Principled by the Embodied, Situated, and Distributed Cognition paradigm, the study investigated the impact of using a research-based curriculum that employs multiple modalities on the performance of grade 5 students on 3 subscales: concept of unit, fraction equivalence, and fraction comparison. The sample included five schools randomly selected from a population of 14 schools in Lebanon. Eighteen 5th grade classrooms were randomly assigned to experimental (using multimodal curriculum) and control (using a monomodal curriculum) groups. Three data sources were used to collect quantitative and qualitative data: tests, interviews, and classroom observations. Quantitative data were analyzed using two methods: reliability and MANOVA. Results of the quantitative data show that students taught using the multimodal curriculum outperformed their counterparts who were instructed using a monomodal curriculum on the three aforementioned subscales (at an alpha level =. 001). Additionally, fine-grained analysis using the semiotic bundle model revealed different semiotic systems across experimental and control groups. The study findings support the multimodal approach to teaching fractions as it facilitates students’ conceptual understanding.

Key words: embodied, situated, and distributed learning, fractional knowledge, multimodality, solution schemes, theorems-in-action.

In previous papers we have examined experimental programs for children designed to reduce prejudice towards “outsiders” individuals we called “different others.” We found that initial positive and pro-social responses towards “different others” sometimes became negative as a consequence of reflecting on the “outsider” group. This was particularly surprising in control groups that merely reflected on the “other” in the context of completing a questionnaire. Moreover, a gender difference was apparent in these studies with boys having a greater tendency towards more prejudiced cognitive constructions. In this paper we focus on studies with a pre-(post) test design to assess the impact of completing questionnaires on creating constructions of others (negative and positive). This present meta-analysis of the responses of control groups towards concepts of ‘different others’ covers topics ranging from gender stereotypes to children with forms of mental handicap to children in other European nations. Classroom constructivist discussion is suggested as a means of promoting mutual respect and tolerance towards perceived ‘outsiders’ in the development of relationships.

Key words: Constructivism, Education, Ethics, Gender, Prejudice

Excerpt: It is argued that laboratory experiences may be a worthwhile or essential aspect of science education, but the literature relating to research in this area does not always support these assumptions. While the laboratory may have value for nurturing positive student attitudes and for providing opportunities for students of all abilities to demonstrate skills and techniques (Bates, 1978), it appears that students fare no better with a laboratory experience than without one in developing understanding of chemistry (Novak, 1984)

Key words: educational methods, philosophy, research methodology, instructional design, classroom techniques, concept formation, constructivism, control groups, qualitative research

This research review the effectiveness of teaching module based on radical constructivism towards rural students in Sabah. This research uses embedded design (quasi experimental and case studies). Researcher use 70 students as are sample who were chosen by purposive and matching sampling. A total of 35 students were chosen as the treatment group and the rest as are control group. Researchers develop teaching modules for Geography subject based on radical constructivism known as Geography Teaching Module CSAA to overcome the rural students’ learning problem. The teaching module consists of three main phases which are cognitive scheme; assimilation and accommodation used as intervention to the treatment group. Meanwhile, the control groups were taught using the teacher-centered approach. Data were collected through pre and post tests, observations and document analysis conducted by the researcher. Analysis of Variance (ANOVA) showed that there was no difference in post test scores for the control and treatment group of low cognitive level. Meanwhile, analysis of variance (ANOVA) for medium and high cognitive level showed significant difference between the two groups. The findings show that the use of Geography Teaching Module CSAA can improve students’ thinking skills. The implementation of Geography Teaching Module CSAA could increase thinking skills as the use of student-centered approach to encourage students to participate actively in the discovery of knowledge (qualitative data).

Key words: constructivism radical, teaching module csaa, mixed methods, cognitive scheme, assimilation, accommodation.