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Richard Lie (Purdue University), S. Selcen Guzey4
Estimated H-index: 4
(Purdue University),
Tamara J. Moore14
Estimated H-index: 14
(Purdue University)
Recent reforms in education call for science teachers to incorporate STEM concepts into their curricula. This study explores the association among student and teacher demographics, and student learning of engineering content and attitudes towards STEM after participation in an elementary or middle school engineering-based science curricula. Analysis of 732 students’ scores on engineering content knowledge assessment and STEM learning attitudes survey revealed several significant factors that inf...
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Tammy Lee5
Estimated H-index: 5
(East Carolina University),
M. Gail Jones31
Estimated H-index: 31
(North Carolina State University)
As science grows in complexity, science teachers face an increasing challenge of helping students interpret models that represent complex science systems. Little is known about how teachers select and use models when planning lessons. This mixed methods study investigated the pedagogical approaches and visual models used by elementary in-service and preservice teachers in the development of a science lesson about a complex system (e.g., water cycle). Sixty-seven elementary in-service and 69 elem...
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David D. Kumar13
Estimated H-index: 13
(Florida Atlantic University),
Jessica Dunn (Center for Autism and Related Disorders)
Analysis of self-reflections of undergraduate education students in a project involving web-supported counterintuitive science demonstrations is reported in this paper. Participating students (N = 19) taught science with counterintuitive demonstrations in local elementary school classrooms and used web-based resources accessed via wireless USB adapters. Student reflections to seven questions were analyzed qualitatively using four components of reflection (meeting objectives/perception of learnin...
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Yanjie 宋燕捷 Song1
Estimated H-index: 1
(University of Hong Kong),
Yun Wen1
Estimated H-index: 1
(Nanyang Technological University)
Despite that BYOD (Bring Your Own Device) technology model has been increasingly adopted in education, few studies have been reported on how to integrate various apps on BYOD into inquiry-based pedagogical practices in primary schools. This article reports a case study, examining what apps on BYOD can help students enhance their science learning, and how students develop their science knowledge in a seamless inquiry-based learning environment supported by these apps. A variety of qualitative dat...
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Drew Bush2
Estimated H-index: 2
(McGill University),
Renee Sieber15
Estimated H-index: 15
(McGill University),
Gale Seiler2
Estimated H-index: 2
(Iowa State University)
... more
This study with 79 students in Montreal, Quebec, compared the educational use of a National Aeronautics and Space Administration (NASA) global climate model (GCM) to climate education technologies developed for classroom use that included simpler interfaces and processes. The goal was to show how differing climate education technologies succeed and fail at getting students to evolve in their understanding of anthropogenic global climate change (AGCC). Many available climate education technologie...
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Chien-Liang Lin1
Estimated H-index: 1
(University of Science and Technology, Sana'a)
This study sought to develop a self-report instrument to be used in the assessment of the project competences of college students engaged in online project-based learning. Three scales of the KIPSSE instrument developed for this study, namely, the knowledge integration, project skills, and self-efficacy scales, were based on related theories and the analysis results of three project advisor interviews. Those items of knowledge integration and project skill scales focused on the integration of di...
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Baki Cavlazoglu2
Estimated H-index: 2
(Karadeniz Technical University),
Carol L. Stuessy8
Estimated H-index: 8
(Texas A&M University)
The purpose of this study was to examine changes in the quality of science teachers’ argumentation as a result of their engagement in a teacher workshop on earthquake engineering emphasizing distributed learning approaches, which included concept mapping, collaborative game playing, and group lesson planning. The participants were ten high school science teachers from US high schools who elected to attend the workshop. To begin and end the teacher workshop, teachers in small groups engaged in co...
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Elena Novak4
Estimated H-index: 4
(Kent State University),
Sonya Wisdom1
Estimated H-index: 1
(Kent State University)
3D printing technology is a powerful educational tool that can promote integrative STEM education by connecting engineering, technology, and applications of science concepts. Yet, research on the integration of 3D printing technology in formal educational contexts is extremely limited. This study engaged preservice elementary teachers (N = 42) in a 3D Printing Science Project that modeled a science experiment in the elementary classroom on why things float or sink using 3D printed boats. The goa...
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Larry E. Suter (University of Michigan), Gregory Camilli21
Estimated H-index: 21
(Rutgers University)
Comparisons of US student achievement to other countries, conducted since the 1960s, have received extensive media coverage in the USA. Policy studies have cited these comparisons as evidence that the quality of US educational performance in mathematics and science requires federal intervention. Policy makers have been particularly concerned that the US economy would be impacted by inadequate student achievement levels especially in technology-related industries. This paper explores evidence abo...
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Wenjin Vikki Bo (National University of Singapore), Gavin W. Fulmer6
Estimated H-index: 6
(University of Iowa),
Christine Kim-Eng Lee7
Estimated H-index: 7
(National Institute of Education)
... more
Research has shown that teaching science with a modeling-oriented approach, particularly with interactive simulations, will promote student engagement and understanding. To date, many interactive simulations have been developed and adopted for classroom practices. The purpose of this study was to explore secondary school science teachers’ perceived affordance of interactive simulation as well as their practical experience with simulation implementation in class. Twelve science teachers from seve...
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