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Research in Science & Technological Education Volume 28, 2010 - Issue 1
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Articles

The effectiveness of peer instruction and structured inquiry on conceptual understanding of force and motion: a case study from Thailand

Decha Suppapittayaporn Institute for Innovative Learning, Mahidol University, Bangkok, Thailand
,
Narumon Emarat Department of Physics, Faculty of Science, Mahidol University, Bangkok, ThailandCorrespondence[email protected]
&
Kwan Arayathanitkul Department of Physics, Faculty of Science, Mahidol University, Bangkok, Thailand
Pages 63-79 | Published online: 10 Feb 2010

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Ladapa Ladachart & Luecha Ladachart. (2024) Preservice biology teachers’ decision-making on, and informal reasoning about, an agriculture-based socioscientific issue. Journal of Biological Education 58:2, pages 312-328.
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Luecha Ladachart & Ladapa Ladachart. (2021) Preservice biology teachers’ decision-making and informal reasoning about culture-based socioscientific issues. International Journal of Science Education 43:5, pages 641-671.
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Şengül Atasoy & Serap Ergin. (2017) The effect of concept cartoon-embedded worksheets on grade 9 students’ conceptual understanding of Newton’s Laws of Motion. Research in Science & Technological Education 35:1, pages 58-73.
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Annaretha Coetzee & Sitwala N Imenda. (2012) Effects of outcomes-based education and traditional lecture approaches in overcoming alternative conceptions in physics. African Journal of Research in Mathematics, Science and Technology Education 16:2, pages 145-157.
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Articles from other publishers (12)

Hilal SAAT & Güldem DÖNEL AKGÜL. (2023) İlköğretim Fen Öğretiminde Akran Öğretiminin Öğrencilerin Başarısına, Bilgilerin Kalıcılığına ve Tutumuna Etkisi. Ihlara Eğitim Araştırmaları Dergisi 8:2, pages 117-130.
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Can Qiu, Baoxin Long, Dengxiu Yu & Kang Hao Cheong. (2023) Evolving the classroom: A mathematical and didactic exploration of teacher-guided peer learning. Chaos, Solitons & Fractals 174, pages 113853.
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Katiuscia Costa Barros Teixeira. (2022) Pedagogical Strategies to Enhance Learning in a Linear Algebra Course. PRIMUS 33:2, pages 152-174.
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Hakan Şevki AYVACI & Sena BEBEK. (2022) Akran Eğitimi Yaklaşımının Fen Bilimleri Ders Planlama Sürecine Etkisi: Öğretmenlik Uygulaması Örneği. Yuzunci Yil Universitesi Egitim Fakultesi Dergisi, pages 155-181.
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Jerneja Pavlin & Tina Čampa. (2021) Is Peer Instruction in Primary School Feasible? : The Case Study in Slovenia. European Journal of Educational Research volume-10-2021:volume-10-issue-2-april-2021, pages 785-798.
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T Sujarittham & J Tanamatayarat. (2019) A case study of a teaching and learning sequence for Newton’s third law of motion designed by a pre-service teacher. Journal of Physics: Conference Series 1380:1, pages 012102.
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Robert M. Bernard, Eugene Borokhovski, Richard F. Schmid, David I. Waddington & David I. Pickup. (2019) Twenty‐first century adaptive teaching and individualized learning operationalized as specific blends of student‐centered instructional events: A systematic review and meta‐analysis. Campbell Systematic Reviews 15:1-2.
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Subuh Anggoro, Ari Widodo, Andi Suhandi & David F. Treagust. (2019) Using a Discrepant Event to Facilitate Preservice Elementary Teachers’ Conceptual Change about Force and Motion. EURASIA Journal of Mathematics, Science and Technology Education 15:8.
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Gülşah ULUAY & Abdullah AYDIN. (2018) YEDİNCİ SINIF ÖĞRENCİLERİNE KUVVET VE HAREKET ÜNİTESİNİN ÖĞRETİLMESİNDE ARGÜMANTASYON ODAKLI ÖĞRENME SÜRECİNİN AKADEMİK BAŞARIYA ETKİSİ. Abant İzzet Baysal Üniversitesi Eğitim Fakültesi Dergisi 18:3, pages 1779-1799.
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Katiuscia C. B. Teixeira, Eduardo V. O. Teixeira, Thomaz E. V. Silva, Joao C. M. Mota & Natalia C. Barroso. (2018) Effectiveness of Peer Instruction in a linear algebra class within an engineering curriculum. Effectiveness of Peer Instruction in a linear algebra class within an engineering curriculum.
Nuri Balta, Nicolas Michinov, Serkan Balyimez & Mehmet Fatih Ayaz. (2017) A meta -analysis of the effect of Peer Instruction on learning gain: Identification of informational and cultural moderators. International Journal of Educational Research 86, pages 66-77.
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Katiuscia C. B. Teixeira, Thomaz E. V. Silva, Joao C. M. Mota, Natalia C. Barroso & Eduardo V. O. Teixeira. (2015) Peer instruction methodology for linear algebra subject: A case study in an engineering course. Peer instruction methodology for linear algebra subject: A case study in an engineering course.

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