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Erin E. Peters-Burton
George Mason University
33Publications
7H-index
117Citations
Publications 33
Newest
Published on Dec 1, 2018in Research in Science Education 1.57
Eileen G. Merritt4
Estimated H-index: 4
(Arizona State University),
Jennie Chiu (University of Virginia)+ 1 AuthorsRandy L. Bell27
Estimated H-index: 27
(Oregon State University)
The Next-Generation Science Standards (NGSS) challenge primary teachers and students to work and think like scientists and engineers as they strive to understand complex concepts. Teachers and teacher educators can leverage what is already known about inquiry teaching as they plan instruction to help students meet the new standards. This cross-case analysis of a multiple case study examined teacher practices in the context of a semester-long professional development course for elementary teacher...
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Erin E. Peters-Burton7
Estimated H-index: 7
(George Mason University),
Todd M. Johnson1
Estimated H-index: 1
In an attempt to broaden participation in STEM, a new type of high school is emerging, high schools which include a focus on engineering, have few or no academic admission criteria, and actively involve students of all levels of ability, known as Inclusive STEM High Schools (ISHSs). One aspect of successful ISHSs includes the intentional and explicit integration of engineering learning opportunities into coursework. The purpose of this paper is to report results of a systematic cross-case analys...
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Published on Apr 1, 2018in School Science and Mathematics
Erin E. Peters-Burton7
Estimated H-index: 7
(George Mason University)
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Published on Mar 4, 2018in Journal of Educational Research 1.24
Seth A. Parsons11
Estimated H-index: 11
(George Mason University),
Jacquelynn A. Malloy6
Estimated H-index: 6
(Clemson University)
+ 2 AuthorsSarah Cohen Burrowbridge4
Estimated H-index: 4
Student engagement is important for teachers and researchers because it is associated with student achievement. Guided by self-determination theory, this year-long case study used observations and interviews to examine six students’ behavioral, affective, and cognitive engagement in integrated literacy and social studies tasks. Task differences were rated according to the degree to which tasks were authentic, collaborative, challenging, student directed, and sustained. Results demonstrated that,...
2 Citations Source Cite
Published on Jan 1, 2018
Timothy J. Cleary16
Estimated H-index: 16
(Rutgers University),
Erin E. Peters-Burton7
Estimated H-index: 7
(George Mason University)
+ 1 AuthorsKatherine Willet
In this chapter, we present lessons plans for high school life science courses addressing the topics of natural selection, and the processes of cellular respiration and photosynthesis. Each lesson plan emphasizes the use of innovative motivational- and SRL-enhancing instructional activities embedded within science activities. Using Zimmerman’s three-phase cyclical feedback loop of SRL as a general framework, Cleary and Peters-Burton provide a critical analysis and commentary regarding the extent...
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Published on Jan 1, 2018
Erin E. Peters-Burton7
Estimated H-index: 7
(George Mason University),
Timothy J. Cleary16
Estimated H-index: 16
(Rutgers University),
Anastasia Kitsantas25
Estimated H-index: 25
(George Mason University)
Computational thinking has often been overlooked in the K-12 settings, particularly in the Next Generation Science Standards (NGSS). In this chapter, we present a social cognitive self-regulated learning approach for infusing computational thinking into teaching settings using science and engineering practices of NGSS. Self-regulated learning related to computational thinking is viewed as a goal-directed process whereby a learner is required to identify a problem, examine relevant data to inform...
1 Citations Source Cite
Published on Jan 1, 2018
Erin E. Peters-Burton7
Estimated H-index: 7
(George Mason University)
Learning about the nature of science is a crucial part of being a scientifically literate citizen in the modern age. This paper examines parallels between nature of science instruction and the processes explained by self-regulated learning theory, with a particular emphasis on the extension of effective strategies for learners which can be enhanced by the use of self-regulated learning cycles in classrooms. Explicit and reflective approaches to teaching the nature of science are examined and ana...
1 Citations Source Cite
Published on Sep 15, 2017
Kelly Schrum3
Estimated H-index: 3
(George Mason University),
Reid Schewbach (George Mason University), Erin E. Peters-Burton7
Estimated H-index: 7
(George Mason University)
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Published on May 15, 2017in Tourism in Marine Environments
Ashley Sitar1
Estimated H-index: 1
,
Laura J. May-Collado1
Estimated H-index: 1
+ 3 AuthorsE. C. M. Parsons4
Estimated H-index: 4
4 Citations Source Cite
Published on Apr 1, 2017in Metacognition and Learning 3.71
Erin E. Peters-Burton7
Estimated H-index: 7
(George Mason University),
Ivan S. Botov1
Estimated H-index: 1
(George Mason University)
Elementary teachers in the United States are tasked with teaching all core subject matter and have training that involves many topics, which may limit the depth of their subject matter knowledge. Since they have low content knowledge, they often feel less confident about teaching technical subject matter, such as science (Bleicher Journal of Science Teacher Education 17:165–187, 2006). The problem of low confidence of elementary teachers for science instruction is exacerbated when they are expec...
3 Citations Source Cite
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