Harmonious or disjointed?: Epistemological framing and its role in an integrated science and engineering activity     

Jennifer Schellinger  Lama Z. Jaber  Sherry A. Southerland 《科学教学研究杂志》2022,59(1):30-57

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Using Technology-Enhanced Inquiry-Based Instruction to Foster the Development of Elementary Students’ Views on the Nature of Science     

Schellinger  Jennifer  Mendenhall  Anne  Alemanne  Nicole  Southerland  Sherry A.  Sampson  Victor  Marty  Paul 《Journal of Science Education and Technology》2019,28(4):341-352

The Next Generation Science Standards support understanding of the nature of science as it is practiced and experienced in the real world through interconnected concepts to be imbedded within scientific practices and crosscutting concepts. This study explored how fourth and fifth grade elementary students’ views of nature of science change when they engage in a technology-enhanced, scientific inquiry-oriented curriculum that takes place across formal and informal settings. Results suggest that student engagement in technology-enhanced inquiry activities that occur in informal and formal settings when supported through explicit instruction focused on metacognitive and social knowledge construction can improve elementary students’ understanding of nature of science.

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The impact of enhancing students' social and emotional learning: a meta-analysis of school-based universal interventions   总被引：5，自引：0，他引：5  

Durlak JA  Weissberg RP  Dymnicki AB  Taylor RD  Schellinger KB 《Child development》2011,82(1):405-432

This article presents findings from a meta-analysis of 213 school-based, universal social and emotional learning (SEL) programs involving 270,034 kindergarten through high school students. Compared to controls, SEL participants demonstrated significantly improved social and emotional skills, attitudes, behavior, and academic performance that reflected an 11-percentile-point gain in achievement. School teaching staff successfully conducted SEL programs. The use of 4 recommended practices for developing skills and the presence of implementation problems moderated program outcomes. The findings add to the growing empirical evidence regarding the positive impact of SEL programs. Policy makers, educators, and the public can contribute to healthy development of children by supporting the incorporation of evidence-based SEL programming into standard educational practice.  相似文献