The Effects of Constructive Learning Method on Students' Academic Achievement, Retention of Knowledge, Gender and Attitudes Towards Science Course in “Matter of Structure and Characteristics” Unit

The Development of Students Worksheets for Constructing Knowledge of the Fundamental Laws of Chemistry

“…This result is in line with [2] which was stated that the constructive approach was more successful than traditional teaching method. The successful of interactive direct teaching based on constructivist learning attributed to the students' positive attitude associated with the conceptualization and the creation of three-dimensional mental space of the knowledge [6].…”

“…The model of inductive thinking is developed on the basis of some postulates as follows: (1) the ability to think can be taught; (2) thinking is an active transaction between the individual and the data; (3) the thinking process is a sequence of steps that is regular (lawful). In the process of learning and teaching activities, materials are a means for students to develop certain cognitive operations.…”

“…Specific goals to be achieved are: (1) to test the feasibility of the product (inductive worksheets) on aspects of readability, the potential of enforceability and expediency; (2) to determine the ability of students in constructing knowledge about the fundamental laws of chemistry.…”

Making an impression: What do students who attended an informal evolution enrichment program in the sixth‐grade recall from the experience 3 years later?

“…He called for a shift in focus from the formal curriculum to the "culture of the classroom," and showed that interactions with other students and with the teacher have a positive influence on how students shape their cognitive abilities and aptitudes in the long term. Applications of constructivist learning promote "doing something," rather than merely "learning about something" as a means of encouraging retention (Bogar et al, 2012).…”

“…Since the work of Arzi et al (1986) concerning the retention of content knowledge in the classroom, various studies have explored potential learning environments that support longterm science understanding. These include, for example, computerized inquiry laboratories (Dori & Sasson, 2008) constructivist cooperative learning (Bogar et al, 2012), outdoor learning experiences (Ben-Zvi-Assaraf & Orion, 2005;Upadhyay & DeFranco, 2008), computer-based mathematics exercises (Kanive et al, 2014), and science museums (Bamberger & Tal, 2008;Shaby & Vedder-Weiss, 2020). Explicitly metacognitive prompts, delivered in various ways, can also encourage students to reflect on their problem-solving processes, inquiry methods, lab work, and explanations, and thus influence retention (Gunstone et al, 1992).…”