Effects of instructional support within constructivist learning environments for elementary school students' understanding of "floating and sinking."

By Ilonca Hardy, Angela Jonen, Kornelia Möller, Elsbeth Stern. 2006

255 citations recorded by the source corpus.

Subfields: Developmental and Educational Psychology, Education, Social Psychology

View Paper: https://www.semanticscholar.org/paper/9f71a4817749c89b699788b32c80f0784b9d8e73

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In Developmental and Educational Psychology

In Education

In Social Psychology

Citations in the corpus

Impact of Additional Guidance in Science Education on Primary Students’ Conceptual Understanding (2015, methodology): “…change theory (Posner, Strike, Hewson, & Gertzog, 1982; Vosniadou, Ioannides, Dimitrakopoulou, & Papademetriou, 2001), teachers learned how to support students’ scientific argumentation and development of conceptual understanding (according to a lesson script developed by Hardy et al., 2006).”
Student ratings of teaching quality in primary school: Dimensions and prediction of student outcomes (2014, unknown): “The tests were adapted from Hardy et al. (2006).”
Experimental and Quasi-Experimental Studies of Inquiry-Based Science Teaching (2012, background): “However, two other studies (Hardy et al., 2006; White & Frederiksen, 1998) were coded as having PECS present in both the control and experimental groups and thus were contrasting features other than the cognitive domains of inquiry as defined for this analysis.”
Findings from a Pre-kindergarten Classroom: Making the Case for STEM in Early Childhood Education (2017, unknown): “…Ministry of Education BCME, 2008; Ontario’s Full-Day Early Learning–Kindergarten Program, OME, 2010), and the relevant, although limited, literature (e.g. Furtak et al., 2012; Hardy et al., 2006; Leuchter et al., 2014; Marshall, Horton & White, 2009; Roth et al., 2013; Trundle & Saçkes, 2012).”
The effects of teacher competence on student outcomes in elementary science education: The mediating role of teaching quality (2019, background): “in mathematics and science education (Hardy et al., 2006; Klieme et al., 2009; Lipowsky et al., 2009).”
Effects of Autonomy-Supportive Teaching on Student Learning and Motivation (2012, background): “In this article, we argue—in line with others (eg, Blumenfeld et al, 1991 ; Hardy, Jonen, Moller, & Stern, 2006 ; Mayer, 2004 )—that the main challenge presented by reform-oriented approaches to instruction does not stem from the theoretical foundations on which they are based, but rather on inco”