Works matching IS 1450104X AND DT 2022 AND VI 33 AND IP 1

Results: 14

Impact of Research- and Assessment-based Instructional Modes on the Achievement of Senior High School Students in Selected Chemistry Topics.

Published in:

Science Education International, 2022, v. 33, n. 1, p. 56, doi. 10.33828/sei.v33.i1.6

By:

Opateye, Johnson Ayodele;
Ejike Ewim, Daniel Raphael

Publication type:

Article

Editorial.

Published in:

Science Education International, 2022, v. 33, n. 1, p. 1, doi. 10.33828/sei.v33.i1.e

By:

Sexton, Steven S.

Publication type:

Article

Effect of STEM Designed Activities on Academic Achievement of 7th Grade Elementary School Students in Force and Energy Unit.

Published in:

Science Education International, 2022, v. 33, n. 1, p. 18, doi. 10.33828/sei.v33.i1.2

By:

Sayilgan, Ercan;
Akkus, Adem;
Yildirim, Bekir

Publication type:

Article

Evaluation of Skill-based Questions According to Science Education Teachers in Turkey.

Published in:

Science Education International, 2022, v. 33, n. 1, p. 122, doi. 10.33828/sei.v33.i1.13

By:

Yüzüak, Ahmet Volkan;
Recepkethüda, Recep

Publication type:

Article

Incorporating Quantum Number Characteristics in the Pictorial Representations of the Atomic Structure: Consistency Issues and Students’ Relevant Profiles.

Published in:

Science Education International, 2022, v. 33, n. 1, p. 93, doi. 10.33828/sei.v33.i1.10

By:

Zarkadis, Nikolaos;
Papageorgiou, George;
Markos, Angelos

Publication type:

Article

Conceptual Knowledge, Experiences, and Sources of Information Secondary School Students Have About Owls.

Published in:

Science Education International, 2022, v. 33, n. 1, p. 50, doi. 10.33828/sei.v33.i1.5

By:

Said Doğru, M.

Publication type:

Article

An Inquiry-Based Instruction on the Main Subatomic Particles: Enhancing High-School Students’ Achievement and Motivation.

Published in:

Science Education International, 2022, v. 33, n. 1, p. 75, doi. 10.33828/sei.v33.i1.8

By:

Azizoğlu, Nursen;
Pekdağ, Bülent;
Sarıoğlan, Ayberk Bostan;
Kuzucu, Gülnur

Publication type:

Article

The Impact of Pre-service Teachers’ Pedagogical Beliefs on Teaching Science as Inquiry: A Silent Antagonist for Effective Inquiry-Based Science Lessons.

Published in:

Science Education International, 2022, v. 33, n. 1, p. 112, doi. 10.33828/sei.v33.i1.12

By:

Nawanidbumrung, Witchayada;
Samiphak, Sara;
Inoue, Noriyuki

Publication type:

Article

Exploring German Secondary School Students’ Conceptual Knowledge of Density.

Published in:

Science Education International, 2022, v. 33, n. 1, p. 86, doi. 10.33828/sei.v33.i1.9

By:

Zenger, Tim;
Bitzenbauer, Philipp

Publication type:

Article

The Level of Scientific Argumentation Skills in Chemistry Subject among Grade 11<sup>th</sup> Students: The Role of Logical Thinking.

Published in:

Science Education International, 2022, v. 33, n. 1, p. 66, doi. 10.33828/sei.v33.i1.7

By:

Al-Ajmi, Batoul;
Ambusaidi, Abdullah

Publication type:

Article

Engaging Students with Intellectual Disability in Science, Technology, Engineering, and Mathematics Learning.

Published in:

Science Education International, 2022, v. 33, n. 1, p. 25, doi. 10.33828/sei.v33.i1.3

By:

Winnie Wing Mui So;
Qianwen He;
Yu Chen;
Wai Chin Li;
Irene Nga Yee Cheng;
Theodore Tai Hoi Lee

Publication type:

Article

Improving Pre-service Science Teachers’ Performance in Nomenclature of Aliphatic Hydrocarbons using Flipped Classroom Instruction.

Published in:

Science Education International, 2022, v. 33, n. 1, p. 102, doi. 10.33828/sei.v33.i1.11

By:

Oppong, Emmanuel Kyame;
Quansah, Francis;
Boachie, Soloman

Publication type:

Article

A Comparative Study of Upper Secondary School Biology Curricula in Two Countries: Finland and Nigeria.

Published in:

Science Education International, 2022, v. 33, n. 1, p. 38, doi. 10.33828/sei.v33.i1.4

By:

Nwoke, Emeka Sylvester;
Uitto, Anna;
Lavonen, Jari

Publication type:

Article

Investigating the Relationship of Gifted Students’ Perceptions Regarding Science Learning Environment and Motivation for Science Learning with their Intellectual Risk Taking and Science Achievement.

Published in:

Science Education International, 2022, v. 33, n. 1, p. 5, doi. 10.33828/sei.v33.i1.1

By:

Akdağ, Emine;
Köksal, Mustafa Serdar

Publication type:

Article