Zacharias C Zacharia
Datos Biográficos
| ID | 3482778 |
|---|---|
| NOMBRE | Zacharias C Zacharia |
| NOMBRES | Zacharias C |
| APELLIDO | Zacharia |
| FIRMA | ZACHARIA Z C |
| AFILIACIONES | University of Cyprus |
| ORCID | 0000-0002-6381-0962 |
| VERIFICADO | Sí |
| TOTAL DE OBRAS | 12 |
| TOTAL DE CITAS | 56 |
| TOTAL COMO AUTOR | 12 |
| TOTAL COMO EDITOR | 0 |
| PRIMER AÑO DE PUBLICACIÓN | 2012 |
| AÑO MÁS RECIENTE DE PUBLICACIÓN | 2026 |
| ÍNDICE H | 2 |
STE(A)M Learning Ecologies and creativity
How the Affordances of Different Modeling Tools Impact Kindergartener‐Constructed Models and Modeling Reasoning
This study seeks to enrich our understanding of modeling‐based learning (MbL) in kindergarten science education, investigating the influences of different modeling tools on kindergarten child‐constructed models and their modeling reasoning. Therefore, this multi‐case study aimed at providing in‐depth descriptions of how MbL was enacted by 66 kindergarteners while combining the use of three modeling tools: paper‐and‐pencil, three‐dimensional struc…
Comparing the impact of physical and virtual manipulatives in different science domains among preschoolers
This study aimed to investigate whether the presence (when using physical manipulatives [PMs]) or absence (when using virtual manipulatives [VMs]) of haptic sensory feedback (i.e., open‐ended haptic manipulation of physical materials with the use of the hands) during experimentation can impact preschoolers’ conceptual understanding of concepts concerning three different subject domains (i.e., balance beam, sinking/floating, and springs). The part…
Examining the impact of open schooling in science education
Let's talk evidence – The case for combining inquiry-based and direct instruction
Many studies investigating inquiry learning in science domains have appeared over the years. Throughout this period, inquiry learning has been regularly criticized by scholars who favor direct instruction over inquiry learning. In this vein, Zhang, Kirschner, Cobern, and Sweller (2022) recently asserted that direct instruction is overall superior to inquiry-based instruction and reproached policy makers for ignoring this fact. In the current arti…
Examining models constructed by kindergarten children
Despite its proven added value, modeling‐based learning (MbL) in science is not commonly incorporated into the early grades. Our purpose in this descriptive case study was to enrich our understanding of how kindergarten children enact MbL by examining these children's constructed models and their accompanying oral descriptions of their models. For this purpose, we adopted a drawing‐based modeling approach in which children used annotated drawings…
How many words are enough? Investigating the effect of different configurations of a software scaffold for formulating scientific hypotheses in inquiry-oriented contexts
Understanding teacher design practices for digital inquiry–based science learning
Designing and implementing online or digital learning material is a demanding task for teachers. This is even more the case when this material is used for more engaged forms of learning, such as inquiry learning. In this article, we give an informed account of Go-Lab, an ecosystem that supports teachers in creating Inquiry Learning Spaces (ILSs). These ILSs are built around STEM–related online laboratories. Within the Go-Lab ecosystem, teachers c…
Children's perceptions of the factors that led to their enrolment in advanced, middle-school science programmes
Toward the end of 6th grade, some bright and highly motivated science-oriented Israeli students and their parents are required to make a decision: whether or not to enrol in a non-mandatory advanced science programme for 7th graders (≈12 year olds) upon entering middle-school. In other words, for many students, entry into the STEM pipeline begins at an earlier age than previously reported and, to date, reasons for doing so are unknown. The aim of…
Phases of inquiry-based learning
Inquiry-based learning is gaining popularity in science curricula, international research and development projects as well as teaching. One of the underlying reasons is that its success can be significantly improved due to the recent technical developments that allow the inquiry process to be supported by electronic learning environments. Inquiry-based learning is often organized into inquiry phases that together form an inquiry cycle. However, d…
Physical and Virtual Laboratories in Science and Engineering Education
The world needs young people who are skillful in and enthusiastic about science and who view science as their future career field. Ensuring that we will have such young people requires initiatives that engage students in interesting and motivating science experiences. Today, students can investigate scientific phenomena using the tools, data collection techniques, models, and theories of science in physical laboratories that support interactions …
Is physicality an important aspect of learning through science experimentation among kindergarten students
Phases of inquiry-based learning
Inquiry-based learning is gaining popularity in science curricula, international research and development projects as well as teaching. One of the underlying reasons is that its success can be significantly improved due to the recent technical developments that allow the inquiry process to be supported by electronic learning environments. Inquiry-based learning is often organized into inquiry phases that together form an inquiry cycle. However, d…
Is physicality an important aspect of learning through science experimentation among kindergarten students
Examining the impact of open schooling in science education
Is physicality an important aspect of learning through science experimentation among kindergarten students
Physical and Virtual Laboratories in Science and Engineering Education
The world needs young people who are skillful in and enthusiastic about science and who view science as their future career field. Ensuring that we will have such young people requires initiatives that engage students in interesting and motivating science experiences. Today, students can investigate scientific phenomena using the tools, data collection techniques, models, and theories of science in physical laboratories that support interactions …
Phases of inquiry-based learning
Inquiry-based learning is gaining popularity in science curricula, international research and development projects as well as teaching. One of the underlying reasons is that its success can be significantly improved due to the recent technical developments that allow the inquiry process to be supported by electronic learning environments. Inquiry-based learning is often organized into inquiry phases that together form an inquiry cycle. However, d…
Children's perceptions of the factors that led to their enrolment in advanced, middle-school science programmes
Toward the end of 6th grade, some bright and highly motivated science-oriented Israeli students and their parents are required to make a decision: whether or not to enrol in a non-mandatory advanced science programme for 7th graders (≈12 year olds) upon entering middle-school. In other words, for many students, entry into the STEM pipeline begins at an earlier age than previously reported and, to date, reasons for doing so are unknown. The aim of…
Understanding teacher design practices for digital inquiry–based science learning
Designing and implementing online or digital learning material is a demanding task for teachers. This is even more the case when this material is used for more engaged forms of learning, such as inquiry learning. In this article, we give an informed account of Go-Lab, an ecosystem that supports teachers in creating Inquiry Learning Spaces (ILSs). These ILSs are built around STEM–related online laboratories. Within the Go-Lab ecosystem, teachers c…
How many words are enough? Investigating the effect of different configurations of a software scaffold for formulating scientific hypotheses in inquiry-oriented contexts
Let's talk evidence – The case for combining inquiry-based and direct instruction
Many studies investigating inquiry learning in science domains have appeared over the years. Throughout this period, inquiry learning has been regularly criticized by scholars who favor direct instruction over inquiry learning. In this vein, Zhang, Kirschner, Cobern, and Sweller (2022) recently asserted that direct instruction is overall superior to inquiry-based instruction and reproached policy makers for ignoring this fact. In the current arti…
Examining models constructed by kindergarten children
Despite its proven added value, modeling‐based learning (MbL) in science is not commonly incorporated into the early grades. Our purpose in this descriptive case study was to enrich our understanding of how kindergarten children enact MbL by examining these children's constructed models and their accompanying oral descriptions of their models. For this purpose, we adopted a drawing‐based modeling approach in which children used annotated drawings…
Comparing the impact of physical and virtual manipulatives in different science domains among preschoolers
This study aimed to investigate whether the presence (when using physical manipulatives [PMs]) or absence (when using virtual manipulatives [VMs]) of haptic sensory feedback (i.e., open‐ended haptic manipulation of physical materials with the use of the hands) during experimentation can impact preschoolers’ conceptual understanding of concepts concerning three different subject domains (i.e., balance beam, sinking/floating, and springs). The part…
Examining the impact of open schooling in science education
How the Affordances of Different Modeling Tools Impact Kindergartener‐Constructed Models and Modeling Reasoning
This study seeks to enrich our understanding of modeling‐based learning (MbL) in kindergarten science education, investigating the influences of different modeling tools on kindergarten child‐constructed models and their modeling reasoning. Therefore, this multi‐case study aimed at providing in‐depth descriptions of how MbL was enacted by 66 kindergarteners while combining the use of three modeling tools: paper‐and‐pencil, three‐dimensional struc…
STE(A)M Learning Ecologies and creativity
Mathematics education (10 obras) · Psychology (10 obras) · Science education (8 obras) · Computer Science (7 obras) · Science Education and Pedagogy (7 obras) · Engineering (4 obras) · Innovative Teaching and Learning Methods (4 obras) · Mathematics (3 obras) · Pedagogy (3 obras) · Artificial Intelligence (2 obras)