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The Human Limitations of Flipped Science Instruction: Exploring Students Learning and Perceptions of Flipped Teaching
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Zummo, Lynne M.; Brown, Bryan A. – International Technology and Education Journal, 2020
Flipped instruction--the replacement of traditional in-class lecture with at-home, multimedia instruction--continues to grow in popularity. The existing evidence to support its effectiveness in K-12 science classrooms lacks substantial quantitative data to warrant such an enthusiastic embrace. The objective of this study was to clarify the…
Descriptors: Flipped Classroom, Science Instruction, Student Attitudes, Academic Achievement
Pathway towards Fluency: Using "Disaggregate Instruction" to Promote Science Literacy
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Brown, Bryan A.; Ryoo, Kihyun; Rodriguez, Jamie – International Journal of Science Education, 2010
This study examines the impact of "Disaggregate Instruction" on students' science learning. "Disaggregate Instruction" is the idea that science teaching and learning can be separated into conceptual and discursive components. Using randomly assigned experimental and control groups, 49 fifth-grade students received web-based…
Descriptors: Experimental Groups, Control Groups, Botany, Scientific Literacy