Teaching Through Tiered Activities about the Relationship Between Force and Change of Velocity to Middle School Students

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Published: Apr 19, 2026
DOI: https://doi.org/10.12681/codiste.9908
Keywords:
learning through science and engineering practices science teaching tiered activities
Maria Miserli
Secondary Education
Michael Skoumios
University of the Aegean
https://orcid.org/0000-0001-7234-9832
Abstract

The aim of the study is to investigate the effect of two teaching interventions on the relationship between force and the change of velocity, based on the teaching approach of "learning through practices" and providing different learning scaffolds (tiered activities, same activities), on the performance of students in the second grade of middle school. Instructional materials were developed in two versions. In the first version there were tiered activities, while in the second version there were identical activities for all students. The two versions were applied to two groups of students. A questionnaire was formulated for data collection, which was completed by the students before and after the teaching interventions. It emerged that the intervention with tiered activities led to better learning outcomes.

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