Abstract
Our study examined how different types of teacher instructional support (direct—DI and indirect—II) during hands-on (HO) learning influence student perceptions towards the understanding of the content, cooperation, and activities in integrated science classes (ISCs). 94 3rd graders were divided into II + HO and DI + HO groups. The results showed that students perceive II as a support that significantly influences the development of content understanding and cooperation in ISC. Students perceive both instructions as a support that equally influences their activities in ISC. It is recommended to adequately dose and combine instructional support to achieve the best results.
| Original language | English |
|---|---|
| Pages (from-to) | 20-33 |
| Number of pages | 14 |
| Journal | Journal of Education |
| Volume | 206 |
| Issue number | 1 |
| Early online date | 27 Apr 2025 |
| DOIs | |
| Publication status | Published - Jan 2026 |
Fields of science
- 503 Educational Sciences
- 102001 Artificial intelligence
- 503018 University didactics
- 503020 Media education
- 503008 E-learning
- 501012 Media psychology
- 202022 Information technology
- 503007 Didactics
- 503006 Educational research
- 503015 Subject didactics of technical sciences
- 503032 Teaching and learning research
- 503013 Subject didactics of natural sciences
JKU Focus areas
- Digital Transformation