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71.
72.
Wei Luo Thomas J. Smith Kyle Whalley Andrew Darling Carol Ormand Wei-Chen Hung Jui-Ling Chiang Jon Pelletier Kirk Duffin 《British journal of educational technology : journal of the Council for Educational Technology》2019,50(3):1462-1481
This paper presents results from a randomized experimental design replicated over four semesters that compared students’ performance in understanding landform evolution processes as measured by the pretest to posttest score growth between two treatment methods: an online interactive simulation tool and a paper-based exercise. While both methods were shown to be effective at enhancing students’ learning of the landform concepts and processes, there was no statistically significant difference in score growth between the two instructional methods. However, the attitudinal survey indicated that students consistently favored the simulation approach over the paper-based exercise. With the simulation method, female students showed greater score growth than males, especially for test items requiring higher level thinking. This indicates that the visually rich interactive simulation tool may be integrated to better support female students’ learning in geoscience. Science major students generally outperformed non-science major students in terms of score growth, which suggests that background knowledge played an important role in realizing the potential of computer modeling in enhancing students’ learning. Sufficient scaffolding is necessary to maximize the effect of interactive earth surface modeling in geoscience education. 相似文献
73.
Geo-Policy Barriers and Rural Internet Access: The Regulatory Role in Constructing the Digital Divide 总被引:2,自引:0,他引:2
Kyle Nicholas 《The Information Society》2003,19(4):287-295
A combination of geography, public policy, and commercial investment in information infrastructure combines to create geo-policy barriers that in turn structure the ability of rural citizens to access the Internet. A statistical study of 208 rural telephone exchanges in Texas combined with case studies from rural counties explores the impact of distance and policies aimed at enabling rural telephone connection on the presence of Internet service providers. Market territories, including exchange areas and LATAs, and the distance requirements of expanded local calling policy in Texas can both help and hinder Internet access in remote areas. 相似文献
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The purpose of this study is to understand how preservice teachers experience a common university assignment: the videotaping and analysis of their own instruction. Using empirical data and the thought of the French philosophers Michel Foucault and Emmanuel Levinas, the study examines the difficulties in transitioning from student subjectivity to teacher subjectivity within the context of university-based teacher education. The paper ends by considering the role teacher educators can play in helping student teachers grow through their preservice experiences. 相似文献
76.
Conclusion The AECT Project builds on ISTE’s groundbreaking work in the development of technology standards for teachers. The Project
adds specificity and has developed a comprehensive set of tools for pre-service teacher education. Teacher educators can use
these tools to ensure that their graduates leave with the technology skills needed for their selected teaching specialty.
The commitment and leadership demonstrated by the U.S. Department of Education in offering the Preparing Tomorrow’s Teachers
for Technology program has earned their leaders our respect. Through this program the AECT Project has been able to develop
tools and can now offer them at no cost to institutions of higher education. The PT3 Program has galvanized educators across
America, has helped to create important, ongoing collaborations, and has helped to instill an unprecedented mass consciousness
valuing educational change. The partners in the AECT Project are proud to have this opportunity to contribute, in important
ways, to technology integration in teacher education. We are honored to join with all of the other PT3 Projects from across
the Nation in creating teaching and learning opportunities that will shape our educational systems in the 21st century. We
welcome other teacher education institutions and professional associations as partners as we move ahead. For more information,
please contact us through our Website athttp://aect.org/pt3, or send email to us ataect@psu.edu 相似文献
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78.
Kyle Gray Katharine Owens Xin Liang David Steer 《Journal of Science Education and Technology》2012,21(3):392-402
To date, research to date on personal response systems (clickers) has focused on external issues pertaining to the implementation
of this technology or broadly measured student learning gains rather than investigating differences in the responses themselves.
Multimedia learning makes use of both words and pictures, and research from cognitive psychology suggests that using both
words and illustrations improves student learning. This study analyzed student response data from 561 students taking an introductory
earth science course to determine whether including an illustration in a clicker question resulted in a higher percentage
of correct responses than questions that did not include a corresponding illustration. Questions on topics pertaining to the
solid earth were categorized as illustrated questions if they contained a picture, or graph and text-only if the question only contained text. For each type of question, we calculated the percentage of correct responses for each
student and compared the results to student ACT-reading, math, and science scores. A within-groups, repeated measures analysis
of covariance with instructor as the covariate yielded no significant differences between the percentage of correct responses
to either the text-only or the illustrated questions. Similar non-significant differences were obtained when students were
grouped into quartiles according to their ACT-reading, -math, and -science scores. These results suggest that the way in which
a conceptest question is written does not affect student responses and supports the claim that conceptest questions are a
valid formative assessment tool. 相似文献
79.
Jerome Pine Pamela Aschbacher Ellen Roth Melanie Jones Cameron McPhee Catherine Martin Scott Phelps Tara Kyle Brian Foley 《科学教学研究杂志》2006,43(5):467-484
A large number of American elementary school students are now studying science using the hands‐on inquiry curricula developed in the 1990s: Insights; Full Option Science System (FOSS); and Science and Technology for Children (STC). A goal of these programs, echoed in the National Science Education Standards, is that children should gain “abilities to do scientific inquiry” and “understanding about scientific inquiry.” We have studied the degree to which students can do inquiries by using four hands‐on performance assessments, which required one or three class periods. To be fair, the assessments avoided content that is studied in depth in the hands‐on programs. For a sample of about 1000 fifth grade students, we compared the performance of students in hands‐on curricula with an equal number of students with textbook curricula. The students were from 41 classrooms in nine school districts. The results show little or no curricular effect. There was a strong dependence on students' cognitive ability, as measured with a standard multiple‐choice instrument. There was no significant difference between boys and girls. Also, there was no difference on a multiple‐choice test, which used items released from the Trends in International Mathematics and Science Study (TIMSS). It is not completely clear whether the lack of difference on the performance assessments was a consequence of the assessments, the curricula, and/or the teaching. © 2006 Wiley Periodicals, Inc. J Res Sci Teach 43: 467–484, 2006 相似文献
80.