The learning environment as a site of science education reform

Magnusson, Shirley J.; Palincsar, Annemarie Sullivan

doi:10.1080/00405849509543656

Cited by 65 publications

(36 citation statements)

References 5 publications

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“…Two studies (Bay et al, 1992;Dalton et al, 1997) implemented components as suggested by Bybee et al (1989). Two studies Courtade et al, 2010) implemented components as suggest by Magnusson & Palincsar (1995). All other studies did not specify the theoretical framework for inquiry-based instruction.…”

Section: Variations Of Inquiry-based Instructionmentioning

confidence: 99%

“…Descriptive statistics provided results based on differences via type of inquiry. Component analyses examined the implementation of inquirybased instruction across studies based on the suggestions from Bybee et al (1989) and Magnusson & Palincsar, (1995 Bay et al (1992) used open inquirybased instruction as an intervention aimed to promote science achievement for students with emotional/behavioral disorders or specific learning disabilities. Students conducted experiments independent of teacher input.…”

Section: Variations Of Inquiry-based Instructionmentioning

confidence: 99%

“…Descriptive analyses were conducted on the studies in the areas of participant and disability type, grade categories and settings, variations of inquiry-based instruction, achievement and assessment, and teacher training and professional development. Component analyses were also conducted on components of inquirybased instruction (Bybee, 1989;Magnusson & Palincsar, 1995) and professional development standards (National Research Council [NRC], 1996). Effect size was calculated for each study.…”

Section: Analyses Of Studiesmentioning

confidence: 99%

See 2 more Smart Citations

Effects of Inquiry-Based Instruction on Science Achievement for Students with Disabilities: An Analysis of the Literature

Rizzo¹,

Taylor²

2016

JSESD

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Section: Variations Of Inquiry-based Instructionmentioning

confidence: 99%

Section: Variations Of Inquiry-based Instructionmentioning

confidence: 99%

Section: Analyses Of Studiesmentioning

confidence: 99%

See 1 more Smart Citation

Effects of Inquiry-Based Instruction on Science Achievement for Students with Disabilities: An Analysis of the Literature

Rizzo¹,

Taylor²

2016

JSESD

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“…Comment amener les éducateurs à transformer des modes d'enseignement axés sur la mémorisation en modes axés sur l'application des connaissances en contexte? Comment amener les enseignants à passer de la présentation de contenus spécifiques, à une démarche de résolution de problèmes et à remplacer l'approche mono-disciplinaire par l'interdisciplinarité (Magnusson et Palincsar, 1995)? Pour aider les élèves à mieux appréhender les savoirs scientifiques, une des approches à être privilégiées par l'enseignant consiste à mieux intégrer la démarche d'investigation aux pratiques pédagogiques en sciences.…”

Section: éDucation Francophone En Milieu Minoritaireunclassified

Apprendre à lire, à écrire et à parler de sciences : un modèle pour guider la croissance d’une communauté d’apprentissage didactique

Dionne

2016

REEFMM

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37Éducation francophone en milieu minoritaire AbstractLearning community, more specifically "didactic" learning community directed toward professional development of teachers in science teaching, needs specific attention from the research community. In this endeavor, and from the perspective of a critical analysis of the literature in this area, the concept of multiple literacy and, more specific to science teaching and learning, the model of "Guided inquiry supporting multiple literacies" (GIsML) could provide teachers with many insights in their efforts to adjust their practices in science teaching (Palincsar Magnusson, Marano, Ford, and Brown, 1998) in a didactic learning community. Working collectively to help students to better read, write and speak science could help teachers to better understand science teaching (Lemke, 1990). This article also discusses the double challenge faced by Ontario teachers working in elementary schools in French minority settings, and who want to adjust their teaching practices in science and technology.Apprendre à lire, à écrire et à parler de sciences

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“…By implementing properly designed simulation activities, the role of a teacher changes from a mere transmitter of information to a facilitator of higher-order thinking skills [11]. According to Magnusson and Palincsar, simulations are seen as a powerful tool to teach not only the content, but also thinking or reasoning skills that are necessary to solve problems in the real world [12][13].…”

Section: B What Is the Importance Of Simulation?mentioning

confidence: 99%

A Comparative Study for Determining the Impact of Simulation-based, Hands-on and Feedback Mechanisms on Students’ Learning in Engineering Technology and Computer Networking Programs

Taher¹,

Ghani²,

Khan³

2017 ASEE Annual Conference &Amp; Exposition Proceedings

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The use of Simulation-based labs has been gaining currency in the domains of engineering technology and IT programs. In Simulation-based teaching, various feedback mechanism play a vital role for improving student learning as it guides and refines learning through scaffolding. A number of studies in literature have shown that students' learning is enhanced in Simulation context when feedback is incorporated How effective is simulation-based teaching methodology in comparison to traditional hands-on activity based labs? This paper compares the findings of two studies conducted to determine the effectiveness of simulation-based, hands-on and feedback mechanism on students learning by answering the following questions: 1). Does the use of simulation improve students'learning outcomes? 2). How do faculty members perceive the use and effectiveness of simulation in the delivery of technical course content? 3). How do students perceive the instructional design features embedded in the simulation program such as exploration and scaffolding support in learning new concepts? 4.) What is the effect of feedback mechanisms on students' learning in the use of simulation-based labs?The paper also discusses the other aspects of findings which reveal that simulation by itself is not very effective in promoting student learning. Simulation becomes effective when it is followed by hands-on activity and feedback mechanisms.Furthermore, the paper presents recommendations for improving student learning through the use of simulation-based, hands-on, and feedback-based teaching methodologies.

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The learning environment as a site of science education reform

Cited by 65 publications

References 5 publications

Effects of Inquiry-Based Instruction on Science Achievement for Students with Disabilities: An Analysis of the Literature

Effects of Inquiry-Based Instruction on Science Achievement for Students with Disabilities: An Analysis of the Literature

Apprendre à lire, à écrire et à parler de sciences : un modèle pour guider la croissance d’une communauté d’apprentissage didactique

A Comparative Study for Determining the Impact of Simulation-based, Hands-on and Feedback Mechanisms on Students’ Learning in Engineering Technology and Computer Networking Programs

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