Your search found 324432 results.

Descriptors:
Academic Achievement; Academic Persistence; Academic Support Services; Access to Computers; Access to Education; Access to Information; Accounting; Acoustics; Administration; Adolescents; Alignment (Education); Appropriate Technology; Art Teachers; Artificial Intelligence; At Risk Students; Attention; Autism; Automation; Barriers; Behavior Change; Biology; Books; Brain; Business Administration Education; Business; Calculus; Career Exploration; Career Readiness; Case Studies; Causal Models; Cerebral Palsy; Change Agents; Classification; Classroom Communication; Classroom Environment; Client Server Architecture; Cognitive Processes; Cognitive Science; Cognitive Structures; Cognitive Style; Collaborative Writing; College Faculty; College Freshmen; College Instruction; College Readiness; College Students; Color; Communication (Thought Transfer); Communication Skills; Communications; Communities of Practice; Community Development; Comparative Analysis; Competition; Computer Assisted Instruction; Computer Assisted Testing; Computer Games; Computer Interfaces; Computer Literacy; Computer Mediated Communication; Computer Networks; Computer Science Education; Computer Science; Computer Security; Computer Simulation; Computer Software; Computers; Concept Mapping; Constructivism (Learning); Content Analysis; Context Effect; Conventional Instruction; Cooperation; Cooperative Learning; Corporate Education; Correlation; Cost Effectiveness; Creativity; Criteria; Critical Thinking; Cues; Curriculum Design; Curriculum; Data Analysis; Data Collection; Data Processing; Data; Database Management Systems; Decision Making; Delivery Systems; Design; Development; Difficulty Level; Disabilities; Discovery Learning; Distance Education; Educational Research; Down Syndrome; Dropouts; Ecology; Editing; Educational Assessment; Educational Attainment; Educational Environment; Educational Finance; Educational Games; Educational Media; Educational Objectives; Educational Practices; Educational Psychology; Educational Quality; Educational Resources; Educational Technology; Electronic Learning; Electronic Publishing; Electronics; Elementary Education; Elementary Secondary Education; Emotional Response; Energy; Engineering; English (Second Language); Entrepreneurship; Environmental Education; Epistemology; Equipment; Evaluation Methods; Evaluative Thinking; Evidence; Exhibits; Expertise; Eye Movements; Faculty Development; Feedback (Response); Foreign Countries; Foreign Policy; Forestry; Formative Evaluation; General Education; Geographic Location; Global Approach; Goal Orientation; Graduate Students; Grammar; Grounded Theory; Group Dynamics; Group Experience; Group Membership; Handheld Devices; Heterogeneous Grouping; High School Students; High Schools; High Stakes Tests; Higher Education; Holistic Approach; Hypermedia; Identification; Imagination; Immigration; Indexing; Indigenous Populations; Influence of Technology; Informal Education; Information Dissemination; Information Literacy; Information Management; Information Retrieval; Information Science; Information Seeking; Information Skills; Information Storage; Information Technology; Inquiry; Instruction; Instructional Design; Instructional Effectiveness; Integrated Learning Systems; Interaction; Interdisciplinary Approach; Internet; Interpersonal Communication; Interpersonal Relationship; Interrater Reliability; Intervention; Introductory Courses; Italian; Item Banks; Kindergarten; Knowledge Level; Laboratories; Laboratory Equipment; Language Role; Learner Engagement; Learning Activities; Learning Experience; Learning Motivation; Learning Processes; Learning Theories; Learning; Lexicography; Lifelong Learning; Likert Scales; Literacy; Logical Thinking; Man Machine Systems; Mathematical Logic; Mathematical Models; Mathematics; Metacognition; Metadata; Middle School Students; Mixed Methods Research; Models; Motivation; Multimedia Materials; Museums; National Programs; Native Speakers; Natural Language Processing; Nonprint Media; Norwegian; Novices; Official Languages; Online Courses; Online Searching; Open Source Technology; Opportunities; Outcomes of Education; Ownership; Pattern Recognition; Peer Evaluation; Peer Relationship; Performance Based Assessment; Personal Autonomy; Personality Traits; Physical Environment; Pilot Projects; Planning; Play; Prediction; Predictor Variables; Preservice Teacher Education; Preservice Teachers; Prior Learning; Privacy; Probability; Problem Based Learning; Problem Solving; Production Techniques; Programming; Public Agencies; Public Policy; Questioning Techniques; Reading Improvement; Reference Materials; Reflection; Relevance (Education); Religious Education; Research Methodology; Role Playing; Scaffolding (Teaching Technique); Schemata (Cognition); Scholarship; School Policy; Science Activities; Science Process Skills; Scientific Methodology; Scores; Search Engines; Second Language Instruction; Second Language Learning; Secondary Education; Secondary School Science; Secondary School Students; Selection; Self Control; Self Evaluation (Individuals); Semantics; Semi Structured Interviews; Semitic Languages; Sharing Behavior; Simulated Environment; Social Behavior; Social Networks; Social Studies; Social Support Groups; Social Systems; Special Needs Students; Stakeholders; Standards; Story Telling; Strategic Planning; Student Attitudes; Student Behavior; Student Centered Curriculum; Student Characteristics; Student Empowerment; Student Evaluation; Student Improvement; Student Motivation; Student Surveys; Students; Study Habits; Summative Evaluation; Summer Schools; Sustainability; Synthesis; Systems Analysis; Taxonomy; Teacher Influence; Teacher Student Relationship; Teaching Methods; Teaching Skills; Teamwork; Technical Education; Technical Occupations; Technological Advancement; Technology Integration; Technology Uses in Education; Telecommunications; Test Reliability; Tests; Textbooks; Theory Practice Relationship; Thinking Skills; Time Management; Time; Tutoring; Tutors; Underachievement; Undergraduate Students; Users (Information); Video Technology; Virtual Classrooms; Visual Aids; Visual Environment; Visual Literacy; Visualization; Vocabulary Development; Water Quality; Web 2.0 Technologies; Web Sites; Weighted Scores; Workshops; World Views; Writing Improvement

Abstract:
The IADIS CELDA 2012 Conference intention was to address the main issues concerned with evolving learning processes and supporting pedagogies and applications in the digital age. There had been advances in both cognitive psychology and computing that have affected the educational arena. The convergence of these two disciplines is increasing at a fast pace and affecting academia and professional practice in many ways. Paradigms such as just-in-time learning, constructivism, student-centered learning and collaborative approaches have emerged and are being supported by technological advancements such as simulations, virtual reality and multi-agents systems. These developments have created both opportunities and areas of serious concerns. This conference aimed to cover both technological as well as pedagogical issues related to these developments. The IADIS CELDA 2012 Conference received 98 submissions from more than 24 countries. Out of the papers submitted, 29 were accepted as full papers. In addition to the presentation of full papers, short papers and reflection papers, the conference also includes a keynote presentation from internationally distinguished researchers. Individual papers contain figures, tables, and references. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

Related Items: Show Related Items

Full-Text Availability Options:

 ERIC Full Text (6880K) |  More Info:
Help Find in a Library

Descriptors:
Science Education; Mathematics Education; STEM Education; Educational Innovation; Educational Research; Interdisciplinary Approach; Elementary Secondary Education; Teacher Education; Science Instruction; Mathematics Instruction; Educational Improvement; Place Based Education; English Language Learners; Faculty Development; Environmental Education; Indigenous Knowledge; Elementary School Science; Elementary School Mathematics; Secondary School Science; Secondary School Mathematics; Inquiry; Science Teachers; Scientific Concepts; Active Learning; Student Projects; Story Telling; Culturally Relevant Education; Early Childhood Education; Number Concepts; Numbers; Geometry; Preservice Teachers; Technology Uses in Education; Integrated Curriculum; Action Research; Personality; Individualized Instruction; Student Teaching; Cooperating Teachers; Student Teacher Supervisors; Teacher Role; Foreign Countries

Abstract:
The chapters in this book reflect the work of science and mathematics educators who have worked for many years at the international level. As members of the International Consortium for Research in Science and Mathematics Education, their work provides readers with issues, models, practices, and research results that have applicability and transferability to many countries other than those in which the work was carried out. The Introduction, written by Donna F. Berlin, describes the evolution, mission, and goals of the International Consortium for Research in Science and Mathematics Education since its inception in 1986. The Science Education section includes five chapters that present innovative ways to improve science teaching and learning in grades K-12 and in teacher education--both preservice and inservice--along with evaluative research. Mathematics Education, the second section in the book, includes eight chapters. The third and final section in the book is entitled Interdisciplinary Education: Beyond Discipline Boundaries. This section includes 10 chapters that focus upon the connections between science, technology, engineering, and mathematics (STEM) education or approaches/strategies that transcend discipline boundaries and can improve science and mathematics teaching and learning. Although describing a variety of research and development efforts, the chapters in this book are united in a vision that all students deserve and must have the opportunity to become mathematically and scientifically literate. To realize this goal, the chapters in this book can provide valuable ideas to improve science and mathematics teaching and learning for students at different grade levels with diverse characteristics as well as preservice and inservice teachers. Interesting research questions that can be used to shape a productive research agenda for the future are suggested throughout these chapters. The educational insights culled from these chapters transcend national boundaries and can truly benefit a global community. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

Related Items: Show Related Items

Full-Text Availability Options:

More Info:
Help | Tutorial Help Finding Full Text |  More Info:
Help Find in a Library |  Publisher's website

Descriptors:
Self Efficacy; Preservice Teacher Education; Preservice Teachers; Middle Schools; Science Activities; Science Instruction; Science Education; Teacher Education; Elementary Schools; Academic Achievement; Multicultural Education; Hispanic American Students; Surveys; Parent Participation; Questionnaires

Abstract:
Preservice teachers (PSTs) participated in Family Science Learning Events (FSLEs) at a university designated as a Hispanic Serving Institution. PSTs were required by the instructor to conceive and design culturally relevant science activities as well as implement these activities with K-8 students and their families during three separate FSLEs each semester. After school venues included elementary and middle schools located in ethnically diverse school districts. Data collected from these future teachers included qualitative PST reflections, lesson plans, project board/activity evaluation by peers, and a quantitative survey instrument (modified SEBEST) to assess PSTs perceptions of teaching diverse learners. Results suggest that using FSLEs as an integral component of teacher preparation can be a powerful facilitator of learning for all involved, increasing excitement for learning, confidence in using culturally relevant activities and valuable experience in working with family members, particularly Hispanics. In addition, using culturally relevant science activities deepened content knowledge and gave PSTs the opportunity to use culturally responsive activities with Hispanic students and their families, increasing feelings of self-efficacy in science teaching with diverse learners. (Contains 2 tables.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

Related Items: Show Related Items

Full-Text Availability Options:

More Info:
Help | Tutorial Help Finding Full Text |  More Info:
Help Find in a Library |  Publisher's website

Descriptors:
Foreign Countries; Science Education; Science Instruction; Science and Society; Questionnaires; Teacher Attitudes; Preservice Teachers; Preservice Teacher Education; Technology; Positive Attitudes; Negative Attitudes; Research Methodology; Scientific Principles; Science Teachers; Statistical Analysis

Abstract:
This paper describes Spanish science teachers' thinking about issues concerning the nature of science (NOS) and the relationships connecting science, technology, and society (STS). The sample consisted of 774 in-service and pre-service teachers. The participants responded to a selection of items from the Questionnaire of Opinions on Science, Technology & Society in a multiple response model. These data were processed to generate the invariant indices that are used as the bases for subsequent quantitative and qualitative analyses. The overall results reflect moderately informed conceptions, and a detailed analysis by items, categories, and positions reveals a range of positive and negative conceptions about the topics of NOS dealt with in the questionnaire items. The implications of the findings for teaching and teacher training on the themes of NOS are discussed. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

Related Items: Show Related Items

Full-Text Availability Options:

More Info:
Help | Tutorial Help Finding Full Text |  More Info:
Help Find in a Library |  Publisher's website

Descriptors:
Preservice Teachers; Undergraduate Students; Elementary School Teachers; Inquiry; Scientific Research; Scientific Principles; Student Attitudes; Scientific Concepts; Science Instruction; Education Courses; Preservice Teacher Education; Outcomes of Education; Curriculum Development; Curriculum Implementation

Abstract:
While some researchers have argued for science classrooms that embrace open-inquiry by engaging students in doing science as scientists do (cf. National Research Council [NRC] 1996; Driver et al. in "Sci Educ" 84:287-312, 2000; Windschitl et al. in "Sci Educ" 87(1):112-143, 2008), others have argued that open-inquiry is impractical, ineffective, and perhaps even counter-productive towards promoting normative scientific ideas (cf. Kirschner et al. in "Educ Psychol" 41(2):75-86, 2006; Settlage in "J Sci Teach Educ" 18:461-467, 2007). One of the challenges in informing the debate on this issue is the scarcity of well-documented courses that engage students in open-inquiry characteristic of scientific research. This paper describes the design, implementation, and outcomes of such a course for undergraduates planning on becoming elementary teachers. The goal of the class was to immerse future teachers in authentic, open-inquiry (without specific learning goals related to scientific concepts) in hopes that students would come away with a deeper understanding of the nature of science (NOS) and improved attitudes towards science. Data collected from a variety of sources indicate that an authentic, open-inquiry experience is feasible to implement in an undergraduate setting, gives students a more sophisticated NOS understanding, improves students' attitudes towards science and open-inquiry, and changes the way they intend to teach science in their future classrooms. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

Related Items: Show Related Items

Full-Text Availability Options:

More Info:
Help | Tutorial Help Finding Full Text |  More Info:
Help Find in a Library |  Publisher's website

Descriptors:
Intellectual Disciplines; Individual Characteristics; Multivariate Analysis; Science Teachers; Scientific Principles; Statistical Analysis; Beliefs; Science Instruction; Science Education; Scores; Teacher Education; Teacher Education Programs; Foreign Countries; Secondary School Science; Questionnaires; Likert Scales; Factor Analysis; Predictor Variables; Preservice Teachers; Scientific Attitudes

Abstract:
This quantitative study (n = 247) explores whether preservice science teachers express science-specific identities that reflect multiple areas of their beliefs (e.g., purpose for science teaching, inclusion of science-technology-society-environment issues into science teaching, and nature of science) as well as other individual characteristics (e.g., focus of university training, perception of self within professional communities, and interest in becoming a teacher). Hierarchical cluster analysis showed a three-cluster solution representing three subject-specific identities: Model Citizen, Model Science Teacher, and Model Non-Science Teacher. Additional analysis (multinomial logistic regression) revealed cluster membership associated with preservice science teachers' most comfortable teaching subject. (Contains 4 tables, 2 figures, and 1 note.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

Related Items: Show Related Items

Full-Text Availability Options:

More Info:
Help | Tutorial Help Finding Full Text |  More Info:
Help Find in a Library |  Publisher's website

Descriptors:
Science Activities; Blended Learning; Web Based Instruction; Teacher Attitudes; Comparative Analysis; Teaching Skills; Secondary School Teachers; Pedagogical Content Knowledge; Energy Education; Middle School Teachers; Inquiry; Self Efficacy; Science Instruction; Science Teachers; Secondary School Science; Instructional Effectiveness; Inservice Teacher Education; Statistical Analysis

Abstract:
A hybrid (face-to-face and online) professional development (PD) course focused on energy science for middle and high school teachers (N = 47) was conducted using the teaching science as inquiry (TSI) framework. Data from the PD indicates that online opportunities enhanced participation and that the TSI structure improved teachers' inquiry implementation. Teachers found the TSI modes of inquiry easily accessible and effectively implemented them (modes correspond to the inquiry mechanisms of investigation, such as product evaluation, authoritative, inductive, deductive, and descriptive). On the other hand, the TSI phase structure (i.e. learning cycle) was most helpful for teachers novice to inquiry teaching, suggesting that modification of the PD is needed to promote more in-depth use of the phases in the TSI framework. In terms of content, teacher interest in energy science was high, which resulted in implementation of energy science activities across a range of disciplines. However, teachers' confidence in teaching energy science through inquiry was low compared to similar TSI PD courses on other subjects (mean perceived pedagogical content knowledge = 8.96 plus or minus 2.07 SD for energy compared to 15.45 plus or minus 1.83, 16.44 plus or minus 1.81 and 15.63 plus or minus 1.69, for elementary astronomy, high school aquatic science, and college aquatic science, respectively). These data support current findings on the complexities of teaching and understanding energy science content and suggest the need for additional teacher PD opportunities in energy science in order to provide opportunities for teachers to increase both their content knowledge and their confidence in teaching energy science. (Contains 5 tables and 4 figures.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

Related Items: Show Related Items

Full-Text Availability Options:

More Info:
Help | Tutorial Help Finding Full Text |  More Info:
Help Find in a Library |  Publisher's website

Descriptors:
Self Efficacy; Faculty Development; Science Teachers; Metacognition; Preservice Teachers; Knowledge Base for Teaching; Pedagogical Content Knowledge; Undergraduate Students; Comparative Analysis; Active Learning; Thinking Skills; Scaffolding (Teaching Technique); Scores; Measures (Individuals); Inquiry; Skill Development

Abstract:
This study examined 188 preservice science teachers' professional growth along three dimensions--self-regulated learning (SRL) in a science pedagogical context, pedagogical content knowledge, and self-efficacy in teaching science--comparing four learner-centered, active-learning, peer-collaborative environments for learning to teach higher order scientific-inquiry thinking. Three environments supported different SRL components using the "IMPROVE" self-regulatory model: cognitive-metacognitive alone (CogMet), motivational alone (Mot), or all three components (CogMetMot). The fourth environment provided no SRL support. Findings indicated that preservice teachers in the three SRL-scaffolding conditions outperformed their unscaffolded peers on all professional growth measures: SRL (cognition, metacognition, motivation), pedagogical knowledge (declarative, procedural, conditional), and self-efficacy in teaching science. Moreover, the CogMetMot group exhibited the highest scores on all measures. Implications concern SRL scaffolding to enhance preservice science teachers' professional growth. (Contains 6 tables.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

Related Items: Show Related Items

Full-Text Availability Options:

More Info:
Help | Tutorial Help Finding Full Text |  More Info:
Help Find in a Library |  Publisher's website

Descriptors:
Self Efficacy; Scientific Research; Science Instruction; Science Curriculum; Preservice Teachers; Science Education; Elementary School Science; Elementary School Teachers; Inquiry; Scientists; Undergraduate Students; Surveys; Scores; Validity; Reliability

Abstract:
Science teaching in elementary schools, or the lack thereof, continues to be an area of concern and criticism. Preservice elementary teachers' lack of confidence in teaching science is a major part of this problem. In this mixed-methods study, we report the impacts of an inquiry-based science course on preservice elementary teachers' self-efficacy for science and science teaching, understanding of science, and willingness to teach it in their future careers. Our findings suggest that for some students, the inquiry-based science course positively influenced their self-efficacy for science and science teaching. Gains were made in a majority of students' conceptual understanding of science, understanding of the science process and scientific research, and confidence with science and science teaching. The subjects did not experience the course uniformly, however. Rather, there appeared to be two distinct groups, one on a trajectory of improving their outlook on science teaching and one worsening. The results presented here therefore provoke some interesting questions regarding preservice elementary teachers' preparation for science teaching. (Contains 3 tables and 2 figures.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

Related Items: Show Related Items

Full-Text Availability Options:

More Info:
Help | Tutorial Help Finding Full Text |  More Info:
Help Find in a Library |  Publisher's website

Descriptors:
Majors (Students); Chemistry; Spectroscopy; Reflection; Optics; Quantum Mechanics; Science Activities; Science Instruction; College Science; Inquiry; Undergraduate Study; Scientific Principles; Light

Abstract:
A lab was developed for use in an undergraduate honors and majors general chemistry laboratory to introduce students to optics, spectroscopy, and the underlying principles of quantum mechanics. This lab includes four mini-experiments exploring total internal reflection, the tunneling of light, spectra of sparklers and colored candles, and emission spectra of gases. These mini-experiments were of a mixture of styles, from open-ended inquiry, to more traditional cookbook experiments, and were chosen to echo current graduate research. In the accompanying lecture, students were given an overview of quantum mechanics and a primer on what type of information can be gleaned from a spectrum. (Contains 2 figures.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

Related Items: Show Related Items

Full-Text Availability Options:

More Info:
Help | Tutorial Help Finding Full Text |  More Info:
Help Find in a Library |  Publisher's website