Evaluating the Usability of a Professional Modeling Tool Repurposed for Middle School Learning     

Vanessa L. Peters  Nancy Butler Songer 《Journal of Science Education and Technology》2013,22(5):681-696

This paper reports the results of a three-stage usability test of a modeling tool designed to support learners’ deep understanding of the impacts of climate change on ecosystems. The design process involved repurposing an existing modeling technology used by professional scientists into a learning tool specifically designed for middle school students. To evaluate usability, we analyzed students’ task performance and task completion time as they worked on an activity with the repurposed modeling technology. In stage 1, we conducted remote testing of an early modeling prototype with urban middle school students (n = 84). In stages 2 and 3, we used screencasting software to record students’ mouse and keyboard movements during collaborative think-alouds (n = 22) and conducted a qualitative analysis of their peer discussions. Taken together, the study findings revealed two kinds of usability issues that interfered with students’ productive use of the tool: issues related to the use of data and information, and issues related to the use of the modeling technology. The study findings resulted in design improvements that led to stronger usability outcomes and higher task performance among students. In this paper, we describe our methods for usability testing, our research findings, and our design solutions for supporting students’ use of the modeling technology and use of data. The paper concludes with implications for the design and study of modeling technologies for science learning.  相似文献   

Denying Traditional Senses: lessons about programme change     

Mimi Wolverton  Jay Q. Butler  Karl L. Guntermann 《Teaching in Higher Education》2013,18(3):295-312

Abstract

Today, faculty are being challenged to rethink their course and programme offerings, and to bring them in line with the diverse needs of a new student population. In doing so, they are continually asked to confront their ‘traditional senses’ about teaching. This paper reports the struggles of faculty to build new notions about teachings, and learning styles and strategies as they recreated the real estate programme at Arizona State University. It then draws from their experience, certain lessons about programme change.  相似文献   

Re-imagining the traditional lecture: an action research approach to teaching student teachers to ‘do’ philosophy     

Roland Tormey  Deirdre Henchy 《Teaching in Higher Education》2013,18(3):303-314

Although we were required to lecture to large groups of over 170 students, the traditional lecture clashed with our commitment to teach in a way that was student-centred, relational and socially and politically transformative. In this context, and using an action research approach, we sought to turn our large-group lectures into a space that both met some of the historic aims of the lecture in passing on received knowledge, but also became a space for students to immediately engage in a process of discussion and dialogue around the concepts and ideas raised. Although the literature suggested this was not possible in groups of over a hundred, we found that our students identified that the re-imagined lecture significantly aided their learning in a number of key respects.  相似文献   

Innovations in STEM distance education     

Clem Herman  Diane Butler 《Open Learning》2019,34(1):1-5

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“I Like That He Always Shows Who He Is”: The perceptions and experiences of siblings with a brother with autism spectrum disorder     

Michael A. Petalas  Richard P. Hastings  Susie Nash  Alan Dowey  Deirdre Reilly 《International Journal of Disability, Development & Education》2009,56(4):381-399

Semi‐structured interviews were used to explore the perceptions and experiences of eight typically developing siblings in middle childhood who had a brother with autism spectrum disorder (ASD). The interviews were analysed using interpretative phenomenological analysis (IPA). The analysis yielded five main themes: (i) siblings’ perceptions of the impact of their brother’s condition on their lives, (ii) siblings’ perceptions of the attitudes of others, (iii) siblings’ tolerance and acceptance towards their brothers, (iv) positive attitudes and experiences, and (v) siblings’ views on support for themselves and their brothers. These exploratory findings can be used to inform future larger scale studies and quantitative research. Initial implications for practice focus on issues related to enhancing the development of support services for siblings of children with ASD.  相似文献   

Science and thinking: The write connection     

Gene Butler 《Journal of Science Teacher Education》1991,2(4):106-110

The effective use of writing in science instruction may open the way for students to grow in their ability to exercise higher order thinking skills (Bland & Koppel, 1988). Scinto (1986) makes a compelling case for writing as a means of stimulating thinking when he states: The production of written text demands more elaborate strategies of preplanning. Written language demands the conscious organization of ensembles of propositions to achieve its end. The need to manipulate linguistic means in such a conscious and deliberate fashion entails a level of linguistic self-reflection not called forth in oral discourse (p. 101).  相似文献   

United Kingdom Serials Group—18th annual conference,University of Exeter, 3–5 April 1995     

Sarah C. Butler 《Health information and libraries journal》1995,12(3):224-226

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London Housebound Services Group, 16 July 1985, Hendon Library,London Borough of Barnet     

Deirdre Morris 《Health information and libraries journal》1985,2(4):214-214

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London Housebound Services Group, 14 April 1985, St Pancras Library,London     

Deirdre Morris 《Health information and libraries journal》1985,2(3):142-142

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Nonverbal behaviour of classroom teachers and its influence on puplil task-involvement     

Janice M. Wilson  J. E. Butler 《Research in Science Education》1982,12(1):55-63

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