Understanding Complex Ecosystems Through an Agent-Based Participatory Watershed Simulation     

Jeong  Soojeong  Elliott  Jennifer B.  Feng  Zhang  Feldon  David F. 《Journal of Science Education and Technology》2022,31(5):691-705

Journal of Science Education and Technology - The properties and functions of complex systems apply across a variety of domains of science and are at the heart of the solutions to many global...  相似文献   

Revisioning Fairness as Social Justice in Early Childhood Education     

Lee  Sunmin  Adair  Jennifer Keys  Payne  Katherina A.  Barry  David 《Early Childhood Education Journal》2022,50(7):1083-1095

Early Childhood Education Journal - Young children’s ideas of fairness have been studied in a range of laboratory settings with findings that children see fairness as equal distribution of...  相似文献   

Switching intentions in the context of open-source software movement: The paradox of choice     

Lemay  David John  Basnet  Ram B.  Doleck  Tenzin 《Education and Information Technologies》2022,27(2):1379-1395

Education and Information Technologies - Open-source software movement presents a viable alternative to commercial operating systems. Linux-based operating systems are freely available and a...  相似文献   

The discourse of design: Patterns of TPACK Contribution during pre-service teacher learning design conversations     

Nguyen  Giang N. H.  Bower  Matt  Stevenson  Michael 《Education and Information Technologies》2022,27(6):8235-8264

Education and Information Technologies - Analysing pre-service teachers’ learning design conversations in relation to Technological Pedagogical and Content Knowledge (TPACK) framework to...  相似文献   

The Intersection of Social Justice and Educational Technology: The Educational Technology Social Justice Matrix     

Marcovitz  David M. 《Education and Information Technologies》2022,27(4):5129-5151

Education and Information Technologies - This paper presents the Educational Technology Social Justice Matrix based on a review of thirty-eight recent papers from a search for the terms...  相似文献   

Secondary Students’ Stable and Unstable Optics Conceptions Using Contextualized Questions     

Hye-Eun Chu  David F. Treagust 《Journal of Science Education and Technology》2014,23(2):238-251

This study focuses on elucidating and explaining reasons for the stability of and interrelationships between students’ conceptions about Light Propagation and Visibility of Objects using contextualized questions across 3 years of secondary schooling from Years 7 to 9. In a large-scale quantitative study involving 1,233 Korean students and 1,149 Singaporean students, data were analyzed from responses to the Light Propagation Diagnostic Instrument consisting of four pairs of items, each of which evaluated the same concept in two different problem situations. Findings show that only about 10–45 % of students could apply their conceptions of basic optics in contextualized problem situations giving rise to both stable and unstable alternative conceptions. Students’ understanding of Light Propagation concepts compared with Visibility of Objects concepts was more stable in different problem situations. The concepts of Light Propagation and Visibility of Objects were only moderately correlated. School grade was not a strong predictive variable, but students’ school achievement correlated strongly with their conceptual understanding in optics. The teaching and learning approach and education systems in the two countries may have had some influence on students’ conceptual understanding.  相似文献   

Measuring Student Attitude and Knowledge in Technology-Rich Biology Classrooms     

Lisa Incantalupo  David F. Treagust  Rekha Koul 《Journal of Science Education and Technology》2014,23(1):98-107

The use of technology in schools is now ubiquitous, but the effectiveness on the learning environment has mixed results. This paper describes the development and validation of an instrument to measure students’ attitudes toward and knowledge of technology with the aim of investigating any differences based on gender after a course where the science department made use of technology as an integral part of teaching biology. In this study, conducted in one school in the state of New York, in the United States of America, the Students’ Attitudes Toward and Knowledge of Technology Questionnaire was administered to nearly 700 high school science students. A principal component and principal factor analysis resulted in new scales from the validation of the instrument that demonstrated high reliabilities. There were statistically significant gender differences in all the scales of the questionnaire in favor of males.  相似文献   

Exploring Interactive Writing as an Effective Practice for Increasing Head Start Students’ Alphabet Knowledge Skills     

Anna H. Hall  Michael D. Toland  Jennifer Grisham-Brown  Steve Graham 《Early Childhood Education Journal》2014,42(6):423-430

The current study used a pretest–posttest randomized control group design with 73 Head Start students, ages 3–5 years. The researcher served as the interactive writing teacher for the treatment group, rotating to five different classrooms in one Head Start center 3–4 days a week for 13 weeks. Children in the treatment group received a 10–15 min interactive writing lesson each day in small groups within their own classroom settings. Children in the control group received standard literacy instruction in small groups with their own classroom teachers. Child outcome data on upper case, lower case, and letter sound identification were collected before and after the intervention for both groups. Based on the large frequency of zeros on outcomes, zero-inflated Poisson regression analyses were performed. The results of the study showed that children receiving interactive writing identified more lower case and upper case letters at the end of the study relative to children in the control, but no differences were observed on letter sounds. While continued evaluation of the interactive writing strategy is needed in the preschool setting, the evidence from the current study shows encouraging trends in alphabet knowledge skill development as a result of this strategy.  相似文献   

Comprehension Tools for Teachers: Reading for Understanding from Prekindergarten Through Fourth Grade   总被引：1，自引：0，他引：1  

Carol McDonald Connor  Beth M. Phillips  Michael Kaschak  Kenn Apel  Young-Suk Kim  Stephanie Al Otaiba  Elizabeth C. Crowe  Shurita Thomas-Tate  Lakeisha Cooper Johnson  Christopher J. Lonigan 《Educational Psychology Review》2014,26(3):379-401

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Remarks on MOOCS and Mini-MOOCS     

J. Michael Spector 《Educational technology research and development : ETR & D》2014,62(3):385-392

In an earlier issue of ETR&D, the editors provided an hierarchical framework of components to support learning and instruction. That hierarchy included information objects, knowledge objects, learning objects, instructional objects, courses, programs and ongoing efforts, with each subsequent component building on the former components. For example, a course is a structured collected of instructional objects, which in turn are structured collections of learning objects with learning activities, feedback, and assessments (both formative and summative). Based on that hierarchical perspective, most of the current massive open online courses (MOOCs) are not actually courses. This article proposes taking what is good about the MOOC concept and transforming it into something that could be considered a course—namely, a mini-MOOC.  相似文献