turkish Students’ Reactions to Learning Science in a Mobile Laboratory

Interviewing: An Insider’s Insight into Learning

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