Your search found 10854 results.

Descriptors:
Nonfiction; Novels; Preservice Teachers; History Instruction; Credibility; Cartoons; Social Studies; Teaching Methods; Thinking Skills; Student Attitudes; Decision Making; Reading Materials; Preservice Teacher Education

Abstract:
This article examined the value of using nonfiction graphic novels as historical narratives in the social studies curriculum. Preservice teachers evaluated several graphic novels and identified attributes of graphic novels that could contribute to students' development of historical thinking and understanding of multiple perspectives. Despite the preservice teachers' value for graphic novels as resources and their desire to use them in their future classrooms, all of the preservice teachers identified reasons why they would not be able to use graphic novels in their future school context. The findings suggested that the preservice teachers' desire to be accepted by their school community took precedence over their intention to use resources that they deemed engaging and beneficial for student learning. 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:
Learning Disabilities; State Standards; Educational Opportunities; Evidence; Adolescents; Social Studies; Academic Standards; History; Secondary School Teachers; Secondary School Students; Student Needs; Educational Needs; Teacher Expectations of Students; Teacher Student Relationship; History Instruction; Teaching Methods; Critical Thinking; Thinking Skills; Special Education Teachers

Abstract:
The Common Core State Standards for literacy in history and social studies present opportunities and challenges for teachers of and adolescents with learning disabilities (LD). In addition to reading challenges, students must engage in higher order thinking and reasoning. To provide opportunities for students to successfully respond to such challenges, teachers must have an understanding of the expectations in the Standards, and of the learning needs of students with LD. Teachers can assure success for adolescents with LD by selecting proven instructional procedures and engaging in collaboration to provide students with the supports they need. Examples of one evidence-based practice, Content Enhancement, are provided to illustrate instructional protocols for teachers of diverse classes that include adolescents with LD. (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

Descriptors:
Thinking Skills; Program Effectiveness; Cultural Differences; Foreign Countries; Creativity; Stereotypes; Undergraduate Students; Nonverbal Ability; Whites; Cross Cultural Studies; Asians; Measures (Individuals)

Abstract:
A total of 182 undergraduate students from China and the United States participated in a study examining the presence of stereotypical perceptions regarding creativity and deductive reasoning abilities, as well as the influence of stereotype on participants' performance on deductive reasoning and creativity in nonverbal form. The results showed that participants from both China and the United States believed that Americans have better creativity abilities than Chinese and that Chinese have better deductive reasoning skills than Americans. Significant cultural difference in the performances on the measures of creativity was found. The cultural difference in deductive reasoning was found between Chinese participants in China and the Caucasian (not the Asian) participants in the United States, which were somewhat congruent to the stereotypical perceptions. However, the study did not find that stereotypic perceptions directly influenced participants' performance on deductive reasoning and creativity. (Contains 1 table 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:
Elementary Secondary Education; STEM Education; Computation; Thinking Skills; Abstract Reasoning; Problem Solving; Mathematics; Programming; Educational Research

Abstract:
Jeannette Wing's influential article on computational thinking 6 years ago argued for adding this new competency to every child's analytical ability as a vital ingredient of science, technology, engineering, and mathematics (STEM) learning. What is computational thinking? Why did this article resonate with so many and serve as a rallying cry for educators, education researchers, and policy makers? How have they interpreted Wing's definition, and what advances have been made since Wing's article was published? This article frames the current state of discourse on computational thinking in K-12 education by examining mostly recently published academic literature that uses Wing's article as a springboard, identifies gaps in research, and articulates priorities for future inquiries. 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:
College Students; Scientific Concepts; Visual Aids; Evolution; Thinking Skills; Inferences; Pattern Recognition; Relationship; Genetics; Classification; Prior Learning; Sciences; Textbooks; Scientific Literacy

Abstract:
Tree thinking involves using cladograms, hierarchical diagrams depicting the evolutionary history of a set of taxa, to reason about evolutionary relationships and support inferences. Tree thinking is indispensable in modern science. College students' tree-thinking skills were investigated using tree (much more common in professional biology) and ladder (somewhat more common in textbooks) cladogram formats. Students' responses to questions assessing five tree-thinking skills provided evidence for several perceptual and conceptual factors that impact reasoning (e.g., the Gestalt principles of good continuation and spatial proximity, prior knowledge). Instructional implications of the results include using the tree format for initial instruction and clarifying that most recent common ancestry determines evolutionary relatedness. Broader implications for designing scientific diagrams and promoting diagrammatic literacy are considered. (Contains 7 figures, 4 tables, and 6 notes.) 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:
Animals; Language Usage; Language Acquisition; Cues; Young Children; Nouns; Expectation; Phrase Structure; Novelty (Stimulus Dimension); Thinking Skills; Cognitive Ability; Classification; Beliefs

Abstract:
The goal of the present study was to explore domain differences in young children's expectations about the structure of animal and artifact categories. We examined 5-year-olds' and adults' use of category-referring generic noun phrases (e.g., "Birds fly") about novel animals and artifacts. The same stimuli served as both animals and artifacts; thus, stimuli were perceptually identical across domains, and domain was indicated exclusively by language. Results revealed systematic domain differences: children and adults produced more generic utterances when items were described as animals than artifacts. Because the stimuli were novel and lacking perceptual cues to domain, these findings must be attributed to higher-order expectations about animal and artifact categories. Overall, results indicate that by age 5, children are able to make knowledge-based domain distinctions between animals and artifacts that may be rooted in beliefs about the coherence and homogeneity of categories within these domains. (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

Descriptors:
Instructional Materials; Teaching Methods; Cultural Background; Foreign Countries; Asian Culture; Grounded Theory; Cultural Influences; Sociocultural Patterns; Mathematics Instruction; Social Influences; Junior High School Students; Cognitive Processes; Thinking Skills; Cognitive Style; Theories

Abstract:
From the sociocultural perspective, this research utilized activity theory as the theoretical framework to analyze the influences of cultural factors for Taiwanese Atayal junior high school students' study in mathematics. The research methodology adopted grounded theory, theoretical and methodological approaches which are illustrated through episodes from a study of the mathematics teaching and learning in a year-13 class, where Atayal students were considered as "lower achievers" in their year group. We show a way to address complexity in the activity of learning and its development based on recognition of central cultural factors in mathematics teaching-learning by the use of the activity system. Analysis through this systematic network can reveal the factors influencing Atayal students' learning of mathematics under their cultural background. The tension between Atayal culture's speech representation system and Chinese culture's literal representation system causes Atayal students difficulties in carrying out the transformation of representations. Tension formed between Atayal students' holistic thinking style and the analytic thinking style presented in teaching material and teaching activities is unfavorable to their understanding of mathematical concepts. From a teaching practice perspective, Atayal students can be more actively involved in mathematics learning activities when the tension between the teaching/learning systems is considered. As for the theoretical structure, the analysis structure of classroom activity and the design of teaching activities developed from a sociocultural orientation and activity theory can indeed improve Atayal students' mathematical learning within the cultural stream. 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:
History; Documentaries; Video Technology; Technology Integration; Researchers; Educational Technology; War; Grade 8; Middle School Students; Urban Schools; Learner Engagement; Creative Activities; Student Projects; Teaching Methods; Critical Thinking; Thinking Skills; Inquiry; History Instruction

Abstract:
Over the last several decades, social studies educators' interest and emphasis on integrating technology into teaching has increased significantly. One promising area of inquiry focuses on the benefits of student-produced digital video. A number of researchers assert that student-produced digital videos provide a variety of benefits, including increases in student motivation and engagement, creative classroom opportunities, and opportunities for more authentic learning experiences. Fewer researchers, however, have explored student learning outcomes from documentary projects. In this article, the authors analyzed a set of student-created digital documentary projects constructed in a standards-based, 8th-grade U.S. history classroom. They holistically examined the level of authentic intellectual work evident in students' projects throughout each stage of the process. The authors found that the students demonstrated a moderate-to-significant degree of authentic intellectual work in creating their own documentary films. (Contains 9 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:
Social Justice; Gender Issues; Sexual Orientation; Identification (Psychology); Mathematics Instruction; Thinking Skills; Middle School Students; Social Bias; Teaching Methods; Holistic Approach

Abstract:
Supporting transgender and gender-nonconforming youth in schools involves changes at all levels of education. Gender-complex education, or education that takes into consideration the existence and experiences of transgender and gender-nonconforming people, should be a basic and pervasive part of curricula and should be seen as critical for students of all gender identities and presentations; it must be infused within every content area, including mathematics. This article synthesizes perspectives on gender-complex education, teaching mathematics for social justice, and research on students' development of proportional reasoning and statistical concepts, and then proposes a mathematics project for middle schoolers to facilitate their agency in challenging transphobia and gender oppression in their schools. 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:
Thinking Skills; Educational Technology; Technology Integration; English Instruction; Curriculum Development; Creativity; Creative Thinking; Technology Uses in Education; Learner Engagement

Abstract:
Technology is revolutionizing the way the world works, and there seems to be no end in sight. Information is everywhere and easy to find, so today's students will need to know what to do with it to be prepared for the overly stimulating, technology-driven, problem-riddled world they will soon face. That's why critical- and creative-thinking skills are vital. Critical- and creative-thinking skills include idea generation, reflective judgment, self-regulation, and attitudes and dispositions. While many view these skills as intuitive, the authors present them as teachable. By combining technology integration with thinking skills, educators can better prepare students for the world of industry and innovation. The question becomes how they can seamlessly integrate technology while teaching critical- and creative-thinking skills. One piece of the answer is to start at the top by developing teachers' critical- and creative-thinking skills. Second, educators must use technology products in surprising and creative ways to engage students. 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 (248K) |  More Info:
Help Find in a Library