WorldWideScience

Sample records for k-12 student learning

  1. K--12 science educator perception of instructing students with learning disabilities in the regular classroom

    Science.gov (United States)

    Holliday-Cashwell, Janet Rose

    2000-10-01

    Selected K--12 public school science educators in 14 eastern North Carolina counties were surveyed to examine their perceptions of their undergraduate preparation programs with regard to instructing students with learning disabilities in the regular classroom. A quantitative study, this research examined science educator preparedness in instructing students with learning disabilities by evaluating educator perception in regard to mainstrearned and inclusive educational settings. Specifically, two null hypotheses were tested. Null hypothesis I stated a significant difference does not exist between selected North Carolina K--12 science educators' perceptions of their undergraduate teacher education preparation programs and their perceptions of their abilities to instruct students needing accommodations on behalf of their learning disabilities in mainstrearned or inclusive settings. Participants' responses to perception as well as value statements regarding opinions, adaptations, and undergraduate training with respect to mainstreaming and inclusion were evaluated through t-test analyses of 22 Likert-scale items. Null hypothesis 1 was not accepted because a statistically significant difference did exist between the educators' perceptions of their undergraduate training and their perceived abilities to instruct students with learning disabilities in mainstreamed or inclusive settings. Null hypothesis 2 stated a significant difference does not exist between selected North Carolina K--12 science educators' attained educational level; grade level currently taught, supervised or chaired; and years of experience in teaching science, supervising science education, and/or chairing science departments in selected North Carolina public schools and their opinions of their undergraduate teacher education program with regard to instructing students with learning disabilities in mainstreamed or inclusive educational settings. Null hypothesis 2 was evaluated through an analysis of

  2. Classifying K-12 Blended Learning

    Science.gov (United States)

    Staker, Heather; Horn, Michael B.

    2012-01-01

    The growth of online learning in the K-12 sector is occurring both remotely through virtual schools and on campuses through blended learning. In emerging fields, definitions are important because they create a shared language that enables people to talk about the new phenomena. The blended-learning taxonomy and definitions presented in this paper…

  3. A Meta-Analysis of the Effectiveness of Intelligent Tutoring Systems on K-12 Students' Mathematical Learning

    Science.gov (United States)

    Steenbergen-Hu, Saiying; Cooper, Harris

    2013-01-01

    In this study, we meta-analyzed empirical research of the effectiveness of intelligent tutoring systems (ITS) on K-12 students' mathematical learning. A total of 26 reports containing 34 independent samples met study inclusion criteria. The reports appeared between 1997 and 2010. The majority of included studies compared the effectiveness of ITS…

  4. Thinking Like a Scientist: The RITES Path for K-12 Students to Learn the Scientific Method

    Science.gov (United States)

    Murray, D. P.; Dooley, H., Jr.; Cardace, D.

    2015-12-01

    Bringing Research on Learning to the Geosciences (Manduca et al, 2002) stated that "An overaching goal for geoscience education is to help every student to 'think like a scientist'", and that continues to challenge geoscience education. The Rhode Island Technology Enhanced Science (RITES) project addresses that goal, and this presentation chronicles that successful effort. RITES strives to improve science education by providing professional development (PD) to the majority of science teachers at the 5th through 12th grade levels throughout Rhode Island. The PD is presented through ~forty 2.5 day workshops that emphasize the innovative use of technology and best teaching practices, consistent with the recommendations detailed in Manduca et al (2002). The presentation will focus on two of these workshops that provide middle and high school teachers with strategies and techniques for guiding student-run explorations of earthquakes as a result of tectonic plate movements. Teachers address these topics much as a scientist would by carrying out the following activities: 1) Identifying the relationships between faults, EQs and plate boundaries; 2) Using GPS data to quantify interseismic deformation; 3) Constructing an Earthquake machine; and 4) Scaling their observations from desktop to crustal scale, and (5) Using the results to forecast earthquakes along the SAF and to estimate the magnitude of earthquakes on ancient faults. As it is unrealistic to expect teachers to be able to incorporate all of this material into their syllabi, we have introduced the concept of Subtle Shifts (Exploratorium, 2006) as a means by which they can easily blend workshop material into their existing courses. Teacher surveys reflect a high level of satisfaction (81-100%), and pre- and post-evaluations show significant normalized gains (Hake, 1998), in about 90% of the courses. Moreover, students of RITES teachers demonstrate statistically significant gains in inquiry skills and content

  5. Narratives from the Online Frontier: A K-12 Student's Experience in an Online Learning Environment

    Science.gov (United States)

    Barbour, Michael; Siko, Jason; Sumara, JaCinda; Simuel-Everage, Kaye

    2012-01-01

    Despite a large increase in the number of students enrolled in online courses, published research on student experiences in these environments is minimal. This article reports the narrative analysis of a series of interviews conducted with a female student at a brick-and-mortar school enrolled in a single virtual school course. Her narratives…

  6. DC Rocks! Using Place-Based Learning to Introduce Washington DC's K-12 Students to the Geosciences

    Science.gov (United States)

    Mayberry, G. C.; Mattietti, G. K.

    2017-12-01

    The Washington DC area has interesting geology and a multitude of agencies that deal with the geosciences, yet K-12 public school students in DC, most of whom are minorities, have limited exposure to the geosciences. Geoscience agencies in the DC area have a unique opportunity to address this by introducing the geosciences to local students who otherwise may not have such an opportunity, by highlighting the geology in the students' "backyard," and by leveraging partnerships among DC-based geoscience-related agencies. The USGS and George Mason University are developing a project called DC Rocks, which will give DC's students an exciting introduction into the world of geoscience with place-based learning opportunities that will make geoscience relevant to their lives and their futures. Both the need in DC and the potential for lasting impact are great; the geosciences have the lowest racial diversity of all the science, technology, engineering, and math (STEM) fields, 89% of students in DC public schools are minorities, and there is no dedicated geoscience curriculum in DC. DC Rocks aims to give these students early exposure to the earth sciences, and encourage them to consider careers in the profession. DC Rocks will work with partner agencies to apply several methods that are recommended by researchers to increase the participation of minority students in the geosciences, including providing profoundly positive experiences that spark interest in the geosciences (Levine et al., 2007); increasing students' sense of belonging in the geosciences (Huntoon, et al, 2016); and place-based teaching practices that emphasize the study of local sites (Semken, 2005), such as DC's Rock Creek Park. DC Rocks will apply these methods by coordinating local geoscientists and resources to provide real-world examples of the geosciences' impact on students' lives. Through the DC Rocks website, educators will be able to request geoscience-related resources such as class presentations by

  7. Transforming K-12 Rural Education through Blended Learning: Teacher Perspectives

    Science.gov (United States)

    Kellerer, Paula; Kellerer, Eric; Werth, Eric; Werth, Lori; Montgomery, Danielle; Clyde, Rozella; Cozart, Joe; Creach, Laura; Hibbard, Laura; LaFrance, Jason; Rupp, Nadine; Walker, Niki; Carter, Theresa; Kennedy, Kathryn

    2014-01-01

    A qualitative study exploring rural teacher perspectives on the impact of blended learning on students and teachers was conducted in Idaho during the Fall of 2013. Researchers from Northwest Nazarene University's DOCEO Center in partnership with Idaho Digital Learning Academy (IDLA) and the International Association for K-12 Online Learning…

  8. Traumatic Brain Injury in K-12 Students II: Response to Instruction--When Will They Ever Learn?

    Science.gov (United States)

    Schutz, Larry E.; McNamara, Elizabeth A.

    2011-01-01

    Most students who have sustained severe traumatic brain injury (TBI) appear normal when they return to school. Hopeful parents, encouraged by deceptively positive medical feedback, expect a return to regular education. In the classroom, the students initially seem almost ready to resume learning, but instead they fall farther behind grade level…

  9. K-12 Online Learning and the Training Needs for School Psychology Practitioners

    Science.gov (United States)

    Tysinger, P. Dawn; Tysinger, Jeff; Diamanduros, Terry; Kennedy, Kathryn

    2013-01-01

    K-12 online learning is growing at an exponential rate in the United States and around the world. Students and teachers are entering and embracing the K-12 online learning environment. Thus, it becomes imperative for school psychologists to follow. In order to offer the most productive learning environment for all students, the services provided…

  10. Investigating the Potential of MOOCs in K-12 Teaching and Learning Environments

    Science.gov (United States)

    Nigh, Jennifer; Pytash, Kristine E.; Ferdig, Richard E.; Merchant, William

    2015-01-01

    The massive open online course (MOOC) is a relatively new concept in K-12 teaching and learning environments. Although significant work has been done with MOOCs since 2008, it has only been recently that MOOCs have been studied with K-12 populations. The purpose of this study was to further examine the motivation of K-12 students enrolled in a…

  11. Digital Learning in California's K-12 Schools. Just the Facts

    Science.gov (United States)

    Gao, Niu

    2015-01-01

    This fact page briefly discusses the following facts on digital learning in California's K-12: (1) As California implements new tests in its K-12 schools, technology infrastructure is a key concern; (2) Many districts are confident that they had enough bandwidth for online field tests; (3) Digital learning will require significantly greater…

  12. Keeping Pace with K-12 Online Learning, 2016

    Science.gov (United States)

    Gemin, Butch; Pape, Larry

    2017-01-01

    "Keeping Pace with K-12 Online Learning 2016" marks the thirteenth consecutive year Evergreen has published its annual research of the K-12 education online learning market. The thirteen years of researching, writing and publishing this report represents a time of remarkable change. There has been a constant presence that has become the…

  13. Polaris Undergraduates Connecting With K-12 Students Though Story Telling-Learning About Climate Change Using Web-Mapping Based Investigations

    Science.gov (United States)

    Wood, J. H.; Natali, S.; Schade, J. D.; Fiske, G. J.; Linder, C.; Ramos, E.; Weber, L. R.; Kuhn, M. A.

    2014-12-01

    The Polaris Project is a unique undergraduate education, research, and outreach initiative that examines global climate change in the Siberian Arctic. The program focuses on permafrost and carbon processes in the boreal and tundra ecosystems of the Kolyma Watershed, the largest watershed underlain by continuous permafrost. Each summer, a diverse group of undergraduate students and faculty mentors spends one month living on the Kolyma River, developing independent projects that engage the students directly in the biogeosciences through authentic scientific research experiences in remote field sites. In all cases the student projects contribute to the overall goal of the Polaris Project to investigate the transport and transformations of carbon and nutrients as they move among terrestrial and aquatic ecosystems and the atmosphere. Through the use of online interactive ArcGIS maps the students share their experiences and learning, while posing questions in a format that can be used to engage K-12 learners in the classroom. By embedding information; including databases, photographs and video, informational text, and geospatial data; into user-friendly maps the Polaris Project students will "tell the story" of studying climate change in the Siberian tundra in a way that allows the users to explore climate science through inquiry and web-map based investigation. Through performance expectation topics including Weather and Climate, Interactions, Earth's Systems, and Human impacts, this investigation uses consideration of the vast amounts of ancient organic matter locked up in permafrost in the region, and concerns about the fate of this ancient organic carbon as temperatures warm and permafrost thaws, to make K-12 climate change connections with the Next Generation Science Standards (NGSS).

  14. Problem-Based Learning in the Life Science Classroom, K-12

    Science.gov (United States)

    McConnell, Tom; Parker, Joyce; Eberhardt, Janet

    2016-01-01

    "Problem-Based Learning in the Life Science Classroom, K-12" offers a great new way to ignite your creativity. Authors Tom McConnell, Joyce Parker, and Janet Eberhardt show you how to engage students with scenarios that represent real-world science in all its messy, thought-provoking glory. The scenarios prompt K-12 learners to immerse…

  15. Exploring Arizona K-12 Virtual Educator Experiences and Perspectives Developing Collaborative Learning Communities

    Science.gov (United States)

    Cross, Deborah Iyron

    2015-01-01

    Arizona Online Instruction (AOI) provided an instructional alternative to nearly fifty thousand K-12 students in Arizona during the 2012-2013 school year. Growth in online education underscores the importance of evolving the role of the K-12 virtual teacher as the human agent (Turvey, 2008) demonstrating social learning theory (Bandura, 1977) by…

  16. Designer Librarian: Embedded in K12 Online Learning

    Science.gov (United States)

    Boyer, Brenda

    2015-01-01

    Over the past two decades, shifts in technology have altered the roles of school librarians in a multitude of ways. New rigorous standards, proliferation of devices, and steady growth of online and blended learning for the K12 market now demand librarians engage with learners in online environments. Taking an instructional design approach is the…

  17. Problem-Based Learning in the Earth and Space Science Classroom, K-12

    Science.gov (United States)

    McConnell, Tom J.; Parker, Joyce; Eberhardt, Janet

    2017-01-01

    If you've ever asked yourself whether problem-based learning (PBL) can bring new life to both your teaching and your students' learning, here's your answer: Yes. This all-in-one guide will help you engage your students in scenarios that represent real-world science in all its messy, thought-provoking glory. The scenarios will prompt K-12 students…

  18. Problem-Based Learning in the Physical Science Classroom, K-12

    Science.gov (United States)

    McConnell, Tom J.; Parker, Joyce; Eberhardt, Janet

    2018-01-01

    "Problem-Based Learning in the Physical Science Classroom, K-12" will help your students truly understand concepts such as motion, energy, and magnetism in true-to-life contexts. The book offers a comprehensive description of why, how, and when to implement problem-based learning (PBL) in your curriculum. Its 14 developmentally…

  19. Using the van Hiele K-12 Geometry Learning Theory to Modify Engineering Mechanics Instruction

    Science.gov (United States)

    Sharp, Janet M.; Zachary, Loren W.

    2004-01-01

    Engineering students use spatial thinking when examining diagrams or models to study structure design. It is expected that most engineering students have solidified spatial thinking skills during K-12 schooling. However, according to what we know about geometry learning and teaching, spatial thinking probably needs to be explicitly taught within…

  20. Project BioEYES: Accessible Student-Driven Science for K-12 Students and Teachers.

    Science.gov (United States)

    Shuda, Jamie R; Butler, Valerie G; Vary, Robert; Farber, Steven A

    2016-11-01

    BioEYES, a nonprofit outreach program using zebrafish to excite and educate K-12 students about science and how to think and act like scientists, has been integrated into hundreds of under-resourced schools since 2002. During the week-long experiments, students raise zebrafish embryos to learn principles of development and genetics. We have analyzed 19,463 participating students' pre- and post-tests within the program to examine their learning growth and attitude changes towards science. We found that at all grade levels, BioEYES effectively increased students' content knowledge and produced favorable shifts in students' attitudes about science. These outcomes were especially pronounced in younger students. Having served over 100,000 students, we find that our method for providing student-centered experiences and developing long-term partnerships with teachers is essential for the growth and sustainability of outreach and school collaborations.

  1. The Chem-E-Car as a Vehicle for Service Learning through K-12 Outreach

    Science.gov (United States)

    Chirdon, William

    2017-01-01

    This article presents the results of combining the American Institute of Chemical Engineers' (AIChE) Chem-E-Car competition activities with engineering outreach to K-12 students in a service-learning course. Survey results are presented to show how the program develops technical skills as well as leadership, teamwork, and communication skills in…

  2. Analysis of 3D Modeling Software Usage Patterns for K-12 Students

    Science.gov (United States)

    Wu, Yi-Chieh; Liao, Wen-Hung; Chi, Ming-Te; Li, Tsai-Yen

    2016-01-01

    In response to the recent trend in maker movement, teachers are learning 3D techniques actively and bringing 3D printing into the classroom to enhance variety and creativity in designing lectures. This study investigates the usage pattern of a 3D modeling software, Qmodel Creator, which is targeted at K-12 students. User logs containing…

  3. Interview with Joe Freidhoff: A Bird's-Eye View of K-12 Online Learning

    Science.gov (United States)

    Pourreau, Leslie

    2015-01-01

    The intent of this article is to introduce long-time "Online Learning" readership to the field of K-12 online learning while also providing direction for the K-12 online learning scholars about where the field is going or should be going in terms of meeting the needs of K-12 stakeholders. Recently an interview was conducted with Dr. Joe…

  4. Designing GIS Learning Materials for K-12 Teachers

    Science.gov (United States)

    Hong, Jung Eun

    2017-01-01

    Although previous studies have proven the usefulness and effectiveness of geographic information system (GIS) use in the K-12 classroom, the rate of teacher adoption remains low. The identified major barrier to its use is a lack of teachers' background and experience. To solve this limitation, many organisations have provided GIS-related teacher…

  5. Preparing for Infectious Disease: Department of Education Recommendations to Ensure the Continuity of Teaching and Learning for Schools (K-12) during Extended Student Absence or School Dismissal

    Science.gov (United States)

    US Department of Education, 2014

    2014-01-01

    The U.S. Department of Education (ED) wishes to remind states, districts, schools, students, staff, families, and guardians as well as communities about the importance of: (1) addressing the prevention of infectious disease in schools, including the seasonal flu, viral meningitis, enterovirus, and Ebola; and (2) ensuring the continuity of teaching…

  6. Blueprint for Incorporating Service Learning: A Basic, Developmental, K-12 Service Learning Typology

    Science.gov (United States)

    Terry, Alice W.; Bohnenberger, Jann E.

    2004-01-01

    Citing the need for a basic, K-12 developmental framework for service learning, this article describes such a model. This model, an inclusive typology of service learning, distinguishes three levels of service learning: Community Service, Community Exploration, and Community Action. The authors correlate this typology to Piaget's cognitive…

  7. Keeping Pace with K-12 Digital Learning: An Annual Review of Policy and Practice. Eleventh Edition

    Science.gov (United States)

    Watson, John; Pape, Larry; Murin, Amy; Gemin, Butch; Vashaw, Lauren

    2014-01-01

    "Keeping Pace with K-12 Digital Learning" (2014) is the 11th in a series of annual reports that began in 2004 that examine the status of K-12 online education across the country. The report provides an overview of the latest policies, practices, and trends affecting online learning programs across all 50 states. It summarizes that at a…

  8. Code to Learn: Where Does It Belong in the K-12 Curriculum?

    OpenAIRE

    Jesús Moreno León; Gregorio Robles; Marcos Román-González

    2016-01-01

    The introduction of computer programming in K-12 has become mainstream in the last years, as countries around the world are making coding part of their curriculum. Nevertheless, there is a lack of empirical studies that investigate how learning to program at an early age affects other school subjects. In this regard, this paper compares three quasi-experimental research designs conducted in three different schools (n=129 students from 2nd and 6th grade), in order to assess the impact of intro...

  9. Learning about Makerspaces: Professional Development with K-12 Inservice Educators

    Science.gov (United States)

    Peterson, Lana; Scharber, Cassandra

    2018-01-01

    Makerspaces are the latest educational movement that may disrupt the "grammar of schooling." Makerspaces may change the ways schools use technology; change the ways schools engage in learning and teaching; and change the forms of learning that count in schools. However, without deliberate professional learning and planning, the glamor of…

  10. Applying the Quadratic Usage Framework to Research on K-12 STEM Digital Learning Resources

    Science.gov (United States)

    Luetkemeyer, Jennifer R.

    2016-01-01

    Numerous policymakers have called for K-12 educators to increase their effectiveness by transforming science, technology, engineering, and mathematics (STEM) learning and teaching with digital resources and tools. In this study we outline the significance of studying pressing issues related to use of digital resources in the K-12 environment and…

  11. Biomedical and Biochemical Engineering for K-12 Students

    Science.gov (United States)

    Madihally, Sundararajan V.; Maase, Eric L.

    2006-01-01

    REACH (Reaching Engineering and Architectural Career Heights) is a weeklong summer academy outreach program for high school students interested in engineering, architecture, or technology. Through module-­based instruction, students are introduced to various engineering fields. This report describes one of the modules focused on introducing…

  12. K-12 Online Teacher Beliefs: Relationships among Intelligence, Confidence, Teacher-Student Interactions, and Student Outcomes

    Science.gov (United States)

    Vander Ploeg, Guadalupe

    2012-01-01

    The vigorous expansion of online learning in K-12 education is a recent change to the conceptualization of schooling that has been occurring for more than 10 years. However, methods used for recruiting, hiring, and preparing online teachers have not been altered beyond the current federal standard defined by No Child Left Behind of Highly…

  13. Are Learning Assistants Better K-12 Science Teachers?

    Science.gov (United States)

    Gray, Kara E.; Webb, David C.; Otero, Valerie K.

    2010-10-01

    This study investigates how the undergraduate Learning Assistant (LA) experience affects teachers' first year of teaching. The LA Program provides interested science majors with the opportunity to explore teaching through weekly teaching responsibilities, an introduction to physics education research, and a learning community within the university. Some of these LAs are recruited to secondary science teacher certification programs. We hypothesized that the LA experience would enhance the teaching practices of the LAs who ultimately become teachers. To test this hypothesis, LAs were compared to a matched sample of teachers who completed the same teacher certification program as the LAs but did not have the LA "treatment." LAs and "non-LAs" were compared through interviews, classroom observations, artifact packages, and observations made with Reformed Teacher Observation Protocol (RTOP) collected within the first year of teaching. Some differences were found; these findings and their implications are discussed.

  14. Outstanding Science Trade Books for Students K-12

    Science.gov (United States)

    Texley, Juliana

    2009-01-01

    Today's classrooms have no real walls! Students explore the world on field trips, during virtual journeys on the world wide web, and through the books they read. These pathways help them fly to the ends of the universe to satisfy their scientific curiosity. Again this year, the professionals of the NSTA/CBC Review Panel for Outstanding Science…

  15. K-12 Students with Concussions: A Legal Perspective

    Science.gov (United States)

    Zirkel, Perry A.; Brown, Brenda Eagan

    2015-01-01

    This article provides a multipart analysis of the public schools' responsibility for students with concussions. The first part provides the prevailing diagnostic definitions of concussions and postconcussive syndrome. The second and central part provides (a) the legal framework of the two overlapping federal laws--the Individuals with Disabilities…

  16. Learning to Teach Online: A Systematic Review of the Literature on K-12 Teacher Preparation for Teaching Online

    Science.gov (United States)

    Moore-Adams, Brianne L.; Jones, W. Monty; Cohen, Jonathan

    2016-01-01

    There is a growing need for qualified online instructors to teach the expanding population of online K-12 students. To meet this need, teachers must be provided learning opportunities to acquire the specific types of knowledge and skills necessary to teach online. In this systematic review of the literature, we utilize the TPACK framework to…

  17. 3-D Teaching of Climate Change: An innovative professional learning model for K-12 teachers

    Science.gov (United States)

    Stapleton, M.; Wolfson, J.; Sezen-Barrie, A.

    2017-12-01

    In spite of the presumed controversy over the evidence for climate change, the recently released Next Generation Science Standards (NGSS) for K-12 include a focus on climate literacy and explicitly use the term `climate change.' In addition to the increased focus on climate change, the NGSS are also built upon a new three dimensional framework for teaching and learning science. Three dimensional learning has students engaging in scientific and engineering practices (Dimension 1), while using crosscutting concepts (Dimension 2) to explore and explain natural phenomena using disciplinary core ideas (Dimension 3). The adoption of these new standards in many states across the nation has created a critical need for on-going professional learning as in-service science educators begin to implement both climate change instruction and three dimensional teaching and learning in their classrooms. In response to this need, we developed an innovative professional learning model for preparing teachers to effectively integrate climate change into their new curriculum and engage students in three dimensional learning. Our professional learning model utilized ideas that have emerged from recent science education research and include: a) formative assessment probes for three dimensional learning that monitor students' progress; b) collaboration with scientists with expertise in climate science to understand the domain specific ways of doing science; and c) development of a community of practice for in-service teachers to provide feedback to each other on their implementation. In this poster presentation, we will provide details on the development of this professional learning model and discuss the affordances and challenges of implementing this type of professional learning experience.

  18. Mobile Apps for Reflection in Learning: A Design Research in K-12 Education

    Science.gov (United States)

    Leinonen, Teemu; Keune, Anna; Veermans, Marjaana; Toikkanen, Tarmo

    2016-01-01

    This study takes a design-based research approach to explore how applications designed for mobile devices could support reflection in learning in K-12 education. Use of mobile devices is increasing in schools. Most of the educational apps support single-person use of interactive learning materials, simulations and learning games. Apps designed to…

  19. Is K-12 Blended Learning Disruptive? An Introduction to the Theory of Hybrids

    Science.gov (United States)

    Christensen, Clayton M.; Horn, Michael B.; Staker, Heather

    2013-01-01

    The Clayton Christensen Institute for Disruptive Innovation, formerly the Innosight Institute, has published three papers describing the rise of K-12 blended learning--that is, formal education programs that combine online learning and brick-and-mortar schools. This fourth paper is the first to analyze blended learning through the lens of…

  20. Armed To Learn: Aiming At California K 12 School Gun Policy

    Science.gov (United States)

    2016-03-01

    AIMING AT CALIFORNIA K-12 SCHOOL GUN POLICY by Catherine Wilson Jones March 2016 Thesis Co-Advisors: Kathleen Kiernan John Rollins...Master’s thesis 4. TITLE AND SUBTITLE ARMED TO LEARN: AIMING AT CALIFORNIA K-12 SCHOOL GUN POLICY 5. FUNDING NUMBERS 6. AUTHOR(S) Catherine...gap in viewpoints between gun control advocates who want tighter gun control and constitutionalists who believe as strongly in the Second Amendment

  1. Code to Learn: Where Does It Belong in the K-12 Curriculum?

    Directory of Open Access Journals (Sweden)

    Jesús Moreno León

    2016-06-01

    Full Text Available The introduction of computer programming in K-12 has become mainstream in the last years, as countries around the world are making coding part of their curriculum. Nevertheless, there is a lack of empirical studies that investigate how learning to program at an early age affects other school subjects. In this regard, this paper compares three quasi-experimental research designs conducted in three different schools (n=129 students from 2nd and 6th grade, in order to assess the impact of introducing programming with Scratch at different stages and in several subjects. While both 6th grade experimental groups working with coding activities showed a statistically significant improvement in terms of academic performance, this was not the case in the 2nd grade classroom. Notable disparity was also found regarding the subject in which the programming activities were included, as in social studies the effect size was double that in mathematics.

  2. Examining Student-Adult Relationships during K-12 School Age Years

    Science.gov (United States)

    Lappi, Shelly J.

    2012-01-01

    This study examined the relationship between dependent and independent variables and the effects relationships have on K-12 students as they struggle through life stressors. Thus, the research study was based upon this over arching question: How does having positive student-adult relationships impact a student's ability to cope with life…

  3. Addressing the Nets for Students through Constructivist Technology Use in K-12 Classrooms

    Science.gov (United States)

    Niederhauser, Dale S.; Lindstrom, Denise L.

    2006-01-01

    The National Educational Technology Standards for Students promote constructivist technology use for K-12 students in U.S. schools. In this study, researchers reported on 716 cases in which teachers described technology-based activities they conducted with their students. Narrative analysis was used to examine case transcripts relative to the…

  4. An Examination of Dropout Rates for Hispanic or Latino Students Enrolled in Online K-12 Schools

    Science.gov (United States)

    Corry, Michael; Dardick, William; Stella, Julie

    2017-01-01

    As the number of online K-12 educational offerings continues to grow it is important to better understand key indicators of success for students enrolled in these classes. One of those indicators is student dropout rates. This is particularly important for Hispanic or Latino students who traditionally have high dropout rates. The purpose of this…

  5. C-MORE Science Kits: Putting Technology in the Hands of K-12 Teachers and Students

    Science.gov (United States)

    Achilles, K.; Weersing, K.; Daniels, C.; Puniwai, N.; Matsuzaki, J.; Bruno, B. C.

    2008-12-01

    The Center for Microbial Oceanography: Research and Education (C-MORE) is a NSF Science and Technology Center based at the University of Hawaii. The C-MORE education and outreach program offers a variety of resources and professional development opportunities for science educators, including online resources, participation in oceanography research cruises, teacher-training workshops, mini-grants to incorporate microbial oceanography-related content and activities into their classroom and, most recently, C- MORE science kits. C-MORE science kits provide hands-on classroom, field, and laboratory activities related to microbial oceanography for K-12 students. Each kit comes with complete materials and instructions, and is available free of charge to Hawaii's public school teachers. Several kits are available nationwide. C-MORE science kits cover a range of topics and technologies and are targeted at various grade levels. Here is a sampling of some available kits: 1) Marine Murder Mystery: The Case of the Missing Zooxanthellae. Students learn about the effect of climate change and other environmental threats on coral reef destruction through a murder-mystery experience. Participants also learn how to use DNA to identify a suspect. Grades levels: 3-8. 2) Statistical sampling. Students learn basic statistics through an exercise in random sampling, with applications to microbial oceanography. The laptops provided with this kit enable students to enter, analyze, and graph their data using EXCEL. Grades levels: 6-12. 3) Chlorophyll Lab. A research-quality fluorometer is used to measure the chlorophyll content in marine and freshwater systems. This enables students to compare biomass concentrations in samples collected from various locations. Grades levels: 9-12. 4) Conductivity-Temperature-Depth (CTD). Students predict how certain variables (e.g., temperature, pressure, chlorophyll, oxygen) vary with depth. A CTD, attached to a laptop computer, is deployed into deep water

  6. An Empirical Evaluation of Distance Learning's Effectiveness in the K-12 Setting

    Science.gov (United States)

    Harris-Packer, Jerilyn D.; Ségol, Geneviève

    2015-01-01

    This study evaluated the effect of online instruction on the academic achievement of K--12 students in ten states as measured by the percentage of proficient students in reading and mathematics at the school level. We used publicly available data provided by the Department of Education in Florida, Michigan, Minnesota, Nevada, Ohio, Pennsylvania,…

  7. Effects of a Haptic Augmented Simulation on K-12 Students' Achievement and Their Attitudes Towards Physics

    Science.gov (United States)

    Civelek, Turhan; Ucar, Erdem; Ustunel, Hakan; Aydin, Mehmet Kemal

    2014-01-01

    The current research aims to explore the effects of a haptic augmented simulation on students' achievement and their attitudes towards Physics in an immersive virtual reality environment (VRE). A quasi-experimental post-test design was employed utilizing experiment and control groups. The participants were 215 students from a K-12 school in…

  8. Peer Mentoring and Peer Tutoring among K-12 Students: A Literature Review

    Science.gov (United States)

    Goodrich, Andrew

    2018-01-01

    The purpose of this literature review is to examine research on peer mentoring among K-12 students to assist practitioners with how to incorporate these instructional techniques into their own music programs. Primary themes across the music education literature of peer mentoring include the role of music teachers, the role of students as they…

  9. California K-12 Schools and Communities Collaborate to Support Student Mental Health

    Science.gov (United States)

    Woodbridge, Michelle W.; Goldweber, Asha; Yu, Jennifer; Golan, Shari; Stein, Bradley D.

    2013-01-01

    Across the education, public health, and human and social services areas, there is renewed interest in bringing agency representatives together to work on the promotion of student mental health and wellness. One of the aims of California's Prevention and Early Intervention (PEI) K-12 Student Mental Health (SMH) initiative funded under Proposition…

  10. What Do K-12 Teachers Think about Including Student Surveys in Their Performance Ratings?

    Science.gov (United States)

    Dretzke, Beverly J.; Sheldon, Timothy D.; Lim, Alicia

    2015-01-01

    This study investigated K-12 teachers' opinions about the use of student surveys as a component of a teacher evaluation system. Surveys were administered to teachers at the beginning of the school year and again in the spring. Analyses of teachers' responses on the fall survey indicated tentative support for the inclusion of student feedback in…

  11. Science Communication versus Science Education: The Graduate Student Scientist as a K-12 Classroom Resource

    Science.gov (United States)

    Strauss, Jeff; Shope, Richard E., III; Terebey, Susan

    2005-01-01

    Science literacy is a major goal of science educational reform (NRC, 1996; AAAS, 1998; NCLB Act, 2001). Some believe that teaching science only requires pedagogical content knowledge (PCK). Others believe doing science requires knowledge of the methodologies of scientific inquiry (NRC, 1996). With these two mindsets, the challenge for science educators is to create models that bring the two together. The common ground between those who teach science and those who do science is science communication, an interactive process that galvanizes dialogue among scientists, teachers, and learners in a rich ambience of mutual respect and a common, inclusive language of discourse . The dialogue between science and non-science is reflected in the polarization that separates those who do science and those who teach science, especially as it plays out everyday in the science classroom. You may be thinking, why is this important? It is vital because, although not all science learners become scientists, all K-12 students are expected to acquire science literacy, especially with the implementation of the No Child Left Behind Act of 2001 (NCLB). Students are expected to acquire the ability to follow the discourse of science as well as connect the world of science to the context of their everyday life if they plan on moving to the next grade level, and in some states, to graduate from high school. This paper posits that science communication is highly effective in providing the missing link for K-12 students cognition in science and their attainment of science literacy. This paper will focus on the "Science For Our Schools" (SFOS) model implemented at California State Univetsity, Los Angeles (CSULA) as a project of the National Science Foundation s GK-12 program, (NSF 2001) which has been a huge success in bridging the gap between those who "know" science and those who "teach" science. The SFOS model makes clear the distinctions that identify science, science communication, science

  12. The Preparation of Teacher Candidates for K-12 Online Learning Environments: A Case Study

    Science.gov (United States)

    Williams, Nicole V.

    2015-01-01

    The purpose of this study was to determine how teacher education programs may better prepare teacher candidates to teach in K-12 online learning environments. The primary research question addressed was: What specific knowledge, skills, and dispositions should teacher education programs include in their curriculum to better prepare teacher…

  13. A Nonverbal Language for Imagining and Learning: Dance Education in K-12 Curriculum

    Science.gov (United States)

    Hanna, Judith Lynne

    2008-01-01

    Curriculum theorists have provided a knowledge base concerning aesthetics, agency, creativity, lived experience, transcendence, learning through the body, and the power of the arts to engender visions of alternative possibilities in culture, politics, and the environment. However, these theoretical threads do not reveal the potential of K-12 dance…

  14. Teaching and Learning with Mobile Computing Devices: Case Study in K-12 Classrooms

    Science.gov (United States)

    Grant, Michael M.; Tamim, Suha; Brown, Dorian B.; Sweeney, Joseph P.; Ferguson, Fatima K.; Jones, Lakavious B.

    2015-01-01

    While ownership of mobile computing devices, such as cellphones, smartphones, and tablet computers, has been rapid, the adoption of these devices in K-12 classrooms has been measured. Some schools and individual teachers have integrated mobile devices to support teaching and learning. The purpose of this qualitative research was to describe the…

  15. Code to Learn: Where Does It Belong in the K-12 Curriculum?

    Science.gov (United States)

    Moreno-León, Jesús; Robles, Gregorio; Román-González, Marcos

    2016-01-01

    The introduction of computer programming in K-12 has become mainstream in the last years, as countries around the world are making coding part of their curriculum. Nevertheless, there is a lack of empirical studies that investigate how learning to program at an early age affects other school subjects. In this regard, this paper compares three…

  16. Mixed Methods Evaluation of Statewide Implementation of Mathematics Education Technology for K-12 Students

    Science.gov (United States)

    Brasiel, Sarah; Martin, Taylor; Jeong, Soojeong; Yuan, Min

    2016-01-01

    An extensive body of research has demonstrated that the use in a K-12 classroom of technology, such as the Internet, computers, and software programs, enhances the learning of mathematics (Cheung & Slavin, 2013; Cohen & Hollebrands, 2011). In particular, growing empirical evidence supports that certain types of technology, such as…

  17. Preparing University Students to Lead K-12 Engineering Outreach Programmes: A Design Experiment

    Science.gov (United States)

    Anthony, Anika B.; Greene, Howard; Post, Paul E.; Parkhurst, Andrew; Zhan, Xi

    2016-01-01

    This paper describes an engineering outreach programme designed to increase the interest of under-represented youth in engineering and to disseminate pre-engineering design challenge materials to K-12 educators and volunteers. Given university students' critical role as facilitators of the outreach programme, researchers conducted a two-year…

  18. Environmental Education and K-12 Student Outcomes: A Review and Analysis of Research

    Science.gov (United States)

    Ardoin, Nicole M.; Bowers, Alison W.; Roth, Noelle Wyman; Holthuis, Nicole

    2018-01-01

    Many practitioners and researchers describe academic and environmental benefits of environmental education for kindergarten through twelfth grade (K-12) students. To consider the empirical underpinnings of those program descriptions, we systematically analyzed the peer-reviewed literature (1994-2013), focusing on outcomes of environmental…

  19. Perceptions of Educational Barriers Affecting the Academic Achievement of Latino K-12 Students

    Science.gov (United States)

    Becerra, David

    2012-01-01

    This study examined different factors affecting the perceptions of barriers in academic achievement of Latino K-12 students. The study used data from 1,508 participants who identified themselves as being of Hispanic or Latino heritage in the 2004 National Survey of Latinos: Education, compiled by the Pew Hispanic Center between August 7 and…

  20. Effects of Mobile Devices on K-12 Students' Achievement: A Meta-Analysis

    Science.gov (United States)

    Tingir, S.; Cavlazoglu, B.; Caliskan, O.; Koklu, O.; Intepe-Tingir, S.

    2017-01-01

    In this meta-analytic study, we investigated the effects of mobile devices on student achievement in science, mathematics and reading in grades K-12. Based on our inclusion criteria, we searched the ERIC and PsycINFO databases and identified 14 peer-reviewed research articles published between 2010 and 2014. We identified the device type, subject…

  1. How Do K-12 Students' Manage Applications on Their Mobile Devices?

    Science.gov (United States)

    Aladjem, Ruthi; Hardof, Sharon

    2016-01-01

    Personal information management (PIM) is a research field that examines the activities by which users save, organize and retrieve personal information items. PIM is a one of the essential new literacies for learners in the 21st century. This paper reports results from a pilot study that explored PIM practices and strategies of K-12 students, on…

  2. Integrating local environmental research into K-12 science classrooms and the value of graduate student-educator partnerships

    Science.gov (United States)

    Ward, N. D.; Petrik-Finley, R.

    2015-12-01

    Collaboration between researchers and K-12 educators enables an invaluable exchange of teaching philosophies and educational tools. Programs that partner graduate students with K-12 educators serve the dual purpose of training future educators and providing K-12 students with unique opportunities and perspectives. The benefits of this type of partnership include providing students with enhanced educational experiences and positive student-mentor relationships, training STEM graduate students in effective teaching strategies, and providing teachers with a firsthand resource for scientific information and novel educational materials. Many high school students have had little exposure to science beyond the classroom. Frequent interactions with "real-life" scientists can help make science more approachable and is an effective strategy for promoting science as a career. Here I describe my experiences and several lessons designed as a NSK GK-12 fellow. For example, a month-long unit on biogeochemical principles was framed as a crime scene investigation of a fish kill event in Hood Canal, Washington, in which students were given additional pieces of evidence to solve the mystery as they satisfied checkpoints in their understanding of key concepts. The evidence pieces included scientific plots, maps, datasets, and laboratory exercises. A clear benefit of this investigation-style unit is that students were able to learn the material at their individual pace. This structure allowed for a streamlined integration of differentiated materials such as simplified background readings or visual learning aids for struggling students or more detailed news articles and primary literature for more advanced students. Although the NSF GK-12 program has been archived, educators and researchers should pursue new partnerships, leveraging local and state-level STEM outreach programs with the goal of increasing national exposure of the societal benefits of such synergistic activities.

  3. Universal Design for Learning: Scanning for Alignment in K-12 Blended and Fully Online Learning Materials

    Science.gov (United States)

    Basham, James D.; Smith, Sean J.; Satter, Allyson L.

    2016-01-01

    In the process of evaluating online learning products for accessibility, researchers in the Center on Online Learning and Students with Disabilities concluded that most often consultation guides and assessment tools were useful in determining sensory accessibility but did not extend to critical aspects of learning within the Universal Design for…

  4. BiteScis: Connecting K-12 teachers with science graduate students to produce lesson plans on modern science research

    Science.gov (United States)

    Battersby, Cara

    2016-01-01

    Many students graduate high school having never learned about the process and people behind modern science research. The BiteScis program addresses this gap by providing easily implemented lesson plans that incorporate the whos, whats, and hows of today's scienctific discoveries. We bring together practicing scientists (motivated graduate students from the selective communicating science conference, ComSciCon) with K-12 science teachers to produce, review, and disseminate K-12 lesson plans based on modern science research. These lesson plans vary in topic from environmental science to neurobiology to astrophysics, and involve a range of activities from laboratory exercises to art projects, debates, or group discussion. An integral component of the program is a series of short, "bite-size" articles on modern science research written for K-12 students. The "bite-size" articles and lesson plans will be made freely available online in an easily searchable web interface that includes association with a variety of curriculum standards. This ongoing program is in its first year with about 15 lesson plans produced to date.

  5. Keeping Pace with K-12 Online & Blended Learning: An Annual Review of Policy and Practice. 10 Year Anniversary Issue

    Science.gov (United States)

    Watson, John; Murin, Amy; Vashaw, Lauren; Gemin, Butch; Rapp, Chris

    2013-01-01

    "Keeping Pace with K-12 Online & Blended Learning" (2013), the 10th in a series of annual reports that began in 2004, examines the status of K-12 online education across the country. The report provides an overview of the latest policies, practices, and trends affecting online learning programs across all 50 states. In this 10th…

  6. K-12 Students' Perceptions of Scientists: Finding a Valid Measurement and Exploring Whether Exposure to Scientists Makes an Impact

    Science.gov (United States)

    Hillman, Susan J.; Bloodsworth, Kylie H.; Tilburg, Charles E.; Zeeman, Stephan I.; List, Henrietta E.

    2014-01-01

    This study was launched from a National Science Foundation GK-12 grant in which graduate fellows in Science, Technology, Engineering, and Mathematics (STEM) are placed in classrooms to engage K-12 students in STEM activities. The investigation explored whether the STEM Fellows' presence impacted the K-12 students' stereotypical image of a…

  7. Extending the Pathway: Building on a National Science Foundation Workforce Development Project for Underserved k-12 Students

    Science.gov (United States)

    Slattery, W.; Smith, T.

    2014-12-01

    With new career openings in the geosciences expected and a large number of presently employed geoscientists retiring in the next decade there is a critical need for a new cadre of geoscientists to fill these positions. A project funded by the National Science Foundation titled K-12 Students, Teachers, Parents, Administrators and Higher Education Faculty: Partners Helping Rural Disadvantaged Students Stay on the Pathway to a Geoscience Career involving Wright State University and the Ripley, Lewis, Union, Huntington k-12 school district in Appalachian Ohio took led to dozens of seventh and eighth grade students traveling to Sandy Hook, New Jersey for a one week field experience to study oceanography with staff of the New Jersey Sea Grant Consortium. Teachers, parent chaperones, administrators and university faculty accompanied the students in the field. Teachers worked alongside their students in targeted professional development during the weeklong field experience. During the two academic years of the project, both middle school and high school teachers received professional development in Earth system science so that all students, not just those that were on the summer field experience could receive enhanced science learning. All ninth grade high school students were given the opportunity to take a high school/college dual credit Earth system science course. Community outreach provided widespread knowledge of the project and interest among parents to have their children participate. In addition, ninth grade students raised money themselves to fund a trip to the International Field Studies Forfar Field Station on Andros Island, Bahamas to study a tropical aquatic system. Students who before this project had never traveled outside of Ohio are currently discussing ways that they can continue on the pathway to a geoscience career by applying for internships for the summer between their junior and senior years. These are positive steps towards taking charge of their

  8. Integration of Geospatial Technologies into K-12 Curriculum: An Investigation of Teacher and Student Perceptions and Student Academic Achievement

    Science.gov (United States)

    Goldstein, Donna L.

    2010-01-01

    The purpose of this study was to explore outcomes of a GIS/GPS integration process: to (a) examine student responses to GIS and GPS inclusion in their curriculum, (b) determine whether a relationship exists between inclusion of GIS into existing K-12 curriculum and student achievement, (c) examine the effectiveness of GIS professional development…

  9. Ground Truth Studies - A hands-on environmental science program for students, grades K-12

    Science.gov (United States)

    Katzenberger, John; Chappell, Charles R.

    1992-01-01

    The paper discusses the background and the objectives of the Ground Truth Studies (GTSs), an activity-based teaching program which integrates local environmental studies with global change topics, utilizing remotely sensed earth imagery. Special attention is given to the five key concepts around which the GTS programs are organized, the pilot program, the initial pilot study evaluation, and the GTS Handbook. The GTS Handbook contains a primer on global change and remote sensing, aerial and satellite images, student activities, glossary, and an appendix of reference material. Also described is a K-12 teacher training model. International participation in the program is to be initiated during the 1992-1993 school year.

  10. K-12 Education

    Science.gov (United States)

    products laboratories publications nisee b.i.p. members education FAQs links education Education Program Internships K-12 Education Contact the PEER Education Program PEER's Educational Affiliates Student Design Competition Student Leadership Council Classes and Other Educational Activities Site Map Search K-12 Education

  11. Are K-12 school environments harming students with obesity? A qualitative study of classroom teachers.

    Science.gov (United States)

    Kenney, Erica L; Redman, Morgan T; Criss, Shaniece; Sonneville, Kendrin R; Austin, S Bryn

    2017-03-01

    Weight bias can negatively impact health, and schools may be risky environments for students with obesity. We aimed to explore teachers' perceptions of the school experiences and academic challenges of students with obesity. We conducted interviews with 22 teachers in the Northeast, mid-Atlantic, and Midwest in July-August 2014. All interviews were transcribed verbatim, coded, and analyzed for important themes by two researchers using the immersion/crystallization approach. Most teachers felt that students with obesity were more likely to have academic difficulties. Two main perceptions of the reasons for these difficulties emerged: (1) obesity led to lower self-esteem that caused students to participate less, and (2) poorer nutrition, increased screen time, and reduced physical activity were simultaneously causing obesity and poorer academic performance. A few teachers described colleagues who felt students with obesity were not as motivated to work hard in school as their peers. Many teachers described school health promotion efforts focused on weight reduction that could exacerbate weight stigma and risk of disordered eating. Students with obesity, particularly girls, may be at risk for negative social and academic experiences in K-12 schools and may be perceived as struggling academically by their teachers.

  12. Good Morning from Barrow, Alaska! Helping K-12 students understand the importance of research

    Science.gov (United States)

    Shelton, M.

    2010-12-01

    This presentation focuses on how an educator experiences scientific research and how those experiences can help foster K-12 students’ understanding of research being conducted in Barrow, Alaska. According to Zhang and Fulford (1994), real-time electronic field trips help to provide a sense of closeness and relevance. In combination with experts in the field, the electronic experience can help students to better understand the phenomenon being studied, thus strengthening the student’s conceptual knowledge (Zhang & Fulford, 1994). During a seven day research trip to study the arctic sea ice, five rural Virginia teachers and their students participated in Skype sessions with the participating educator and other members of the Radford University research team. The students were able to view the current conditions in Barrow, listen to members of the research team describe what their contributions were to the research, and ask questions about the research and Alaska in general. Collaborations between students and scientist can have long lasting benefits for both educators and students in promoting an understanding of the research process and understanding why our world is changing. By using multimedia venues such as Skype students are able to interact with researchers both visually and verbally, forming the basis for students’ interest in science. A learner’s level of engagement is affected by the use of multimedia, especially the level of cognitive processing. Visual images alone do no promote the development of good problem solving skills. However, the students are able to develop better problem solving skills when both visual images and verbal interactions are used together. As students form higher confidence levels by improving their ability to problem solve, their interest in science also increases. It is possible that this interest could turn into a passion for science, which could result in more students wanting to become scientists or science teachers.

  13. Blended learning in K-12 mathematics and science instruction -- An exploratory study

    Science.gov (United States)

    Schmidt, Jason

    Blended learning has developed into a hot topic in education over the past several years. Flipped classrooms, online learning environments, and the use of technology to deliver educational content using rich media continue to garner national attention. While generally well accepted and researched in post-secondary education, not much research has focused on blended learning in elementary, middle, and high schools. This thesis is an exploratory study to begin to determine if students and teachers like blended learning and whether or not it affects the amount of time they spend in math and science. Standardized achievement test data were also analyzed to determine if blended learning had any effect on test scores. Based on student and teacher surveys, this population seems to like blended learning and to work more efficiently in this environment. There is no evidence from this study to support any effect on student achievement.

  14. Keeping Pace with K-12 Digital Learning: An Annual Review of Policy and Practice. Twelfth Edition

    Science.gov (United States)

    Gemin, Butch; Pape, Larry; Vashaw, Lauren; Watson, John

    2015-01-01

    Online learning has steadily become a more integral strategy for schools and districts in their efforts to offer students greater access to the courses they need. Where in the past, much of the online learning activity happened at the state level or regional level, more and more schools are exercising greater control over their online and digital…

  15. K-12 Teacher Perceptions Regarding the Flipped Classroom Model for Teaching and Learning

    Science.gov (United States)

    Gough, Evan; DeJong, David; Grundmeyer, Trent; Baron, Mark

    2017-01-01

    A great deal of evidence can be cited from higher education literature on the effectiveness of the flipped classroom; however, very little research was discovered on the flipped classroom at the K-12 level. This study examined K-12 teachers' perceptions regarding the flipped classroom and differences in teachers' perceptions based on grade level…

  16. The Experiences of School Counselors in Reducing Relational Aggression among Female Students K-12: A Generic Qualitative Study

    Science.gov (United States)

    Stringer, Tomeka C.

    2014-01-01

    The current generic qualitative study investigated the experiences of eight K-12 school counselors working with female students and relational aggression. School counselors can be a resource in schools to help students that may have been involved with relational aggression incidents. They can collaborate with administrators, teachers, parents, and…

  17. Digital Game-Based Learning for K-12 Mathematics Education: A Meta-Analysis

    Science.gov (United States)

    Byun, JaeHwan; Joung, Eunmi

    2018-01-01

    Digital games (e.g., video games or computer games) have been reported as an effective educational method that can improve students' motivation and performance in mathematics education. This meta-analysis study (a) investigates the current trend of digital game-based learning (DGBL) by reviewing the research studies on the use of DGBL for…

  18. Preparing Special Educators for the K-12 Online Learning Environment: A Survey of Teacher Educators

    Science.gov (United States)

    Smith, Sean J.; Basham, James; Rice, Mary F.; Carter, Richard A., Jr.

    2016-01-01

    Pioneering research studies in teacher preparation in online settings have taken place, yet little to no work has been done specifically focused on teacher preparation for special education and learners with disabilities. In the present study, researchers from the Center on Online Learning and Students with Disabilities conducted a web-based…

  19. Earth system science K-12 scientist-student partnerships using paleontological materials

    Science.gov (United States)

    Harnik, P. G.; Ross, R. M.; Chiment, J. J.; Sherpa, J. M.

    2001-05-01

    Reducing the discrepancy between the dynamic science that researchers experience and the static fact-driven science education in which k-12 students participate at school is an important component to national science education reform. Scientist-student partnerships (SSPs) involving whole classes in Earth systems research provide a solution to this problem, but existing models have often lacked rigorous scientific data quality control and/or evaluation of pedagogical effectiveness. The Paleontological Research Institution has been prototyping two SSPs with an eye toward establishing protocols to insure both scientific and educational quality of the partnership. Data quality analysis involves making statistical estimates of data accuracy and employing robust statistical techniques for answering essential questions with noisy data. Educational evaluation takes into account affective variables, such as student motivation and interest, and compares the relative pedagogical effectiveness of SSPs with more traditional hands-on activities. Paleontology is a natural subject for scientist-student partnerships because of its intrinsic appeal to the general public, and because its interdisciplinary content serves as a springboard for meeting science education standards across the physical and life sciences. The "Devonian Seas" SSP involves classes in identifying fossil taxa and assessing taphonomic characteristics from Devonian-aged Hamilton Group shales in Central New York. The scientific purpose of the project is to establish at high stratigraphic resolution the sequence of dysoxic biofacies composition, which will shed light on the sensitivity of epeiric sea communities to environmental (e.g., sea level) changes. The project is undertaken in upper elementary school and secondary school Earth science classes, and in some cases has involved field-based teacher training and collection of samples. Students in small teams collaborate to identify taxa within the samples, then

  20. OceanGLOBE: an Outdoor Research and Environmental Education Program for K-12 Students

    Science.gov (United States)

    Perry, R. B.; Hamner, W. M.

    2006-12-01

    OceanGLOBE is an outdoor environmental research and education program for upper elementary, middle and high school students, supplemented by online instructional materials that are available without charge to any educator. OceanGLOBE was piloted in 1995 with support from a National Science Foundation Teacher Enhancement project, "Leadership in Marine Science" (award no.ESI-9454413 to UCLA). Continuing support by a second NSF Teacher Enhancement project (award no. ESI-9819424 to UCLA) and by COSEE-West (NSF awards OCE-215506 to UCLA and OCE-0215497 to USC) has enabled OceanGLOBE to expand to a growing number of schools and to provide an increasingly robust collection of marine science instructional materials on its website, http://www.msc.ucla.edu/oceanglobe/ OceanGLOBE provides a mechanism for students to conduct inquiry-based, hands-on marine science research, providing experiences that anchor the national and state science content standards learned in the classroom. Students regularly collect environmental and biological data from a beach site over an extended period of time. In the classroom they organize, graph and analyze their data, which can lead to a variety of student-created science products. Beach research is supported by instructional marine science materials on the OceanGLOBE website. These online materials also can be used in the classroom independent of the field component. Annotated PowerPoint slide shows explain research protocols and provide marine science content. Field guides and photographs of marine organisms (with emphasis on the Southern California Bight) and a growing collection of classroom investigations (applicable to any ocean location) support the science content presented in the beach research program and slide shows. In summary, OceanGLOBE is a comprehensive learning package grounded in hands-on, outdoor marine science research project in which students are the principal investigators. By doing scientific work repetitively over an

  1. Perceptions of Professional and Educational Skills Learning Opportunities Made Available through K-12 Robotics Programming

    Science.gov (United States)

    Bakke, Christine K.

    2013-01-01

    The purpose of this study is to examine whether participation in robotics provides opportunities for educational and professional skill development, significant enough to merit the recommendation of robotics courses as a part of mainstream curriculum offerings in K-12 schools. This non-experimental, mixed methods study examined current junior high…

  2. Impact of Guided Notes on Achievement in K-12 and Special Education Students

    Science.gov (United States)

    Larwin, Karen H.; Dawson, Daniel; Erickson, Matthew; Larwin, David A.

    2012-01-01

    The common practice of using of guided notes in the K-12 and special education classroom is not fully appreciated or understood. In an effort to add to the existing research about this phenomenon, the current investigation expands on previously published research and one previously published meta-analysis that examined the impact of guided notes…

  3. Outstanding Science Trade Books for Students K-12: Books Published in 2015

    Science.gov (United States)

    Science and Children, 2016

    2016-01-01

    Science teachers and mentors continue to be challenged to meet the high expectations of "A Framework for K-12 Science Education" and the "Next Generation Science Standards" ("NGSS"). Indeed the "Framework" urges to help learners "[build] progressively more sophisticated explanations of natural…

  4. Climate Research by K-12 Students: Can They Do It? Will Anybody Care?

    Science.gov (United States)

    Brooks, D. R.

    2011-12-01

    Starting from the premise that engaging students in authentic science research is an activity that benefits science education in general, it is first necessary to consider whether students, in collaboration with teachers and climate scientists, can do climate-related research that actually has scientific value. A workshop held in November 2010, co-sponsored by NSF and NOAA, addressed this question. It took as its starting point this "scientific interest" test: "If students conduct a climate-related research project according to protocols designed in collaboration with climate scientists, when they get done, will any of those scientists care whether they did it or not?" If the answer to this question is "yes," then the project may constitute authentic research, but if the answer is "no," then the project may have educational value, but it is not research. This test is important because only when climate scientists (and other stakeholders interested in climate and climate change) are invested in the outcomes of student research will meaningful student research programs with sustainable support be forthcoming. The absence of climate-related projects in high-level student science fair competitions indicates that, currently, the investment and infrastructure required to support student climate research is lacking. As a result, climate science is losing the battle for the "hearts and minds" of today's best students. The critical task for student climate research is to define projects that are theoretically and practically accessible. This excludes the "big questions" of climate science, such as "Is Earth getting warmer?", but includes many observationally based projects that can help to refine our understanding of climate and climate change. The characteristics of collaborative climate research with students include: 1. carefully drawn distinctions between inquiry-based "learning about" activities and actual research; 2. an identified audience of potential stakeholders

  5. Digital Media for STEM Learning: Developing scientific practice skills in the K-12 STEM classroom with resources from WGBH and PBS LearningMedia

    Science.gov (United States)

    Foster, J.; Connolly, R.

    2017-12-01

    WGBH's "Bringing the Universe to America's Classrooms" project is a 5-year effort to design, produce and evaluate digital media tools and resources that support scientific practice skills in diverse K-12 learners. Resources leverage data and content from NASA and WGBH signature programs, like NOVA, into sound instructional experiences that provide K-12 STEM teachers with free, quality resources for teaching topics in the Earth and Space Sciences. Resources address the content and practices in the new K-12 Framework for Science Education and are aligned with the NGSS. Participants will learn about design strategies, findings from our evaluation efforts, and how to access free resources on PBS LearningMedia.

  6. K-12 Students, Teachers, Parents, Administrators and Higher Education Faculty: Partners Helping Rural Disadvantaged Students Stay on the Pathway to a Geoscience Career

    Science.gov (United States)

    Slattery, W.; Antonucci, C.; Myers, R. J.

    2013-12-01

    The National Science Foundation funded project K-12 Students, Teachers, Parents, Administrators and Higher Education Faculty: Partners Helping Rural Disadvantaged Students Stay on the Pathway to a Geoscience Career is a research-based proof of concept track 1 pilot project that tests the effectiveness of an innovative model for simultaneous K-12 teacher professional development, student learning and workforce development. The project builds a network of science experiences designed to keep eighth and ninth grade students from the Ripley, Union, Lewis, Huntington (RULH) Ohio school district on the path to a geoscience career. During each summer of the ongoing two-year project teams of RULH students, parents, teachers, administrators and college faculty traveled to the facilities of the New Jersey Sea Grant Consortium at Sandy Hook, New Jersey to study science from an Earth system perspective. Teachers had the opportunity to engage in professional development alongside their students. Parents participated in the science activities alongside their children. Administrators interacted with students, parents and their teachers and saw them all learning science in an engaging, collaborative setting. During the first academic year of the project professional development was provided to RULH teachers by a team of university scientists and geoscience educators from the Earth System Science Education Alliance (ESSEA), a National Science Foundation funded project. Teachers selected for professional development were from science disciplines, mathematics, language arts and civics. The teachers selected, taught and assessed ESSEA Earth system science modules to all eighth and ninth grade students, not just those that were selected to go on the summer trips to New Jersey. In addition, all ninth grade RULH students had the opportunity to take a course that includes Earth system science concepts that will earn them both high school and college science credits. Professional

  7. Mathematics teaching and learning in K-12 equity and professional development

    CERN Document Server

    Foote, M

    2010-01-01

    The continuing gap in achievement between traditionally underserved students (students of color, English learners, and poor children) and their middle-class white peers, however, has provoked questions of the effectiveness of current mathematics teaching practices for meeting the needs of these students.

  8. Mobilizing Learning: A Thematic Review of Apps in K-12 and Higher Education

    Science.gov (United States)

    Stevenson, Michael Eric; Hedberg, John Gordon

    2017-01-01

    Purpose: This paper presents a thematic review of app-enabled learning in the context of recent developments in mobile technology and m-learning. Three key themes are presented that reflect the issues that teachers, school leaders and systems have grappled with in recent years. Design/Methodology/Approach: Drawing on findings from a range of case…

  9. Sexual Harassment Policies in K-12 Schools: Examining Accessibility to Students and Content

    Science.gov (United States)

    Lichty, Lauren F.; Torres, Jennifer M. C.; Valenti, Maria T.; Buchanan, NiCole T.

    2008-01-01

    Background: Peer sexual harassment is a significant social problem with consequences for both students and schools. Four out of 5 students report experiencing sexual harassment. These experiences have been linked to poor psychological health and academic withdrawal. Recognizing the seriousness of sexual harassment in schools, Supreme Court rulings…

  10. Lessons Learned from Professional Development Workshops on Using GIS to Teach Geography and History in the K-12 Classroom

    Science.gov (United States)

    Tabor, Lisa K.; Harrington, John A., Jr.

    2014-01-01

    The brain perceives, recognizes, interprets, comprehends, appreciates, and remembers experiences that are both text and non-text or verbal and nonverbal. This article discusses Dual- encoding as a proven method of teaching that increases student learning retention and incorporates multiple learning styles. Students learn both subjects better when…

  11. Learning and Teaching with Web 2.0 Applications in Saudi K-12 Schools

    Science.gov (United States)

    Bingimlas, Khalid Abdullah

    2017-01-01

    This study aims to understand teachers' perspectives of the use of Web 2.0 applications in learning and teaching and to explore the barriers to their use. The sample of this study involved teachers from primary, middle, and secondary schools in the Kharj region. The total sample consisted of 352 teachers. A quantitative survey instrument was…

  12. Transforming City Schools through Art: Approaches to Meaningful K-12 Learning

    Science.gov (United States)

    Hutzel, Karen; Bastos, Flavia M. C.; Cozier, Kimberly J.

    2012-01-01

    This anthology places art at the center of meaningful urban education reform. Providing a fresh perspective on urban education, the contributors describe a positive, asset-based community development model designed to tap into the teaching/learning potential already available in urban cities. Rather than focusing on a lack of resources, this…

  13. The Learning Preferences of Digital Learners in K-12 Schools in China

    Science.gov (United States)

    Yang, Junfeng; Huang, Ronghuai; Kinshuk

    2016-01-01

    Students grown up with digital technology and Internet are called digital natives or net generation. All others, who grew up without so much immersion with digital technologies are called digital immigrants. Researchers held different ideas on whether a new generation of learners existed. One of the foci of the debate is on the appropriateness of…

  14. Lunar and Planetary Science XXXV: Engaging K-12 Educators, Students, and the General Public in Space Science Exploration

    Science.gov (United States)

    2004-01-01

    The session "Engaging K-12 Educators, Students, and the General Public in Space Science Exploration" included the following reports:Training Informal Educators Provides Leverage for Space Science Education and Public Outreach; Teacher Leaders in Research Based Science Education: K-12 Teacher Retention, Renewal, and Involvement in Professional Science; Telling the Tale of Two Deserts: Teacher Training and Utilization of a New Standards-based, Bilingual E/PO Product; Lindstrom M. M. Tobola K. W. Stocco K. Henry M. Allen J. S. McReynolds J. Porter T. T. Veile J. Space Rocks Tell Their Secrets: Space Science Applications of Physics and Chemistry for High School and College Classes -- Update; Utilizing Mars Data in Education: Delivering Standards-based Content by Exposing Educators and Students to Authentic Scientific Opportunities and Curriculum; K. E. Little Elementary School and the Young Astronaut Robotics Program; Integrated Solar System Exploration Education and Public Outreach: Theme, Products and Activities; and Online Access to the NEAR Image Collection: A Resource for Educators and Scientists.

  15. How should we teach diverse students? Cross-cultural comparison of diversity issues in K-12 schools in Japan and the US

    Directory of Open Access Journals (Sweden)

    Fuyu Shimomura

    2016-02-01

    Full Text Available Increasing student diversity in K-12 schools has gained attention in Japan and the US. In the US, racial diversity has historically shaped inequity in educational access and teacher quality. In Japan, regardless of its reputation for cultural homogeneity among its residents, issues surrounding student diversity have gained attention because of the increasing number of returnees—Japanese students raised overseas because of their parents’ expatriation. This paper compares and contrasts the diversity issues in K-12 school settings in both countries, and explores potential approaches to improve the accommodation of diversity in K-12 schools.

  16. Splicing the Divide: A Review of Research on the Evolving Digital Divide among K-12 Students

    Science.gov (United States)

    Dolan, Jennifer E.

    2016-01-01

    The digital divide has narrowed with regard to one definition of access to technology--the binary view of the "haves" and "have-nots." However, use of technology at home and in school is not equitable for all students. According to recent literature, a broader and more nuanced definition of the technological divide is necessary…

  17. California K-12 School and Community Collaborations: Facilitators, Challenges, and Impact on Student Mental Health

    Science.gov (United States)

    Woodbridge, Michelle W.; Yu, Jennifer; Goldweber, Asha; Golan, Shari; Stein, Bradley D.

    2015-01-01

    Across the education, public health, and human and social services arenas, there has been renewed interest in bringing agency representatives together to work on the promotion of student mental health and wellness. When effective, it is believed that collaboration among agencies can build cross-system partnerships, improve referral processes and…

  18. An Investigation of Factors Influencing Student Use of Technology in K-12 Classrooms Using Path Analysis

    Science.gov (United States)

    Ritzhaupt, Albert D.; Dawson, Kara; Cavanaugh, Cathy

    2012-01-01

    The purpose of this research was to examine the effects of teachers' characteristics, school characteristics, and contextual characteristics on classroom technology integration and teacher use of technology as mediators of student use of technology. A research-based path model was designed and tested based on data gathered from 732 teachers from…

  19. Retrospective Analysis of Technological Literacy of K-12 Students in the USA

    Science.gov (United States)

    Eisenkraft, Arthur

    2010-01-01

    Assessing technological literacy in the USA will require a large expenditure of resources. While these important initiatives are taking place, it is useful to analyze existing archival data to get a sense of students' understanding of technology. Such archival data exists from the entries submitted to the Toshiba/NSTA ExploraVisions competition…

  20. Hands-on Summer Camp to Attract K-12 Students to Engineering Fields

    Science.gov (United States)

    Yilmaz, Muhittin; Ren, Jianhong; Custer, Sheryl; Coleman, Joyce

    2010-01-01

    This paper explains the organization and execution of a summer engineering outreach camp designed to attract and motivate high school students as well as increase their awareness of various engineering fields. The camp curriculum included hands-on, competitive design-oriented engineering projects from several disciplines: the electrical,…

  1. Traumatic Brain Injury in K-12 Students: Where Have All the Children Gone?

    Science.gov (United States)

    Schutz, Larry E.; Rivers, Kenyatta O.; McNamara, Elizabeth; Schutz, Judith A.; Lobato, Emilio J.

    2010-01-01

    When children who are permanently disabled by traumatic brain injury (TBI) return to school, most are placed in mainstream classrooms and incorrectly presumed capable of resuming their education. Only one to two percent are classified as students with TBI, qualifying them for the services they need for their education. The failure to properly…

  2. Generation Y Student-Teachers' Motivational Factors: Retention Implications for K-12 Educational Leaders

    Science.gov (United States)

    Bontempo, Brian

    2010-01-01

    Generation Y represents a growing number of student-teachers who will impact the future of educational practice, yet little research has been conducted for this demographic group. The purpose of this mixed-method study was to identify motivational factors of neophyte teachers and the retention implications these findings had on Kindergarten…

  3. A Meta-Analysis of Self-Monitoring on Reading Performance of K-12 Students

    Science.gov (United States)

    Guzman, Guadalupe; Goldberg, Taryn S.; Swanson, H. Lee

    2018-01-01

    The published single-case design (SCD) research (N = 19 articles) on self-monitoring and reading performance was synthesized. The following inclusion criteria were used: (a) the study must have been peer-reviewed, (b) implemented an intervention targeting student self-monitoring of reading skills, (c) included data on at least 1 reading outcome,…

  4. K-12 Students' Perceptions of Scientists: Finding a valid measurement and exploring whether exposure to scientists makes an impact

    Science.gov (United States)

    Hillman, Susan J.; Bloodsworth, Kylie H.; Tilburg, Charles E.; Zeeman, Stephan I.; List, Henrietta E.

    2014-10-01

    This study was launched from a National Science Foundation GK-12 grant in which graduate fellows in Science, Technology, Engineering, and Mathematics (STEM) are placed in classrooms to engage K-12 students in STEM activities. The investigation explored whether the STEM Fellows' presence impacted the K-12 students' stereotypical image of a scientist. Since finding a valid instrument is critical, the study involved (1) determining the validity of the commonly administered Draw-A-Scientist Test (DAST) against a newly designed six-question survey and (2) using a combination of both instruments to determine what stereotypes are currently held by children. A pretest-posttest design was used on 485 students, grades 3-11, attending 6 different schools in suburban and rural Maine communities. A significant but low positive correlation was found between the DAST and the survey; therefore, it is imperative that the DAST not be used alone, but corroboration with interviews or survey questions should occur. Pretest results revealed that the children held common stereotypes of scientists, but these stereotypes were neither as extensive nor did they increase with the grade level as past research has indicated, suggesting that a shift has occurred with children having a broader concept of who a scientist can be. Finally, the presence of an STEM Fellow corresponded with decreased stereotypes in middle school and high school, but no change in elementary age children. More research is needed to determine whether this reflects resiliency in elementary children's perceptions or limitations in either drawing or in writing out their responses.

  5. An Invaluable Resource for Supporting Transgender, Transsexual, and Gender-Nonconforming Students in School Communities: A Review of "Supporting Transgender and Transsexual Students in K-12 Schools"

    Science.gov (United States)

    Martino, Wayne

    2013-01-01

    This essay provides a review of a resource guide written by Kristopher Wells, Gayle Roberts, and Carol Allan (2012) titled "Supporting Transgender and Transsexual Students in K-12 Schools: A Guide for Educators". The guide is an invaluable resource for educators in schools and teacher education programs.

  6. Increasing participation in the Earth sciences through engagement of K-12 educators in Earth system science analysis, inquiry and problem- based learning and teaching

    Science.gov (United States)

    Burrell, S.

    2012-12-01

    Given low course enrollment in geoscience courses, retention in undergraduate geoscience courses, and granting of BA and advanced degrees in the Earth sciences an effective strategy to increase participation in this field is necessary. In response, as K-12 education is a conduit to college education and the future workforce, Earth science education at the K-12 level was targeted with the development of teacher professional development around Earth system science, inquiry and problem-based learning. An NSF, NOAA and NASA funded effort through the Institute for Global Environmental Strategies led to the development of the Earth System Science Educational Alliance (ESSEA) and dissemination of interdisciplinary Earth science content modules accessible to the public and educators. These modules formed the basis for two teacher workshops, two graduate level courses for in-service teachers and two university course for undergraduate teacher candidates. Data from all three models will be presented with emphasis on the teacher workshop. Essential components of the workshop model include: teaching and modeling Earth system science analysis; teacher development of interdisciplinary, problem-based academic units for implementation in the classroom; teacher collaboration; daily workshop evaluations; classroom observations; follow-up collaborative meetings/think tanks; and the building of an on-line professional community for continued communication and exchange of best practices. Preliminary data indicate increased understanding of Earth system science, proficiency with Earth system science analysis, and renewed interest in innovative delivery of content amongst teachers. Teacher-participants reported increased student engagement in learning with the implementation of problem-based investigations in Earth science and Earth system science thinking in the classroom, however, increased enthusiasm of the teacher acted as a contributing factor. Teacher feedback on open

  7. The Relationship between per Pupil Expenditure in Maricopa County K-12 Public School Districts and Student Preparedness at the Post-Secondary Level

    Science.gov (United States)

    Lamperez, Edmond Allen, Jr.; Dereshiwsky, Mary

    2016-01-01

    Student under preparedness is one of the major challenges facing community colleges in the United States. A contributing factor of student under preparedness at the postsecondary level is an inequitable and inadequate distribution of resources at the K-12 level. Students residing in socio-economically disadvantaged school districts that often…

  8. A phenomenological case study concerning science teacher educators' beliefs and teaching practices about culturally relevant pedagogy and preparing K-12 science teachers to engage African American students in K-12 science

    Science.gov (United States)

    Underwood, Janice Bell

    Due to the rising diversity in today's schools, science teacher educators (STEs) suggest that K-12 teachers must be uniquely prepared to engage these students in science classrooms. Yet, in light of the increasing white-black science achievement gap, it is unclear how STEs prepare preservice teachers to engage diverse students, and African Americans in particular. Therefore, the purpose of this study was to find out how STEs prepare preservice teachers to engage African American students in K-12 science. Thus, using the culturally relevant pedagogy (CRP) framework, this phenomenological case study explored beliefs about culturally relevant science teaching and the influence of reported beliefs and experiences related to race on STEs' teaching practices. In the first phase, STE's in a mid-Atlantic state were invited to participate in an electronic survey. In the second phase, four participants, who were identified as exemplars, were selected from the survey to participate in three semi-structured interviews. The data revealed that STEs were more familiar with culturally responsive pedagogy (CResP) in the context of their post-secondary classrooms as opposed to CRP. Further, most of the participants in part one and two described modeling conventional ways they prepare their preservice teachers to engage K-12 students, who represent all types of diversity, without singling out any specific race. Lastly, many of the STEs' in this study reported formative experiences related to race and beliefs in various manifestations of racism have impacted their teaching beliefs and practices. The findings of this study suggest STEs do not have a genuine understanding of the differences between CRP and CResP and by in large embrace CResP principles. Secondly, in regards to preparing preservice teachers to engage African American students in science, the participants in this study seemed to articulate the need for ideological change, but were unable to demonstrate pedagogical changes

  9. A review of Computer Science resources for learning and teaching with K-12 computing curricula: an Australian case study

    Science.gov (United States)

    Falkner, Katrina; Vivian, Rebecca

    2015-10-01

    To support teachers to implement Computer Science curricula into classrooms from the very first year of school, teachers, schools and organisations seek quality curriculum resources to support implementation and teacher professional development. Until now, many Computer Science resources and outreach initiatives have targeted K-12 school-age children, with the intention to engage children and increase interest, rather than to formally teach concepts and skills. What is the educational quality of existing Computer Science resources and to what extent are they suitable for classroom learning and teaching? In this paper, an assessment framework is presented to evaluate the quality of online Computer Science resources. Further, a semi-systematic review of available online Computer Science resources was conducted to evaluate resources available for classroom learning and teaching and to identify gaps in resource availability, using the Australian curriculum as a case study analysis. The findings reveal a predominance of quality resources, however, a number of critical gaps were identified. This paper provides recommendations and guidance for the development of new and supplementary resources and future research.

  10. The Implications of Virtual World Technology for K-12 Students in a Foreign Language Course of Study

    Science.gov (United States)

    Parrott, David L.

    2014-01-01

    The use of virtual world technology for language instruction is a recent development in education. The goal of this study was to provide a functioning 3D environment for German language students to experience as avatars. The student's impressions, attitudes, and perceptions of this learning activity would be recorded and analyzed to see if this…

  11. A Transcendental Phenomenological Study Examining Parents' Perceptions Regarding the Enrollment of Children with Learning Differences in an NILD Program in a K-12 Christian School

    Science.gov (United States)

    Bayer, Wendy Wallis

    2017-01-01

    The purpose of this transcendental phenomenological study is to describe the experiences of parents who have a child with learning differences who has been enrolled in a National Institute for Learning Development (NILD) program in a K-12 Christian school. The central phenomenon is, "What are the experiences of parents who have a child with…

  12. Assessing the Impact of a K-12 Engagement Program on Graduate Learning Outcomes for Communicating with Diverse Audiences, Pedagogy, and Community Engagement

    Science.gov (United States)

    Weeks, Faith; Harbor, Jon

    2014-01-01

    A large midwestern university has developed a program that places graduate students in middle school classrooms to enhance the graduate students' communication skills with diverse audiences, develop pedagogical knowledge, and provide a foundation for effective future K-12 engagement. After observing and co-teaching, participants develop and…

  13. An Investigation of University Student and K-12 Teacher Reasoning about Key Ideas in the Development of the Particulate Nature of Matter

    Science.gov (United States)

    Robertson, Amy D.

    2011-01-01

    This dissertation describes a systematic investigation of university student and K-12 teacher reasoning about key ideas relevant to the development of a particulate model for matter. Written assessments and individual demonstration interviews have been used to study the reasoning of introductory and sophomore-level physics students, introductory…

  14. Anxious for Answers: A Meta-Analysis of the E!ects of Anxiety on African American K-12 Students' Mathematics Achievement

    Science.gov (United States)

    Young, Jamaal Rashad; Young, Jemimah Lea

    2015-01-01

    Mathematics anxiety is recognized as a significant performance impediment that affects students across multiple ethnic and economic backgrounds. However, research has yet to fully examine the possible differential effect of mathematics anxiety on underrepresented K-12 students. Specifically, given the long-standing achievement gap between African…

  15. Integrating NASA Dryden Research Endeavors into the Teaching-Learning of Mathematics in the K-12 Classroom via the WWW

    Science.gov (United States)

    Ward, Robin A.

    2002-01-01

    The primary goal of this project was to continue populating the currently existing web site developed in 1998 in conjunction with the NASA Dryden Flight Research Center and California Polytechnic State University, with more mathematics lesson plans and activities that K-12 teachers, students, home-schoolers, and parents could access. All of the activities, while demonstrating some mathematical topic, also showcase the research endeavors of the NASA Dryden Flight Research Center. The website is located at: http://daniel.calpoly.edu/dfrc/Robin. The secondary goal of this project was to share the web-based activities with educators at various conferences and workshops. To address the primary goal of this project, over the past year, several new activities were posted on the web site and some of the existing activities were enhanced to contain more video clips, photos, and materials for teachers. To address the project's secondary goal, the web-based activities were showcased at several conferences and workshops. Additionally, in order to measure and assess the outreach impact of the web site, a link to the web site hitbox.com was established in April 2001, which allowed for the collection of traffic statistics against the web site (such as the domains of visitors, the frequency of visitors to this web site, etc.) Provided is a description of some of the newly created activities posted on the web site during the project period of 2001-2002, followed by a description of the conferences and workshops at which some of the web-based activities were showcased. Next is a brief summary of the web site's traffic statistics demonstrating its worldwide educational impact, followed by a listing of some of the awards and accolades the web site has received.

  16. The Alaska Lake Ice and Snow Observatory Network (ALISON): Hands-on Experiential K- 12 Learning in the North

    Science.gov (United States)

    Morris, K.; Jeffries, M.

    2008-12-01

    The Alaska Lake Ice and Snow Observatory Network (ALISON) was initiated by Martin Jeffries (UAF polar scientist), Delena Norris-Tull (UAF education professor) and Ron Reihl (middle school science teacher, Fairbanks North Star Borough School District). The snow and ice measurement protocols were developed in 1999-2000 at the Poker Flat Research Range (PFRR) by Geophysical Institute, University of Alaska scientists and tested by home school teacher/students in winter 2001-2002 in Fairbanks, AK. The project was launched in 2002 with seven sites around the state (PFRR, Fairbanks, Barrow, Mystic Lake, Nome, Shageluk and Wasilla). The project reached its broadest distribution in 2005-2006 with 22 sites. The schools range from urban (Wasilla) to primarily Alaska native villages (Shageluk). They include public schools, charter schools, home schooled students and parents, informal educators and citizen scientists. The grade levels range from upper elementary to high school. Well over a thousand students have participated in ALISON since its inception. Equipment is provided to the observers at each site. Measurements include ice thickness (with a hot wire ice thickness gauge), snow depth and snow temperature (surface and base). Snow samples are taken and snow density derived. Snow variables are used to calculate the conductive heat flux through the ice and snow cover to the atmosphere. All data are available on the Web site. The students and teachers are scientific partners in the study of lake ice processes, contributing to new scientific knowledge and understanding while also learning science by doing science with familiar and abundant materials. Each autumn, scientists visit each location to work with the teachers and students, helping them to set up the study site, showing them how to make the measurements and enter the data into the computer, and discussing snow, ice and polar environmental change. A number of 'veteran' teachers are now setting up the study sites on

  17. How should we teach diverse students? Cross-cultural comparison of diversity issues in K-12 schools in Japan and the US

    OpenAIRE

    Fuyu Shimomura

    2016-01-01

    Increasing student diversity in K-12 schools has gained attention in Japan and the US. In the US, racial diversity has historically shaped inequity in educational access and teacher quality. In Japan, regardless of its reputation for cultural homogeneity among its residents, issues surrounding student diversity have gained attention because of the increasing number of returnees—Japanese students raised overseas because of their parents’ expatriation. This paper compares and contrasts the div...

  18. The State of Wiki Usage in U.S. K-12 Schools: Leveraging Web 2.0 Data Warehouses to Study Quality and Equality in Online Learning Environments

    Science.gov (United States)

    Reich, Blair Justin Fire

    2012-01-01

    In the first part of this dissertation, I document wiki usage in U.S. K-12 settings by analyzing data on a representative sample drawn from a population of nearly 180,000 wikis. My research group, which I lead and managed, measured the opportunities wikis provide for students to develop 21st century skills such as expert thinking, complex…

  19. The State of Wiki Usage in U.S. K-12 Schools: Leveraging Web 2.0 Data Warehouses to Assess Quality and Equity in Online Learning Environments

    Science.gov (United States)

    Reich, Justin; Murnane, Richard; Willett, John

    2012-01-01

    To document wiki usage in U.S. K-12 settings, this study examined a representative sample drawn from a population of nearly 180,000 wikis. The authors measured the opportunities wikis provide for students to develop 21st-century skills such as expert thinking, complex communication, and new media literacy. The authors found four types of wiki…

  20. Position Paper. Safety for K-12 students: United States policy concerning LGBT student safety must provide inclusion

    Directory of Open Access Journals (Sweden)

    April Sanders

    2013-07-01

    Full Text Available Students who identify as lesbian, gay, bisexual, or transgender (LGBT are at risk for harassment due to their sexual orientation or gender identification with over 85% of LGBT students in the United States (US reporting such harassment. These statistics demonstrate one aspect of the significance of this issue, but the cost of human life in some instances has revealed another layer of importance related to a need for safety policies for LGBT students. Even though a need exists for such policies, the practice of heteronormativity found in US policymaking regarding bullying does not protect victims or curb the violence. This essay highlights several recent developments in anti-bullying policy in US schools that shows the existence of heteronormativity, which is not helping to pro-tect LGBT students. By understanding the discrimination encouraged by current policy, future policy can be better shaped to protect LGBT students.

  1. AMS Professional Development Courses: Arming K-12 Teachers with the Tools Needed to Increase Students' Scientific Literacy

    Science.gov (United States)

    Brey, J. A.; Geer, I. W.; Weinbeck, R. S.; Moran, J. M.; Nugnes, K. A.

    2012-12-01

    To better prepare tomorrow's leaders, it is of utmost importance that today's teachers are science literate. To meet that need, the American Meteorological Society (AMS) Education Program offers content-rich, professional development courses and training workshops for precollege teachers in the geosciences. During the fall and spring semesters, the AMS in partnership with NOAA, NASA, and SUNY Brockport, offers a suite of pre-college teacher development courses, DataStreme Atmosphere, DataStreme Ocean and DataStreme Earth's Climate System (ECS). These courses are delivered to small groups of K-12 teachers through Local Implementation Teams (LITs) positioned throughout the U.S. The courses use current, real-world environmental data to investigate the atmosphere, ocean, and climate system and consist of weekly online study materials, weekly mentoring, and several face-to-face meetings, all supplemented by a provided textbook and investigations manual. DataStreme ECS takes an innovative approach to studying climate science, by exploring the fundamental science of Earth's climate system and addressing the societal impacts relevant to today's students and teachers. The course investigates natural and human forcings and feedbacks to examine mitigation and adaptation strategies for the future. Information and data from respected organizations, such as the IPCC, the US Global Change Research Program, NASA, and NOAA are used throughout the course, including in the online and printed investigations. In addition, participants differentiate between climate, climate variability, and climate change through the AMS Conceptual Energy Model, a basic climate model that follows the flow of energy from space to Earth and back. Participants also have access to NASA's EdGCM, a research-grade Global Climate Model where they can explore various future climate scenarios in the same way that actual research scientists do. Throughout all of the courses, teachers have the opportunity to expand

  2. Teaching and Learning about Complex Systems in K-12 Science Education: A Review of Empirical Studies 1995-2015

    Science.gov (United States)

    Yoon, Susan A.; Goh, Sao-Ee; Park, Miyoung

    2018-01-01

    The study of complex systems has been highlighted in recent science education policy in the United States and has been the subject of important real-world scientific investigation. Because of this, research on complex systems in K-12 science education has shown a marked increase over the past two decades. In this systematic review, we analyzed 75…

  3. A Review of Computer Science Resources for Learning and Teaching with K-12 Computing Curricula: An Australian Case Study

    Science.gov (United States)

    Falkner, Katrina; Vivian, Rebecca

    2015-01-01

    To support teachers to implement Computer Science curricula into classrooms from the very first year of school, teachers, schools and organisations seek quality curriculum resources to support implementation and teacher professional development. Until now, many Computer Science resources and outreach initiatives have targeted K-12 school-age…

  4. Listening to Graduates of a K-12 Bilingual Program: Language Ideologies and Literacy Practices of Former Bilingual Students

    Science.gov (United States)

    Dworin, Joel

    2011-01-01

    This study investigated the language and literacy practices of five graduates of a Spanish-English K-12 dual language immersion program through semistructured interviews to understand the residual impact of thirteen years in a Spanish-English bilingual school program. Drawing from sociocultural theory, the interviews also sought to provide an…

  5. Exploring the Effectiveness of Online Education in K-12 Environments

    Science.gov (United States)

    Heafner, Tina L., Ed.; Hartshorne, Richard, Ed.; Petty, Teresa, Ed.

    2015-01-01

    The integration of technology in classrooms is rapidly emerging as a way to provide more educational opportunities for students. As virtual learning environments become more popular, evaluating the impact of this technology on student success is vital. "Exploring the Effectiveness of Online Education in K-12 Environments" combines…

  6. An Exploration of the Pay Levels Needed to Attract Students with Mathematics, Science and Technology Skills to a Career in K-12 Teaching

    Directory of Open Access Journals (Sweden)

    Anthony Milanowski

    2003-12-01

    Full Text Available In an exploratory study (Note 1 of the role of salary level and other factors in motivating undergraduate math, science, and technology majors to consider a career as a K-12 teacher, the salary level students said would motivate them to consider a career in teaching was related to the salary expected in their chosen non-teaching occupation, but not to three of the Big 5 personality dimensions of extroversion, agreeableness, and openness, nor concern for others or career risk aversion. An annual starting salary 45% above the local average would attract 48% of the sophomore students and 37% of the juniors. Focus group results suggested that low pay was an important reason for not considering K-12 teaching, but that perceived job demands and abilities and interests were also important reasons for not being attracted to a teaching career.

  7. "Analyzing the Longitudinal K-12 Grading Histories of Entire Cohorts of Students: Grades, Data Driven Decision Making, Dropping out and Hierarchical Cluster Analysis"

    Directory of Open Access Journals (Sweden)

    Alex J. Bowers

    2010-05-01

    Full Text Available School personnel currently lack an effective method to pattern and visually interpret disaggregated achievement data collected on students as a means to help inform decision making. This study, through the examination of longitudinal K-12 teacher assigned grading histories for entire cohorts of students from a school district (n=188, demonstrates a novel application of hierarchical cluster analysis and pattern visualization in which all data points collected on every student in a cohort can be patterned, visualized and interpreted to aid in data driven decision making by teachers and administrators. Additionally, as a proof-of-concept study, overall schooling outcomes, such as student dropout or taking a college entrance exam, are identified from the data patterns and compared to past methods of dropout identification as one example of the usefulness of the method. Hierarchical cluster analysis correctly identified over 80% of the students who dropped out using the entire student grade history patterns from either K-12 or K-8.

  8. K-12 STEM Educators and the Inclusive Classroom

    OpenAIRE

    Li, Songze

    2016-01-01

    The United States public schools promote inclusion and educational equity among diverse student populations. Considerable and growing numbers of students with categorical disabilities and Limited English Proficiency (LEP) are enrolled in regular classrooms. The systemic barriers in learning that they have could impact teacher perceptions and decisions about teaching practices as well as the teaching profession. These students have challenged K-12 science, technology, engineering, and mathemat...

  9. Transfer of Active Learning Strategies from the Teacher Education Classroom to PreK-12th Grade Classrooms

    Science.gov (United States)

    Pepper, Kaye; Blackwell, Sarah; Monroe, Ann; Coskey, Shawn

    2012-01-01

    In this study, researchers investigated the influence of modeling active learning strategies in an introductory foundations teacher preparation course: 1) on teacher candidates' perceptions of participating in active learning in the college classroom, 2) on participants' acquisition of course content, and 3) on participants' later use of active…

  10. Look! Listen! Learn! Parent Narratives and Grounded Theory Models of Parent Voice, Presence, and Engagement in K-12 Education

    Science.gov (United States)

    McKenna, Maria K.; Millen, Jessica

    2013-01-01

    Educators' expectations and understandings of parental involvement in our nation's schools are often disconnected from the reality of students' home lives. This qualitative study purports that educators often lose opportunities to more fully understand and serve students, particularly when perceptions of parental involvement and…

  11. Self-Assembly and Nanotechnology: Real-Time, Hands-On, and Safe Experiments for K-12 Students

    Science.gov (United States)

    Bagaria, Hitesh G.; Dean, Michelle R.; Nichol, Carolyn A.; Wong, Michael S.

    2011-01-01

    What students and teachers often ask is, how are nano-sized materials made when they are so small? One answer is through the process of self-assembly in which molecules, polymers, and nanoparticles connect to form larger objects of a defined structure and shape. Two hands-on experiments are presented in which students prepare capsules in real time…

  12. An Exploration of the Pay Levels Needed to Attract Students with Mathematics, Science and Technology Skills to a Career in K-12 Teaching

    OpenAIRE

    Anthony Milanowski

    2003-01-01

    In an exploratory study (Note 1) of the role of salary level and other factors in motivating undergraduate math, science, and technology majors to consider a career as a K-12 teacher, the salary level students said would motivate them to consider a career in teaching was related to the salary expected in their chosen non-teaching occupation, but not to three of the Big 5 personality dimensions of extroversion, agreeableness, and openness, nor concern for others or career risk aversion. An ann...

  13. The use of Global Positioning System units and ArcGIS Online to engage K-12 Students in Research Being Done in their Local Communities

    Science.gov (United States)

    Butcher, C. E.; Sparrow, E. B.; Clucas, T.

    2015-12-01

    Incorporating K-12 students in scientific research processes and opportunities in their communities is a great way to bridge the gap between research and education and to start building science research capacity at an early age. One goal of the Experimental Program to Stimulate Competitive Research (EPSCoR) Alaska Adapting to Changing Environments project is to engage the local community in the research as well as to share results with the people. By giving K-12 students Global Positioning System (GPS) units, and allowing them to collect and map their own data, they are being exposed to some of the research methods being used by scientists in the Alaska ACE project. This hands-on, minds-on method has been successfully used in formal education settings such as a Junior High School classroom in Nuiqsut, Alaska as well as in informal education settings such as summer camps in Barrow, Alaska and Kenai, Alaska. The students progress from mapping by hand to collecting location data with their GPS units and cameras, and imputing this information into ArcGIS Online to create map products. The data collected were from sites ranging from important places in the community to sites visited during summer camps, with students reflecting on data and site significance. Collecting data, using technology, and creating map products contribute to science skills and practices students need to conduct research of their own and to understand research being done around them. The goal of this education outreach implementation is to bring students closer to the research, understand the process of science, and have the students continue to collect data and contribute to research in their communities. Support provided for this work from the Alaska EPSCoR NSF Award #OIA-1208927 and the state of Alaska is gratefully acknowledged.

  14. Commercially Available or Home-Grown: A Cost-Effectiveness Analysis of K-12 Online Courses

    Science.gov (United States)

    Proffitt, Susan

    2014-01-01

    Online learning in K-12 education is becoming a familiar option for students. By the end of 2011, all 50 states and the District of Columbia offered some form of online learning as an option for some students (Watson, Murin, Vashaw, Gemin, & Rapp, 2011). Online courses are appealing to students for a variety of reasons. The five most common…

  15. Engineering Education in K-12 Schools

    Science.gov (United States)

    Spence, Anne

    2013-03-01

    Engineers rely on physicists as well as other scientists and mathematicians to explain the world in which we live. Engineers take this knowledge of the world and use it to create the world that never was. The teaching of physics and other sciences as well as mathematics is critical to maintaining our national workforce. Science and mathematics education are inherently different, however, from engineering education. Engineering educators seek to enable students to develop the habits of mind critical for innovation. Through understanding of the engineering design process and how it differs from the scientific method, students can apply problem and project based learning to solve the challenges facing society today. In this talk, I will discuss the elements critical to a solid K-12 engineering education that integrates science and mathematics to solve challenges throughout the world.

  16. A Guide to Effective Statewide Laws/Policies: Preventing Discrimination against LGBT Students in K-12 Schools.

    Science.gov (United States)

    Lambda Legal Defense and Education Fund, New York, NY.

    This document presents guidance for stopping discrimination, harassment, and violence against lesbian, gay, bisexual, and transgender (LGBT) students in schools. Section 1, "Lambda Legal Defense and Education Fund on the Legal Considerations for Creating and Changing Statewide Laws and Policies," discusses the various types of statewide…

  17. Using a Hands-On Hydrogen Peroxide Decomposition Activity to Teach Catalysis Concepts to K-12 Students

    Science.gov (United States)

    Cybulskis, Viktor J.; Ribeiro, Fabio H.; Gounder, Rajamani

    2016-01-01

    A versatile and transportable laboratory apparatus was developed for middle and high school (6th-12th grade) students as part of a hands-on outreach activity to estimate catalytic rates of hydrogen peroxide decomposition from oxygen evolution rates measured by using a volumetric displacement method. The apparatus was constructed with inherent…

  18. Project STONE: A Partnership Between Academia, Business and Government to Build a Pathway to STEM Careers for K-12 Students

    Science.gov (United States)

    Slattery, W.; Jacomet, P.; Lunsford, S.; Suttle, C.; Grove, R. L.; Teed, R. E.

    2011-12-01

    In the US, more than 1,500 informal science venues (science centers, museums, aquariums, zoos, nature centers, national parks) are visited annually by 61% of the population. Research shows that these visitors are receptive to learning about climate change, and expect these institutions to provide reliable information about environmental issues and solutions. Given that we spend less than 5% of our lifetime in a classroom, informal science venues play a critical role in shaping public understanding. Since 2007, the New England Aquarium (NEAq) has led a national effort to increase the capacity of informal science education institutions (ISEIs) to effectively communicate about the impacts of climate change on the oceans. NEAq is now leading the NSF-funded National Network for Ocean and Climate Change Interpretation (NNOCCI), partnering with the Association of Zoos and Aquariums, FrameWorks Institute, Woods Hole Oceanographic Institution, Monterey Bay Aquarium, and National Aquarium, with evaluation conducted by the New Knowledge Organization, Pennsylvania State University, and Ohio State University. NNOCCI's design is based on best practices in informal science learning, cognitive/social psychology, community and network building: Interpreters as Communication Strategists - Interpreters can serve not merely as educators disseminating information, but can also be leaders in influencing public perceptions, given their high level of commitment, knowledge, public trust, social networks, and visitor contact. Communities of Practice - Learning is a social activity that is created through engagement in a supportive community context. Social support is particularly important in addressing a complex, contentious and distressing subject. Diffusion of Innovation - Peer networks are of primary importance in spreading innovations. Leaders serve as 'early adopters' and influence others to achieve a critical mass of implementation. Over the next five years, NNOCCI will achieve a

  19. Global Learning and Observation to Benefit the Environment (GLOBE) Mission EARTH (GME) program delivers climate change science content, pedagogy, and data resources to K12 educators, future teachers, and professional development providers.

    Science.gov (United States)

    Ostrom, T.

    2017-12-01

    This presentation will include a series of visuals that discuss how hands-on learning activities and field investigations from the the Global Learning and Observation to Benefit the Environment (GLOBE) Mission EARTH (GME) program deliver climate change science content, pedagogy, and data resources to K12 educators, future teachers, and professional development providers. The GME program poster presentation will also show how teachers strengthen student preparation for Science, Technology, Engineering, Art and Mathematics (STEAM)-related careers while promoting diversity in the future STEM workforce. In addition to engaging students in scientific inquiry, the GME program poster will show how career exploration and preparation experiences is accomplished through direct connection to scientists and real science practices. The poster will show which hands-on learning activities that are being implemented in more than 30,000 schools worldwide, with over a million students, teachers, and scientists collecting environmental measurements using the GLOBE scientific protocols. This poster will also include how Next Generation Science Standards connect to GME learning progressions by grade strands. The poster will present the first year of results from the implementation of the GME program. Data is currently being agrigated by the east, midwest and westen regional operations.

  20. Approaching K-12 Online Education in Pennsylvania

    Science.gov (United States)

    Vadell, Kathryn

    2013-01-01

    The purpose of this study is to determine how K-12 schools are addressing the need to accommodate online learners in Pennsylvania. It is built upon a review of literature focusing on educational legislation, the personalization of online learning and online learning solutions. The study posed 21 questions utilizing a mixed methods approach to…

  1. Accommodating Students' Sensory Learning Modalities in Online Formats

    Science.gov (United States)

    Allison, Barbara N.; Rehm, Marsha L.

    2016-01-01

    Online classes have become a popular and viable method of educating students in both K-12 settings and higher education, including in family and consumer sciences (FCS) programs. Online learning dramatically affects the way students learn. This article addresses how online learning can accommodate the sensory learning modalities (sight, hearing,…

  2. Integrating Game-Based Learning Initiative: Increasing the Usage of Game-Based Learning within K-12 Classrooms through Professional Learning Groups

    Science.gov (United States)

    Denham, André R.; Mayben, Robert; Boman, Terri

    2016-01-01

    In the past 15 to 20 years there has been an increased interest in the use of games for learning. A considerable amount of work has already been done by educational researchers and theorists (Gee, Squire, Malone, Lepper, Shaffer, etc.) to identify and to operationalize the native affordances of games that make them good for learning. Unfortunately…

  3. Cycle for Science: An informal outreach program connecting K-12 students with renewable energy and physics through miniature 3D-printed, solar-powered bicycles

    Science.gov (United States)

    Woods-Robinson, R.; Case, E.

    2017-12-01

    Engaging communities with renewable energy is key to fighting climate change. Cycle for Science, an innovative STEM outreach organization, has reached more than 3,000 K-12 students across the United States by bringing early-career female scientists into classrooms to teach basic physics and solar energy engineering through hands-on, DIY science activities. We designed a fleet of miniature, 3D-printed, solar-powered bicycles called "Sol Cycles" to use as teaching tools. Traveling by bicycle, Cycle for Science has brought them to rural and urban communities across the U.S. in two major efforts so far: one traversing the country (2015), and one through central California (2017). The program involves (1) introducing the scientists and why they value science, (2) running a skit to demonstrate how electrons and photons interact inside the solar panel, (3) assembling the Sol Cycles, (4) taking students outdoors to test the effects of variables (e.g. light intensity) on the Sol Cycles' movement, (5) and debriefing about the importance of renewable energy. In addition to physics and solar energy, the lessons teach the scientific process, provide tactile engagement with science, and introduce a platform to engage students with climate change impacts. By cycling to classrooms, we provide positive examples of low-impact transportation and a unique avenue for discussing climate action. It was important that this program extend beyond the trips, so the lesson and Sol Cycle design are open source to encourage teachers and students to play, change and improve the design, as well as incorporate new exercises (e.g. could you power the bicycle by wind?). Additionally, it has been permanently added to the XRaise Lending Library at Cornell University, so teachers across the world can implement the lesson. By sharing our project at AGU, we aim to connect with other scientists, educators, and concerned citizens about how to continue to bring renewable energy lessons into classrooms.

  4. University of Maine’s Follow a Researcher™ Program: Using Graduate Student Field Research as a Framework to Incorporate Next Generation Science Standards (NGSS) Practices in the K-12 Classroom

    OpenAIRE

    Kaluzienski, Lynn; Hamley, Catherine; Rodda, Charles; Kranich, Gregory; Wilson, Laura

    2016-01-01

    Follow a Researcher™ is an innovative University of Maine 4-H program that connects youth with a graduate student who is conducting field research in a remote location. Using technology and social media, K-12 classrooms have an unprecedented opportunity to get to know a student researcher. Youth engage in the research process and witness NGSS Science and Engineering Practices in action.

  5. NASA-OAI HPCCP K-12 Program

    Science.gov (United States)

    1994-01-01

    The NASA-OAI High Performance Communication and Computing K- 12 School Partnership program has been completed. Cleveland School of the Arts, Empire Computech Center, Grafton Local Schools and the Bug O Nay Ge Shig School have all received network equipment and connections. Each school is working toward integrating computer and communications technology into their classroom curriculum. Cleveland School of the Arts students are creating computer software. Empire Computech Center is a magnet school for technology education at the elementary school level. Grafton Local schools is located in a rural community and is using communications technology to bring to their students some of the same benefits students from suburban and urban areas receive. The Bug O Nay Ge Shig School is located on an Indian Reservation in Cass Lake, MN. The students at this school are using the computer to help them with geological studies. A grant has been issued to the friends of the Nashville Library. Nashville is a small township in Holmes County, Ohio. A community organization has been formed to turn their library into a state of the art Media Center. Their goal is to have a place where rural students can learn about different career options and how to go about pursuing those careers. Taylor High School in Cincinnati, Ohio was added to the schools involved in the Wind Tunnel Project. A mini grant has been awarded to Taylor High School for computer equipment. The computer equipment is utilized in the school's geometry class to computationally design objects which will be tested for their aerodynamic properties in the Barberton Wind Tunnel. The students who create the models can view the test in the wind tunnel via desk top conferencing. Two teachers received stipends for helping with the Regional Summer Computer Workshop. Both teachers were brought in to teach a session within the workshop. They were selected to teach the session based on their expertise in particular software applications.

  6. K-12 Mathematics and the Web

    Science.gov (United States)

    Glazer, Evan

    2005-01-01

    The Web offers numerous learning resources and opportunities for K-12 mathematics education. This paper discusses those resources and opportunities. Discussion includes (a) asynchronous and synchronous communication tools, (b) the use of data sets to make connections between mathematics concepts and real-world applications, and (c) interactive…

  7. Preparing Students for Future Learning with Teachable Agents

    Science.gov (United States)

    Chin, Doris B.; Dohmen, Ilsa M.; Cheng, Britte H.; Oppezzo, Marily A.; Chase, Catherine C.; Schwartz, Daniel L.

    2010-01-01

    One valuable goal of instructional technologies in K-12 education is to prepare students for future learning. Two classroom studies examined whether Teachable Agents (TA) achieves this goal. TA is an instructional technology that draws on the social metaphor of teaching a computer agent to help students learn. Students teach their agent by…

  8. Plickers: A Formative Assessment Tool for K-12 and PETE Professionals

    Science.gov (United States)

    Krause, Jennifer M.; O'Neil, Kason; Dauenhauer, Brian

    2017-01-01

    Classroom response systems have become popular in K-12 and higher education settings in recent years in order to gauge student learning. The physical education environment is unique in that it is difficult to manage the technology associated with these systems, and therefore, student assessment can be cumbersome. A free classroom response system…

  9. Schooling Teachers, Schooling Ourselves: Insights and Reflections from Teaching K-12 Teachers How to Use Hip-Hop to Educate Students

    Science.gov (United States)

    Irby, Decoteau J.; Hall, H. Bernard; Hill, Marc L.

    2013-01-01

    Hip-hop-based education (HHBE) research analyzes how hip-hop culture is used to produce favorable educational outcomes. Despite its richness, the work reveals little about how to prepare practicing K-12 teachers to use HHBE toward the critical ends reflected in extant HHBE literature. In this article, we challenge many tacit assumptions of HHBE…

  10. Engaging Students in Large Health Classes with Active Learning Strategies

    Science.gov (United States)

    Elliott, Steven; Combs, Sue; Huelskamp, Amelia; Hritz, Nancy

    2017-01-01

    Creative K-12 health teachers can engage students in large classes by utilizing active learning strategies. Active learning involves engaging students in higher-order tasks, such as analysis and synthesis, which is a crucial element of the movement toward what is commonly called "learner-centered" teaching. Health education teachers who…

  11. Quality Control in K-12 Digital Learning: Three (Imperfect) Approaches. Creating Healthy Policy for Digital Learning. A Working Paper Series from the Thomas B. Fordham Institute

    Science.gov (United States)

    Hess, Frederick M.

    2011-01-01

    Digital learning makes possible the "unbundling" of school provisions--that is, it allows children to be served by providers from almost anywhere, in new and more customized ways. At the same time, because it destandardizes and decentralizes educational delivery, digital education is far harder to bring under the yoke of the…

  12. Integrating the iPod Touch in K-12 Education: Visions and Vices

    Science.gov (United States)

    Banister, Savilla

    2010-01-01

    Advocates of ubiquitous computing have long been documenting classroom benefits of one-to-one ratios of students to handheld or laptop computers. The recent sophisticated capabilities of the iPod Touch, iPhone, and iPad have encouraged further speculation on exactly how K-12 teaching and learning might be energized by such devices. This paper…

  13. Beyond Concern: K-12 Faculty and Staff's Perspectives on Privacy Topics and Cybersafety

    Science.gov (United States)

    Hipsky, Shellie; Younes, Wiam

    2015-01-01

    In a time when discussions about information privacy dominate the media, research on Cybersafety education reveals that K-12 teachers and staff are concerned about information privacy in schools and they seek to learn more about the protection of their students' and own personal information online. Privacy topics are typically introduced to the…

  14. Earth Exploration Toolbook Workshops: Web-Conferencing and Teleconferencing Professional Development Bringing Earth Science Data Analysis and Visualization Tools to K-12 Teachers and Students

    Science.gov (United States)

    McAuliffe, C.; Ledley, T.

    2008-12-01

    The Earth Exploration Toolbook (EET) Workshops Project provides a mechanism for teachers and students to have successful data-using educational experiences. In this professional development project, teachers learn to use National Science Digital Library (NSDL), the Digital Library for Earth System Education (DLESE), and an Earth Exploration Toolbook (EET) chapter. In an EET Data Analysis Workshop, participants walk through an Earth Exploration Toolbook (EET) chapter, learning basic data analysis techniques and discussing ways to use Earth science datasets and analysis tools with their students. We have offered twenty-eight Data Analysis Workshops since the project began. The total number of participants in the twenty-eight workshops to date is three hundred eleven, which reflects one hundred eighty different teachers participating in one or more workshops. Our workshops reach middle and high school teachers across the United States at schools with lower socioeconomic levels and at schools with large numbers of minority students. Our participants come from thirty-eight different states including Alaska, Maine, Florida, Montana, and many others. Eighty-six percent of our participants are classroom teachers. The remaining fourteen percent are staff development specialists, university faculty, or outreach educators working with teachers. Of the classroom teachers, one third are middle school teachers (grades 6 to 8) and two thirds are high school teachers (grades 9 to 12.) Thirty-four percent of our participants come from schools where minority populations are the majority make up of the school. Twenty-five percent of our participants are at schools where the majority of the students receive free or reduced cost lunches. Our professional development workshops are helping to raise teachers' awareness of both the Digital Library for Earth System Education (DLESE) and the National Science Digital Library (NSDL). Prior to taking one of our workshops, forty-two percent of

  15. Involving Practicing Scientists in K-12 Science Teacher Professional Development

    Science.gov (United States)

    Bertram, K. B.

    2011-12-01

    The Science Teacher Education Program (STEP) offered a unique framework for creating professional development courses focused on Arctic research from 2006-2009. Under the STEP framework, science, technology, engineering, and math (STEM) training was delivered by teams of practicing Arctic researchers in partnership with master teachers with 20+ years experience teaching STEM content in K-12 classrooms. Courses based on the framework were offered to educators across Alaska. STEP offered in-person summer-intensive institutes and follow-on audio-conferenced field-test courses during the academic year, supplemented by online scientist mentorship for teachers. During STEP courses, teams of scientists offered in-depth STEM content instruction at the graduate level for teachers of all grade levels. STEP graduate-level training culminated in the translation of information and data learned from Arctic scientists into standard-aligned lessons designed for immediate use in K-12 classrooms. This presentation will focus on research that explored the question: To what degree was scientist involvement beneficial to teacher training and to what degree was STEP scientist involvement beneficial to scientist instructors? Data sources reveal consistently high levels of ongoing (4 year) scientist and teacher participation; high STEM content learning outcomes for teachers; high STEM content learning outcomes for students; high ratings of STEP courses by scientists and teachers; and a discussion of the reasons scientists indicate they benefited from STEP involvement. Analyses of open-ended comments by teachers and scientists support and clarify these findings. A grounded theory approach was used to analyze teacher and scientist qualitative feedback. Comments were coded and patterns analyzed in three databases. The vast majority of teacher open-ended comments indicate that STEP involvement improved K-12 STEM classroom instruction, and the vast majority of scientist open-ended comments

  16. The Metamorphosis by K. (12)

    CERN Multimedia

    CERN Bulletin

    2012-01-01

    In the last issue of the Bulletin we reported on the first run of the new NA62 experiment. In this issue, we go behind the scenes to take a look at the production of the experiment's new kaon beam.   The start of the K12 beam line as seen during the installation of the shielding. 10-2, 10-3, 10-4, 10-5, 10-6 mbar… send in the protons! Since Thursday 1 November, the P42 beam line of the SPS has once again been sending protons to the beryllium target to produce the K12 kaon beam line eagerly awaited by the NA62 collaboration. This was no trivial matter! The first step was to clear the decks by dismantling the entire H10 beam line and NA60 experiment, as well as most of the NA48 experiment - representing some 1000 tonnes of equipment in total! Next came the complete renovation of the infrastructure, which dated back to 1979. The operation called on the expertise of virtually all branches of the EN and GS departments, as well as the Radiation Protection group: from ...

  17. Interstellar Molecules in K-12 Education

    Science.gov (United States)

    Kuiper, T. B. H.; Hofstadter, M. D.; Levin, S. M.; MacLaren, D.

    2006-12-01

    The Lewis Center for Educational Research (LCER) and the Jet Propulsion Laboratory (JPL) collaborate in a K-12 educational project in which students conduct observations for several research programs led by radio astronomers. The Goldstone-Apple Valley Radio Telescope (GAVRT) program provides participating teachers with curriculum elements, based on the students' observing experiences, which support national and state academic standards. The current program is based on 2.2-GHz and 8.4-GHz radiometric observations of variable sources. The research programs monitor Jupiter, Uranus, and a selected set of quasars. The telescope is a decommissioned NASA Deep Space Network antenna at Goldstone, California. In the next three years, a second telescope will be added. This telescope will at least operate at the above frequencies as well as 6 GHz and 12 GHz. Possibly, it will operate in a continuous band from 1.2 GHz to 14 GHz. In either case, the telescope will be able to observe at least the 6.6-GHz and 12.2-GHz methanol maser lines. The success of the GAVRT program depends critically on the participation of scientists committed to the research who have the ability and enthusiasm for interacting with K-12 students, typically through teleconferences. The scientists will initially work with the LCER staff to create curriculum elements around their observing program.

  18. NGSS-Aligned, K-12 Climate Science Curricula, taught with citizen science and teacher-led inquiry methods

    Science.gov (United States)

    Zainfeld, S.

    2017-12-01

    Teacher-led inquiry into student learning is a promising method of formative assessment to gain insight into student achievement. NGSS-aligned K-12 Climate Science curricula taught with citizen science and teacher-led inquiry methods are described, along with results from a scientist-teacher collaboration survey.

  19. College Student's Perceptions of Living and Learning with Attention Deficit Hyperactivity Disorder (ADHD)

    Science.gov (United States)

    Gallo, Michael P.; Mahar, Patricia; Chalmers, Lynne

    2014-01-01

    How does the K-12 special education system prepare children with ADHD for the rigors and independent learning of higher education? This article examines the K-12 experiences, including special education, of three college students diagnosed with ADHD during their early elementary years. In their own words, they provide insight into what benefited…

  20. Victims of the Churn: The Damaging Impact of California's Teacher Layoff Policies on Schools, Students, and Communities in Three Large School Districts. K-12 Policy

    Science.gov (United States)

    Hahnel, Carrie; Barondess, Heather; Ramanathan, Arun

    2011-01-01

    California's students, particularly its poorest students, need great teachers. Unfortunately, California's seniority-based teacher layoff system puts adult privileges over student needs. Newer teachers are laid off first, regardless of how well they do their jobs. This system is especially damaging to schools serving the highest numbers of…

  1. Examining the Extent and Nature of Online Learning in American K-12 Education: The Research Initiatives of the Alfred P. Sloan Foundation

    Science.gov (United States)

    Picciano, Anthony G.; Seaman, Jeff; Shea, Peter; Swan, Karen

    2012-01-01

    In 1992, the Alfred P. Sloan Foundation began its "Anytime, Anyplace Learning Program", the purpose of which was to explore educational alternatives for people who wanted to pursue an education via Internet technology. Part of this grant activity was a research award to the Babson College Survey Research Group to examine online learning in…

  2. Education and Public Outreach for the PICASSO-CENA Satellite-Based Research Mission: K-12 Students Use Sun Photometers to Assist Scientists in Validating Atmospheric Data

    Science.gov (United States)

    Robinson, D. Q.

    2001-05-01

    Hampton University, a historically black university, is leading the Education and Public Outreach (EPO) portion of the PICASSO-CENA satellite-based research mission. Currently scheduled for launch in 2004, PICASSO-CENA will use LIDAR (LIght Detection and Ranging), to study earth's atmosphere. The PICASSO-CENA Outreach program works with scientists, teachers, and students to better understand the effects of clouds and aerosols on earth's atmosphere. This program actively involves students nationwide in NASA research by having them obtain sun photometer measurements from their schools and homes for comparison with data collected by the PICASSO-CENA mission. Students collect data from their classroom ground observations and report the data via the Internet. Scientists will use the data from the PICASSO-CENA research and the student ground-truthing observations to improve predications about climatic change. The two-band passive remote sensing sun photometer is designed for student use as a stand alone instrument to study atmospheric turbidity or in conjunction with satellite data to provide ground-truthing. The instrument will collect measurements of column optical depth from the ground level. These measurements will not only give the students an appreciation for atmospheric turbidity, but will also provide quantitative correlative information to the PICASSO-CENA mission on ground-level optical depth. Student data obtained in this manner will be sufficiently accurate for scientists to use as ground truthing. Thus, students will have the opportunity to be involved with a NASA satellite-based research mission.

  3. K-12 Local Network (LAN) Design Guide

    National Research Council Canada - National Science Library

    Horton, Cody

    1998-01-01

    ...) educators preparing to design and implement LANs in K-12 schools and libraries. Data was collected during the implementation of LANs in K-12 schools of the Monterey Peninsula Uniform School District (MPUSD...

  4. Students Engaged in Learning

    Science.gov (United States)

    Ismail, Emad A.; Groccia, James E.

    2018-01-01

    Engaging students in learning is a basic principle of effective undergraduate education. Outcomes of engaging students include meaningful learning experiences and enhanced skills in all learning domains. This chapter reviews the influence of engaging students in different forms of active learning on cognitive, psychomotor, and affective skill…

  5. K-12 Professional Development at the Harvard Forest LTER

    Science.gov (United States)

    Bennett, K.

    2012-12-01

    As part of the Long Term Ecological Research (LTER) program, the Harvard Forest in Petersham, Massachusetts seeks to train the next generation of researchers, by involving K-12 grade students and their teachers in hands-on, field-based, ecological research in their own schoolyard and community. Students learn to collect data on important long-term ecological issues and processes. Student data are then shared on the Harvard Forest website. To prepare teachers for project protocols, teachers are given direct access to Harvard ecologists with professional development workshops and on-line resources. With the Harvard Forest Schoolyard LTER program, students can participate in three different research projects focusing on phenology, invasive insects, and vernal pools. Teachers attend the Summer Institute for Teachers to learn project content and methods. They return in fall to participate in one of three levels of data workshops to learn how to input, manage, and analyze project data. In the spring, teachers again meet with the Harvard ecologists about project protocols, and to share, through a series of teacher presentations, the ways these project themes are being integrated into class curricula. These professional development opportunities result in long term collaborative partnerships with local schools and the Harvard Forest LTER. In addition to the LTER Schoolyard Ecology Program, the Harvard Forest has supported a successful Research Experience for Teachers (RET) program for the last six years. Throughout the summer, teachers work on research projects alongside Harvard Forest and affiliated scientists, post-docs, graduate students, and REU's (Research Experience for Undergraduates). The RET program provides teachers with the opportunity to build scientific knowledge, develop an understanding of research methods, and translate their new knowledge and experiences into cutting edge classroom lessons. The past two summers I have worked with Dr. Andrew Richardson

  6. Parental Role and Support for Online Learning of Students with Disabilities: A Paradigm Shift

    Science.gov (United States)

    Smith, Sean J.; Burdette, Paula J.; Cheatham, Gregory A.; Harvey, Susan P.

    2016-01-01

    This study, conducted by researchers at the Center on Online Learning and Students With Disabilities, investigated parent perceptions and experiences regarding fully online learning for their children with disabilities. Results suggest that with the growth in K-12 fully online learning experiences, the parent (or adult member) in students'…

  7. "Flipping" educational technology professional development for K-12 educators

    Science.gov (United States)

    Spencer, Daniel

    As the demand for more effective professional development increases in K-12 schools, trainers must adjust their training methods to meet the needs of their teacher learners. Just as lecture-heavy, teacher-centered instruction only meet the learning needs of a small minority of students, "sit and get" professional development rarely results in the teachers gaining the skills and confidence necessary to use technology effectively in their instruction. To resolve the frustrations of teachers related to ineffective professional development, a "Flipped PD" training model was developed based on the learning needs of adult learners, the integration of technological, pedagogical, and content knowledge (TPACK), learning activities, and the Flipped Classroom concept. Under this model, training shifts from a passive, trainer-centered format, to an active, learner-centered format where teachers learn to use technology in their classrooms by first focusing on pedagogical issues, then choosing the options that work best for addressing those issues in their unique situation, and completing "learn-by-doing" projects. Those who participate in "Flipped PD" style trainings tend to have more confidence upon completion that they can use the tools they were trained on in their teaching, as well as believe that the PD was engaging and a good use of their time.

  8. Harnessing Technology to Improve K-12 Education. Discussion Paper 2012-05

    Science.gov (United States)

    Chatterji, Aaron; Jones, Benjamin

    2012-01-01

    Technological progress has consistently driven remarkable advances in the U.S. economy, yet K-12 education sees little technological change compared to other sectors, even as U.S. K-12 students increasingly lag behind students in other nations. This proposal considers how we can take a signature American strength--innovation--and apply it to K-12

  9. A Vision in Aeronautics: The K-12 Wind Tunnel Project

    Science.gov (United States)

    1997-01-01

    A Vision in Aeronautics, a project within the NASA Lewis Research Center's Information Infrastructure Technologies and Applications (IITA) K-12 Program, employs small-scale, subsonic wind tunnels to inspire students to explore the world of aeronautics and computers. Recently, two educational K-12 wind tunnels were built in the Cleveland area. During the 1995-1996 school year, preliminary testing occurred in both tunnels.

  10. Engineering design skills coverage in K-12 engineering program curriculum materials in the USA

    Science.gov (United States)

    Chabalengula, Vivien M.; Mumba, Frackson

    2017-11-01

    The current K-12 Science Education framework and Next Generation Science Standards (NGSS) in the United States emphasise the integration of engineering design in science instruction to promote scientific literacy and engineering design skills among students. As such, many engineering education programmes have developed curriculum materials that are being used in K-12 settings. However, little is known about the nature and extent to which engineering design skills outlined in NGSS are addressed in these K-12 engineering education programme curriculum materials. We analysed nine K-12 engineering education programmes for the nature and extent of engineering design skills coverage. Results show that developing possible solutions and actual designing of prototypes were the highly covered engineering design skills; specification of clear goals, criteria, and constraints received medium coverage; defining and identifying an engineering problem; optimising the design solution; and demonstrating how a prototype works, and making iterations to improve designs were lowly covered. These trends were similar across grade levels and across discipline-specific curriculum materials. These results have implications on engineering design-integrated science teaching and learning in K-12 settings.

  11. A Design Framework for Enhancing Engagement in Student-Centered Learning: Own It, Learn It, and Share It

    Science.gov (United States)

    Lee, Eunbae; Hannafin, Michael J.

    2016-01-01

    Student-centered learning (SCL) identifies students as the owners of their learning. While SCL is increasingly discussed in K-12 and higher education, researchers and practitioners lack current and comprehensive framework to design, develop, and implement SCL. We examine the implications of theory and research-based evidence to inform those who…

  12. Scientists Involved in K-12 Education

    Science.gov (United States)

    Robigou, V.

    2004-12-01

    The publication of countless reports documenting the dismal state of science education in the 1980s, and the Third International Mathematics and Science Study (TIMMS) report (1996) called for a wider involvement of the scientific community in K-12 education and outreach. Improving science education will not happen without the collaboration of educators and scientists working in a coordinated manner and it requires a long-term, continuous effort. To contribute effectively to K-12 education all scientists should refer to the National Science Education Standards, a set of policies that guide the development of curriculum and assessment. Ocean scientists can also specifically refer to the COSEE recommendations (www.cosee.org) that led to the creation of seven regional Centers for Ocean Sciences Education Excellence. Scientists can get involved in K-12 education in a multitude of ways. They should select projects that will accommodate time away from their research and teaching obligations, their talent, and their interest but also contribute to the education reform. A few examples of effective involvement are: 1) collaborating with colleagues in a school of education that can lead to better education of all students and future teachers, 2) acting as a resource for a national program or a local science fair, 3) serving on the advisory board of a program that develops educational material, 4) speaking out at professional meetings about the value of scientists' involvement in education, 5) speaking enthusiastically about the teaching profession. Improving science education in addition to research can seem a large, overwhelming task for scientists. As a result, focusing on projects that will fit the scientist's needs as well as benefit the science reform is of prime importance. It takes an enormous amount of work and financial and personnel resources to start a new program with measurable impact on students. So, finding the right opportunity is a priority, and stepping

  13. Evaluating the Performance of Online K-12 Schools

    Science.gov (United States)

    Carpenter, Dick; Kafer, Krista; Reeser, Kelly; Shafer, Sheryl

    2015-01-01

    This article examines K-12 online student and school performance across an entire state (Colorado) in the United States through two comparisons. First, state assessment scores of students in online schools are compared to those in traditional brick and mortar schools. Second, the accountability scores of online schools are compared to those of…

  14. Females and STEM: Determining the K-12 Experiences that Influenced Women to Pursue STEM Fields

    Science.gov (United States)

    Petersen, Anne Marie

    In the United States, careers in the fields of Science, Technology, Engineering, and Mathematics (STEM) are increasing yet there are not enough trained personnel to meet this demand. In addition, of those that seek to pursue STEM fields in the United States, only 26% are female. In order to increase the number of women seeking STEM based bachelor's degrees, K-12 education must provide a foundation that prepares students for entry into these fields. The purpose of this phenomenological study was to determine the perceived K-12 experiences that influenced females to pursue a STEM field. Twelve college juniors or seniors seeking a degree in Biology, Mathematics, or Physics were interviewed concerning their K-12 experiences. These interviews were analyzed and six themes emerged. Teacher passion and classroom characteristics such as incorporating challenging activities played a significant role in the females' decisions to enter STEM fields. Extra-curricular activities such as volunteer and mentor opportunities and the females' need to benefit others also influenced females in their career choice. Both the formal (within the school) and informal (outside of the traditional classroom) pipeline opportunities that these students encountered helped develop a sense of self-efficacy in science and mathematics; this self-efficacy enabled them to persist in pursuing these career fields. Several participants cited barriers that they encountered in K-12 education, but these barriers were primarily internal as they struggled with overcoming self-imposed obstacles in learning and being competitive in the mathematics and science classrooms. The experiences from these female students can be used by K-12 educators to prepare and encourage current female students to enter STEM occupations.

  15. NSF GK-12 Fellows as Mentors for K-12 Teachers Participating in Field Research Experiences

    Science.gov (United States)

    Ellins, K.; Perry, E.

    2005-12-01

    The University of Texas Institute for Geophysics (UTIG) recognizes the value of providing educational opportunities to K-12 teachers who play a critical role in shaping the minds of young people who are the future of our science. To that end, UTIG established the "Texas Teachers in the Field" program in 2000 to formalize the participation of K-12 teachers in field programs that included UTIG scientists. In 2002, "Texas Teachers in the Field" evolved through UTIG's involvement in a University of Texas at Austin GK-12 project led by the Environmental Sciences Institute, which enabled UTIG to partner a subset of GK-12 Fellows with teachers participating in geophysical field programs. During the three years of the GK-12 project, UTIG successfully partnered four GK-12 Fellows with five K-12 teachers. The Fellows served as mentors to the teachers, as liaisons between UTIG scientists leading field programs and teachers and their students, and as resources in science, mathematics, and technology instruction. Specifically, Fellows prepared teachers and their students for the field investigations, supervised the design of individual Teacher Research Experience (TRE) projects, and helped teachers to develop standards-aligned curriculum resources related to the field program for use in their own classrooms, as well as broader distribution. Although all but one TRE occurred during the school year, Texas school districts and principals were willing to release teachers to participate because the experience and destinations were so extraordinary (i.e., a land-based program in Tierra del Fuego, Argentina; and research cruises to the Southeast Caribbean Sea and Hess Deep in the Pacific Ocean) and carried opportunities to work with scientists from around the world. This exceptional collaboration of GK-12 Fellows, K-12 teachers and research scientists enriches K-12 student learning and promotes greater enthusiasm for science. The level of mentoring, preparation and follow-up provided

  16. Tablets in K-12 Education: Integrated Experiences and Implications

    Science.gov (United States)

    An, Heejung, Ed.; Alon, Sandra, Ed.; Fuentes, David, Ed.

    2015-01-01

    The inclusion of new and emerging technologies in the education sector has been a topic of interest to researchers, educators, and software developers alike in recent years. Utilizing the proper tools in a classroom setting is a critical factor in student success. "Tablets in K-12 Education: Integrated Experiences and Implications"…

  17. The Green Pages: Environmental Education Activities K-12.

    Science.gov (United States)

    Clearing, 1990

    1990-01-01

    Presented are 37 environmental science activities for students in grades K-12. Topics include water pollution, glaciers, protective coloration, shapes in nature, environmental impacts, recycling, creative writing, litter, shapes found in nature, color, rain cycle, waste management, plastics, energy, pH, landfills, runoff, watersheds,…

  18. Leadership Analysis in K-12 Case Study: "Divided Loyalties"

    Science.gov (United States)

    Alsubaie, Merfat Ayesh

    2016-01-01

    This report mainly aims to provide a critical and in-depth analysis of the K-12 Case, "Divided Loyalty" by Holy and Tartar (2004). The case recounts how the manifestation of inadequate leadership skills in a school setting could affect negatively the performance of students.

  19. Cool Science: K-12 Climate Change Art Displayed on Buses

    Science.gov (United States)

    Chen, R. F.; Lustick, D. S.; Lohmeier, J.; Thompson, S. R.

    2015-12-01

    Cool science is an art contest where K12 students create placards (7" x 22") to educate the public about climate change. Students are prompted to create their artwork in response to questions such as: What is the evidence for climate change? How does climate change impact your local community? What can you do to reduce the impacts of climate change? In each of three years, 500-600 student entrees have been submitted from more than 12 school districts across Massachusetts. A panel of judges including scientists, artists, rapid transit representatives, and educators chooses elementary, middle, and high school winners. Winners (6), runners-up (6), and honorable mentions (12) and their families and teachers are invited to an annual Cool Science Award Ceremony to be recognized and view winning artwork. All winning artwork is posted on the Cool Science website. The winning artwork (2 per grade band) is converted into placards (11" x 28") and posters (2.5' x 12') that are placed on the inside (placards) and outside (posters) of buses. Posters are displayed for one month. So far, Cool Science was implemented in Lowell, MA where over 5000 public viewers see the posters daily on the sides of Lowell Rapid Transit Authority (LRTA) buses, making approximately 1,000,000 impressions per year. Cool Science acts to increase climate literacy in children as well as the public, and as such promotes intergenerational learning. Using art in conjunction with science learning about climate change appears to be effective at engaging not just traditionally high achieving science students, but also those interested in the creative arts. Hearing winners' stories about how they created their artwork and what this contest meant to them supports the idea that Cool Science attracts a wide diversity of students. Parents discuss climate change with their children. Multiple press releases announcing the winners further promotes the awareness of climate change throughout school districts and their

  20. Welding. Student Learning Guide.

    Science.gov (United States)

    Palm Beach County Board of Public Instruction, West Palm Beach, FL.

    This student learning guide contains 30 modules for completing a course in welding. It is designed especially for use in secondary schools in Palm Beach County, Florida. Each module covers one task, and consists of a purpose, performance objective, enabling objectives, learning activities keyed to resources, information sheets, student self-check…

  1. Using Scientific Visualizations to Enhance Scientific Thinking In K-12 Geoscience Education

    Science.gov (United States)

    Robeck, E.

    2016-12-01

    The same scientific visualizations, animations, and images that are powerful tools for geoscientists can serve an important role in K-12 geoscience education by encouraging students to communicate in ways that help them develop habits of thought that are similar to those used by scientists. Resources such as those created by NASA's Scientific Visualization Studio (SVS), which are intended to inform researchers and the public about NASA missions, can be used in classrooms to promote thoughtful, engaged learning. Instructional materials that make use of those visualizations have been developed and are being used in K-12 classrooms in ways that demonstrate the vitality of the geosciences. For example, the Center for Geoscience and Society at the American Geosciences Institute (AGI) helped to develop a publication that outlines an inquiry-based approach to introducing students to the interpretation of scientific visualizations, even when they have had little to no prior experience with such media. To facilitate these uses, the SVS team worked with Center staff and others to adapt the visualizations, primarily by removing most of the labels and annotations. Engaging with these visually compelling resources serves as an invitation for students to ask questions, interpret data, draw conclusions, and make use of other processes that are key components of scientific thought. This presentation will share specific resources for K-12 teaching (all of which are available online, from NASA, and/or from AGI), as well as the instructional principles that they incorporate.

  2. The SERC K12 Educators Portal to Teaching Activities and Pedagogic Approaches

    Science.gov (United States)

    Larsen, K.; Kirk, K. B.; Manduca, C. A.; Ledley, T. S.; Schmitt, L.

    2013-12-01

    The Science Education Resource Center (SERC) has created a portal to information for K12 educators to provide high-quality grade level appropriate materials from a wide variety of projects and topics. These materials were compiled across the SERC site, showcasing materials that were created for, or easily adaptable to, K12 classrooms. This resource will help support implementation of Next Generation Science Standards by assisting educators in finding innovative resources to address areas of instruction that are conceptually different than previous national and state science standards. Specifically, the K12 portal assists educators in learning about approaches that address the cross-cutting nature of science concepts, increasing students quantitative reasoning and numeracy skills, incorporating technology such as GIS in the classroom, and by assisting educators of all levels of K12 instruction in using relevant and meaningful ways to teach science concepts. The K12 portal supports educators by providing access to hundreds of teaching activities covering a wide array of science topics and grade levels many of which have been rigorously reviewed for pedagogic quality and scientific accuracy. The portal also provides access to web pages that enhance teaching practices that help increase student's system thinking skills, make lectures interactive, assist instructors in conducting safe and effective indoor and outdoor labs, providing support for teaching energy and climate literacy principles, assisting educators in addressing controversial content, provide guidance in engaging students affective domain, and provides a collection of tools for making teaching relevant in 21st century classrooms including using GIS, Google Earth, videos, visualizations and simulations to model and describe scientific concepts. The portal also provides access to material for specific content and audiences by (1) Supporting AGIs 'Map your World' week to specifically highlight teaching

  3. Learning from Student Data

    Science.gov (United States)

    Pruitt, Kobie

    2016-01-01

    Just as adults' personal lives and data are increasingly inhabiting online spaces, so are students. While this shift brings many benefits and the possibility of learning tailored to individual students' needs, it is also brings new challenges. Students create an electronic trail of information that creates an obvious concern: How can they enjoy…

  4. A Mixed-Method Study of Mobile Devices and Student Self-Directed Learning and Achievement During a Middle School STEM Activity

    OpenAIRE

    Bartholomew, Scott

    2016-01-01

    The increasingly ubiquitous nature of mobile devices among K-12 students has led many to argue for and against the inclusion of mobile devices in K-12 classrooms. Some have conjectured that access to mobile devices may enable student self-directed learning. This research used a mixed-method approach to explore the relationships between mobile devices and student achievement and self-directed learning during a Science, Technology, Engineering, & Mathematics (STEM) activity in a middle schoo...

  5. How Student Teachers Describe the Online Collaborative Learning Experience and Evaluate Its Contribution to Their Learning and Their Future Work as Teachers

    Science.gov (United States)

    Margaliot, Adva; Gorev, Dvora; Vaisman, Tami

    2018-01-01

    This study examined student teachers' attitudes toward online collaborative learning (OCL) as related to their satisfaction, learning experience, contribution to personal knowledge, and future teaching. One hundred and four students participated in a program that retrains university graduates to become K-12 teachers. The study combines both…

  6. A Groundwater project for K-12 schools: Bringing research into the classroom

    Science.gov (United States)

    Rodak, C. M.; Walsh, M.; Gensic, J.

    2011-12-01

    Simple water quality test kits were used in a series of K-12 classrooms to demonstrate scientific processes and to motivate learning in K-12 students. While focused on student learning, this project also allowed collection of regional data on groundwater quality (primarily nitrate) in the study area. The project consisted of development and administration of a weeklong groundwater quality unit introduced to K-12 schools in northern Indiana and taught by a graduate student in an engineering discipline. The structure of the week started with an introduction to basic groundwater concepts modified for the specific grade level; for this project the students ranged from grades 4-12. In addition to groundwater basics, the purpose of the collection of the water quality data, as well as relevance to the research of the graduate student, were outlined. The students were then: (i) introduced to two simple water quality testing methods for nitrates, (ii) required to hypothesize as to which method will likely be "better" in application, and (iii) asked to practice using these two methods under laboratory conditions. Following practice, the students were asked to discuss their hypotheses relative to what was observed during the practice focusing on which testing method was more accurate and/or precise. The students were then encouraged to bring water samples from their home water system (many of which are on private wells) to analyze within groups. At the end of the week, the students shared their experience in this educational effort, as well as the resulting nitrate data from numerous groundwater wells (as collected by the students). Following these discussions the data were added to an online database housed on a wiki sponsored by the Notre Dame Extended Research Community (http://wellhead.michianastem.org/home). These data were plotted using the free service MapAList to visually demonstrate to the students the spatial distribution of the data and how their results have

  7. Post-Secondary Students Using the iPad to Learn English: An Impact Study

    Science.gov (United States)

    Gitsaki, Christina; Robby, Matthew A.

    2014-01-01

    The use of mobile technology in language learning has increased considerably, with an unprecedented adoption of mobile tablets in K-12 and higher education settings. Despite the number of recent small-scale studies that have found increased student motivation and engagement in learning as a result of using mobile tablets, there is a need to…

  8. Teacher Perception of Barriers and Benefits in K-12 Technology Usage

    Science.gov (United States)

    Carver, Lin B.

    2016-01-01

    This study explores K-12 teachers' perceptions of the benefits and barriers to technology integration by either teachers or students in K-12 instruction. The sample was composed of 68 students enrolled in online classes in the graduate studies in education department of a small private liberal arts institution in the southeast. Data was collected…

  9. Copyright Updates for K-12 Librarians

    Science.gov (United States)

    Johnson, Wendell G.

    2016-01-01

    Copyright concerns continue to bedevil K-12 librarians, who are often called upon to act as the copyright officers in public schools. This article describes recent copyright developments of concern to these librarians in three areas: a recent court case involving a university library, pending legislation supported by ALA, and a regulatory update.…

  10. Energy Retrofit for Aging K-12 Schools.

    Science.gov (United States)

    3D/International, Houston, TX.

    Successfully retrofitting aging K-12 schools using energy conservation measures (ECM) that can improve the physical plant and reduce energy consumption are explored. Topics explore how certain ECM measures can benefit educational facilities, why retrofitting begun sooner rather than later is important, how to finance the retrofit program, and the…

  11. A Mixed-Method Study of Mobile Devices and Student Self-Directed Learning and Achievement during a Middle School STEM Activity

    Science.gov (United States)

    Bartholomew, Scott

    2016-01-01

    With the increasingly ubiquitous nature of mobile devices among K-12 students, many argue for and against the inclusion of these devices in K-12 classrooms. Arguments in favor cite instant access to information and collaboration with others as positive affordances made possible through mobile devices. Self-directed learning, a process where…

  12. Exploring Factors That Promote Online Learning Experiences and Academic Self-Concept of Minority High School Students

    Science.gov (United States)

    Kumi-Yeboah, Alex; Dogbey, James; Yuan, Guangji

    2018-01-01

    The rapid growth of online education at the K-12 level in recent years presents the need to explore issues that influence the academic experiences of students choosing this method of learning. In this study, we examined factors that promote/hinder the learning experiences and academic self-concept of minority students attending an online high…

  13. Impact of Project-Based Curriculum Materials on Student Learning in Science: Results of a Randomized Controlled Trial

    Science.gov (United States)

    Harris, Christopher J.; Penuel, William R.; D'Angelo, Cynthia M.; DeBarger, Angela Haydel; Gallagher, Lawrence P.; Kennedy, Cathleen A.; Cheng, Britte Haugen; Krajcik, Joseph S.

    2015-01-01

    The "Framework for K-12 Science Education" (National Research Council, 2012) sets an ambitious vision for science learning by emphasizing that for students to achieve proficiency in science they will need to participate in the authentic practices of scientists. To realize this vision, all students will need opportunities to learn from…

  14. Soil Science Society of America - K-12 Outreach

    Science.gov (United States)

    Lindbo, David L.; Loynachan, Tom; Mblia, Monday; Robinson, Clay; Chapman, Susan

    2013-04-01

    The Soil Science Society of America created its K12 Committee in 2006 in part to compliment the Dig It! The Secrets of Soil exhibit that opened in July 2008 at the Smithsonian's Institution's Nation Museum of Natural History (of which SSS was a founding sponsor). The committee's work began quickly with a website designed to provide resources for K12 teachers. The first accomplishments included reviewing and posting links to web based information already available to teachers. These links were sorted by subject and grade level to make it easier for teachers to navigate the web and find what they needed quickly. Several presentations and lessons designed for K12 teachers were also posted at this time. Concurrent with this effort a subcommittee review and organized the national teaching standards to show where soils could fit into the overall K12 curriculum. As the website was being developed another subcommittee developed a soils book (Soil! Get the Inside Scoop, 2008) to further compliment the Dig It! exhibit. This was a new endeavor for SSSA having never worked with the non-academic audience in developing a book. Peer-reviews of this book included not only scientist but also students in order to make sure the book was attractive to them. Once the book was published and the website developed it became clear more outreach was needed. SSSA K12 Committee has attended both the National Science Teachers Association (since 2008) the USA Science and Engineering Festival (since 2010) with exhibits and workshops. It has cooperated and contributed to the American Geologic Institutes' Earth Science Week materials with brochures and lesson plans and with National Association of Conservation Districts by providing peer-review and distribution of materials. The most recent developments from the committee include a web redesign that is more student and teacher friendly, the development of a peer-review system to publish K12 Lesson Plans, and finally the publication of a new soils

  15. What do K-12 students feel when dealing with technology and engineering issues? Gardner's multiple intelligence theory implications in technology lessons for motivating engineering vocations at Spanish Secondary School

    Science.gov (United States)

    Sánchez-Martín, Jesús; Álvarez-Gragera, García J.; Dávila-Acedo, M. Antonia; Mellado, Vicente

    2017-11-01

    The interest on engineering and scientific studies can be raised up even from the early years of academic instructional process. This vocation may be linked to emotions and aptitudes towards technological education. Particularly, students get in touch with these technological issues (namely STEM) during the Compulsory Secondary Education in Spain (12-16 years old).This work presents a preliminary evaluation of how relevant is Gardner's multiple intelligence theory (MIT) in the teaching-learning process within the Technology Lessons. In this sense, MIT was considered as an explanation variable of the emotional response within the different educational parts (so-called syllabus units, SU) in the Technology spanish curriculum. Different intelligence style (IS) will orient the student to a vision of the engineering and technology. This work tries to identify which relationships can be established between IS and specific technology and engineering learning. This research involved up to 135 students were subsequently tested about their predominant (IS) and on the emotions that arouse in them when working with each SU. The results were statistically significant and only those with a Logic-arithmetic or Environmental IS were not affected by the SU.Best teaching and learning practicesare required for encouraging further engineering studies.

  16. USE OF SECOND LIFE IN K-12 AND HIGHER EDUCATION: A Review of Research

    Directory of Open Access Journals (Sweden)

    Chris INMAN

    2011-08-01

    Full Text Available This study reviewed empirical research conducted in Second Life by educators since Second Life’s launch in 2003. The study’s purpose was to identify how Second Life is being used in both K-12 and higher education. The methodology, findings, and recommendations of 27 research studies were analyzed. Researchers identified potential problems when using Second Life in education, including issues with the Second Life software and hardware requirements, a steep learning curve, and the possibility of students becoming exposed to distractions or inappropriate content. Researchers discussed potential uses of Second Life including role-play, game and simulation creation, implementation within distance education programs, and the ability to encourage student-centered learning activities. Analysis also revealed several recommendations for educators intending to use Second Life.

  17. Designing learning environments to promote student learning: ergonomics in all but name.

    Science.gov (United States)

    Smith, Thomas J

    2013-01-01

    This report introduces evidence for the conclusion that a common theme underlies almost all proposed solutions for improving the performance of K-12 students, namely their reliance on the design of educational system environments, features and operations. Two categories of design factors impacting such performance are addressed: (1) 9 factors reliably shown to have a strong influence - namely environmental design of classroom and building facilities, longer exposure to learning, cooperative learning designs, early childhood education, teaching quality, nutritional adequacy, participation in physical activity, good physical fitness, and school-community integration; and (2) 11 factors with an equivocal, varied or weak influence - classroom technology, online learning environments, smaller class size, school choice, school funding, school size, school start times, teacher training level, amount of homework, student self-confidence and informal learning. It is concluded that: (1) student learning outcomes, and more broadly the edifice of education itself, are largely defined in terms of an extensive system of design factors and conditions; (2) the time is long overdue for the educational system to acknowledge the central role of E/HF design as the major influence on student performance and learning; and (3) K-12 educators and administrators should emphasize allocation of resources to design factors reliably shown to have a strongly positive impact on student performance, but should treat expenditure on factors with equivocal, varied or weak influence on such performance with more caution and/or skepticism.

  18. Generic vs. Modality-Specific Competencies for K-12 Online and Blended Teaching

    Science.gov (United States)

    Pulham, Emily B.; Graham, Charles R.; Short, Cecil R.

    2018-01-01

    Although research has explored teacher competencies in K-12 blended and online learning, it has not specified which competencies are appropriate to an online or digital medium, which refer to blending in-person with online experiences, or which are generic--applicable in any teaching modality. This article explores selected K-12 online and blended…

  19. Students as Learning Designers

    DEFF Research Database (Denmark)

    Levinsen, Karin; Sørensen, Birgitte Holm

    2013-01-01

    This paper focuses on students in the youngest classes at primary school as learning designers of ICT-integrated productions. It is based on the project Netbook 1:1 (2009-2012) funded by the municipality of Gentofte and Microsoft Denmark. The paper presents a model for designing ICT-integrated st......This paper focuses on students in the youngest classes at primary school as learning designers of ICT-integrated productions. It is based on the project Netbook 1:1 (2009-2012) funded by the municipality of Gentofte and Microsoft Denmark. The paper presents a model for designing ICT......-integrated student productions which was developed during the project in relation to different subjects. Ownership, iteration and feedforward are the central concepts in this model. Two exemplary cases are presented illustrating the students’ and teachers’ roles as learning designers in relation to the model...

  20. Formative evaluation of an adaptive game for engaging learners of programming concepts in K-12

    Directory of Open Access Journals (Sweden)

    Renny S. N. Lindberg

    2018-06-01

    Full Text Available As the global demand for programmers is soaring, several countries have integrated programming into their K-12 curricula. Finding effective ways to engage children in programming education is an important objective. One effective method for this can be presenting learning materials via games, which are known to increase engagement and motivation. Current programming education games often focus on a single genre and offer one-size-fits-all experience to heterogeneous learners. In this study, we presented Minerva, a multi-genre (adventure, action, puzzle game to engage elementary school students in learning programming concepts. The game content is adapted to play and learning styles of the player to personalize the gameplay. We conducted a formative mixed-method evaluation of Minerva with 32 Korean 6th grade students who played the game and compared their learning outcomes with 32 6th grade students who studied the same concepts using handouts. The results indicated that, in terms of retention, learning was equally effective in both groups. Furthermore, the game was shown to facilitate engagement among the students. These results, together with uncovered issues, will guide Minerva’s further development.

  1. Perspectives on...Special Collections at ARL Libraries and K-12 Outreach: Current Trends

    Science.gov (United States)

    Visser, Michelle

    2006-01-01

    This article examines the results of a survey sent to Association of Research Libraries (ARL) Special Collections requesting information on outreach to K-12 students. Over half of the respondents work with K-12 and many of those who currently do not are planning to. New pressures and changing philosophies contribute to this trend.

  2. K-12 Teachers' Perceptions of School Policy and Fear of School Violence

    Science.gov (United States)

    Ricketts, Melissa L.

    2007-01-01

    Since the 1990s, schools have focused their attention on policies designed to improve school safety. Most researches on school violence policies have concentrated on the needs of students and administrators. This study investigated the impact of school violence policies on K-12 teachers' fear. Using self-report data from 447 K-12 teachers from a…

  3. Public School Districts Master the Online Learning Game

    Science.gov (United States)

    Horn, Michael

    2010-01-01

    Online learning made its debut in higher education, but now it's changing the face of K-12 education. According to the marketing research firm Ambient Insight, roughly 1.75 million K-12 students in the United States are enrolled in at least one online course. Although much of the online learning growth in K-12 first occurred in virtual charter…

  4. Student Modeling and Machine Learning

    OpenAIRE

    Sison , Raymund; Shimura , Masamichi

    1998-01-01

    After identifying essential student modeling issues and machine learning approaches, this paper examines how machine learning techniques have been used to automate the construction of student models as well as the background knowledge necessary for student modeling. In the process, the paper sheds light on the difficulty, suitability and potential of using machine learning for student modeling processes, and, to a lesser extent, the potential of using student modeling techniques in machine le...

  5. Characteristics Leading to Student Success: A Study of Online Learning Environments

    Science.gov (United States)

    Crawford, Deborah L.

    2006-01-01

    Background: Virtual learning has exploded with the growth in broadband connectivity. The challenge for today's educational leaders is to integrate the research indicating cognitive changes in today's students with online K-12 offerings in order to fully maximize technological advances and close access and academic gaps. Purpose: To inform both…

  6. Project-Based Learning: A Promising Approach to Improving Student Outcomes. Issue Focus

    Science.gov (United States)

    Quint, Janet; Condliffe, Barbara

    2018-01-01

    The concept of project-based learning (PBL) has garnered wide support among a number of K-12 education policy advocates and funders. PBL is viewed as an approach that enables students to develop the "21st century competencies"--cognitive and socioemotional skills--needed for success in college and careers. This issue focus, pulling from…

  7. Scientists in the Classroom Mentor Model Program - Bringing real time science into the K - 12 classroom

    Science.gov (United States)

    Worssam, J. B.

    2017-12-01

    Field research finally within classroom walls, data driven, hands on with students using a series of electronic projects to show evidence of scientific mentor collaboration. You do not want to miss this session in which I will be sharing the steps to develop an interactive mentor program between scientists in the field and students in the classroom. Using next generation science standards and common core language skills you will be able to blend scientific exploration with scientific writing and communication skills. Learn how to make connections in your own community with STEM businesses, agencies and organizations. Learn how to connect with scientists across the globe to make your classroom instruction interactive and live for all students. Scientists, you too will want to participate, see how you can reach out and be a part of the K-12 educational system with students learning about YOUR science, a great component for NSF grants! "Scientists in the Classroom," a model program for all, bringing real time science, data and knowledge into the classroom.

  8. Retaining K-12 Online Teachers: A Predictive Model for K-12 Online Teacher Turnover

    Science.gov (United States)

    Larkin, Ingle M.; Lokey-Vega, Anissa; Brantley-Dias, Laurie

    2018-01-01

    The purpose of this study was to measure and explore factors influencing K-12 online teachers' turnover intentions, with job satisfaction and organizational commitment serving as moderating variables. Using Fishbein and Ajzen's Theory of Reasoned Action and Planned Behavior (1975), this study was conducted in public, private, charter, for-profit,…

  9. "It's worth our time": a model of culturally and linguistically supportive professional development for K-12 STEM educators

    Science.gov (United States)

    Charity Hudley, Anne H.; Mallinson, Christine

    2017-09-01

    Professional development on issues of language and culture is often separate from professional development on issues related to STEM education, resulting in linguistic and cultural gaps in K-12 STEM pedagogy and practice. To address this issue, we have designed a model of professional development in which we work with educators to build cultural and linguistic competence and to disseminate information about how educators view the relevance of language, communication, and culture to STEM teaching and learning. We describe the design and facilitation of our model of culturally and linguistically responsive professional development, grounded in theories of multicultural education and culturally supportive teaching, through professional development workshops to 60 K-12 STEM educators from schools in Maryland and Virginia that serve African American students. Participants noted that culturally and linguistically responsive approaches had yet to permeate their K-12 STEM settings, which they identified as a critical challenge to effectively teaching and engaging African-American students. Based on pre-surveys, workshops were tailored to participants' stated needs for information on literacy (e.g., disciplinary literacies and discipline-specific jargon), cultural conflict and mismatch (e.g., student-teacher miscommunication), and linguistic bias in student assessment (e.g., test design). Educators shared feedback via post-workshop surveys, and a subset of 28 participants completed in-depth interviews and a focus group. Results indicate the need for further implementation of professional development such as ours that address linguistic and cultural issues, tailored for K-12 STEM educators. Although participants in this study enumerated several challenges to meeting this need, they also identified opportunities for collaborative solutions that draw upon teacher expertise and are integrated with curricula across content areas.

  10. K-12 educational outcomes of immigrant youth.

    Science.gov (United States)

    Crosnoe, Robert; Turley, Ruth N López

    2011-01-01

    The children from immigrant families in the United States make up a historically diverse population, and they are demonstrating just as much diversity in their experiences in the K-12 educational system. Robert Crosnoe and Ruth López Turley summarize these K-12 patterns, paying special attention to differences in academic functioning across segments of the immigrant population defined by generational status, race and ethnicity, and national origin. A good deal of evidence points to an immigrant advantage in multiple indicators of academic progress, meaning that many youths from immigrant families outperform their peers in school. This apparent advantage is often referred to as the immigrant paradox, in that it occurs despite higher-than-average rates of social and economic disadvantages in this population as a whole. The immigrant paradox, however, is more pronounced among the children of Asian and African immigrants than other groups, and it is stronger for boys than for girls. Furthermore, evidence for the paradox is far more consistent in secondary school than in elementary school. Indeed, school readiness appears to be one area of potential risk for children from immigrant families, especially those of Mexican origin. For many groups, including those from Latin America, any evidence of the immigrant paradox usually emerges after researchers control for family socioeconomic circumstances and youths' English language skills. For others, including those from Asian countries, it is at least partially explained by the tendency for more socioeconomically advantaged residents of those regions to leave their home country for the United States. Bilingualism and strong family ties help to explain immigrant advantages in schooling; school, community, and other contextual disadvantages may suppress these advantages or lead to immigrant risks. Crosnoe and Turley also discuss several policy efforts targeting young people from immigrant families, especially those of Latin

  11. Crowd-Sourcing with K-12 citizen scientists: The Continuing Evolution of the GLOBE Program

    Science.gov (United States)

    Murphy, T.; Wegner, K.; Andersen, T. J.

    2016-12-01

    Twenty years ago, the Internet was still in its infancy, citizen science was a relatively unknown term, and the idea of a global citizen science database was unheard of. Then the Global Learning and Observations to Benefit the Environment (GLOBE) Program was proposed and this all changed. GLOBE was one of the first K-12 citizen science programs on a global scale. An initial large scale ramp-up of the program was followed by the establishment of a network of partners in countries and within the U.S. Now in the 21st century, the program has over 50 protocols in atmosphere, biosphere, hydrosphere and pedosphere, almost 140 million measurements in the database, a visualization system, collaborations with NASA satellite mission scientists (GPM, SMAP) and other scientists, as well as research projects by GLOBE students. As technology changed over the past two decades, it was integrated into the program's outreach efforts to existing and new members with the result that the program now has a strong social media presence. In 2016, a new app was launched which opened up GLOBE and data entry to citizen scientists of all ages. The app is aimed at fresh audiences, beyond the traditional GLOBE K-12 community. Groups targeted included: scouting organizations, museums, 4H, science learning centers, retirement communities, etc. to broaden participation in the program and increase the number of data available to students and scientists. Through the 20 years of GLOBE, lessons have been learned about changing the management of this type of large-scale program, the use of technology to enhance and improve the experience for members, and increasing community involvement in the program.

  12. Infrared Astronomy Professional Development for K-12 Educators: WISE Telescope

    Science.gov (United States)

    Borders, Kareen; Mendez, B. M.

    2010-01-01

    K-12 educators need effective and relevant astronomy professional development. WISE Telescope (Wide-Field Infrared Survey Explorer) and Spitzer Space Telescope Education programs provided an immersive teacher professional development workshop at Arecibo Observatory in Puerto Rico during the summer of 2009. As many common misconceptions involve scale and distance, teachers worked with Moon/Earth scale, solar system scale, and distance of objects in the universe. Teachers built and used basic telescopes, learned about the history of telescopes, explored ground and satellite based telescopes, and explored and worked on models of WISE Telescope. An in-depth explanation of WISE and Spitzer telescopes gave participants background knowledge for infrared astronomy observations. We taught the electromagnetic spectrum through interactive stations. The stations included an overview via lecture and power point, the use of ultraviolet beads to determine ultraviolet exposure, the study of WISE lenticulars and diagramming of infrared data, listening to light by using speakers hooked up to photoreceptor cells, looking at visible light through diffraction glasses and diagramming the data, protocols for using astronomy based research in the classroom, and infrared thermometers to compare environmental conditions around the observatory. An overview of LIDAR physics was followed up by a simulated LIDAR mapping of the topography of Mars. We will outline specific steps for K-12 infrared astronomy professional development, provide data demonstrating the impact of the above professional development on educator understanding and classroom use, and detail future plans for additional K-12 professional development. Funding was provided by WISE Telescope, Spitzer Space Telescope, Starbucks, Arecibo Observatory, the American Institute of Aeronautics and Astronautics, and the Washington Space Grant Consortium.

  13. Student Learning-Game Designs

    DEFF Research Database (Denmark)

    Weitze, Charlotte Lærke

    2016-01-01

    This article presents new knowledge about how students can implement learning and game elements into analogue and digital learning games as a means of learning and teaching curriculum‐based subject matter. The purpose of the analysis is to identify what learning‐game design elements were used...... in four learning games created by students, to investigate how these elements were em83 ployed, to determine what learning trajectories emerged in the two digital game tools and to offer reflections and suggestions regarding the learning processes students experienced when building the various learning...... trajectories for specific learning goals into the digital games. The article examines how specific features in the two digital game tools, Scratch and RGBMaker, afford creation of learning trajectories in various ways, enabling deep learning and gameplay processes for the players of the games. According...

  14. The Development of a Conceptual Framework for New K-12 Science Education Standards (Invited)

    Science.gov (United States)

    Keller, T.

    2010-12-01

    The National Academy of Sciences has created a committee of 18 National Academy of Science and Engineering members, academic scientists, cognitive and learning scientists, and educators, educational policymakers and researchers to develop a framework to guide new K-12 science education standards. The committee began its work in January, 2010, released a draft of the framework in July, 2010, and intends to have the final framework in the first quarter of 2011. The committee was helped in early phases of the work by consultant design teams. The framework is designed to help realize a vision for science and engineering education in which all students actively engage in science and engineering practices in order to deepen their understanding of core ideas in science over multiple years of school. These three dimensions - core disciplinary ideas, science and engineering practices, and cross-cutting elements - must blend together to build an exciting, relevant, and forward looking science education. The framework will be used as a base for development of next generation K-12 science education standards.

  15. The Realities of K-12 Virtual Education

    Science.gov (United States)

    Glass, Gene V.

    2009-01-01

    In a decade, virtual education in its contemporary form of asynchronous, computer-mediated interaction between a teacher and students over the Internet has grown from a novelty to an established mode of education that may provide all or part of formal schooling for nearly one in every 50 students in the US. In a non-random 2007 survey of school…

  16. Addressing the NETS*S in K-12 Classrooms: Implications for Teacher Education

    Science.gov (United States)

    Niederhauser, Dale S.; Lindstrom, Denise L.; Strobel, Johannes

    2007-01-01

    The National Educational Technology Standards for Students (NETS*S) were developed to provide guidelines for effective and meaningful technology use with K-12 students. In the present study we used the NETS*S as a framework to analyze ways that teachers integrated instructional technology use and provided opportunities for their students to…

  17. Zero Energy Schools: Designing for the Future: Zero Energy Ready K-12 Schools

    Energy Technology Data Exchange (ETDEWEB)

    Torcellini, Paul A [National Renewable Energy Laboratory (NREL), Golden, CO (United States)

    2017-09-29

    Designing, building, and operating zero energy ready K-12 schools provides benefits for districts, students, and teachers. Optimizing energy efficiency is important in any building, but it's particularly important in K-12 schools. Many U.S. school districts struggle for funding, and improving a school building's energy efficiency can free up operational funds that may then be available for educational and other purposes.

  18. Designing Successful Science Contests for K-12

    Science.gov (United States)

    Schwerin, T.; Colleton, N.

    2006-12-01

    Contests can engage, motivate, instruct and inspire students of all grade levels and interests. What are the ingredients necessary for a successful science contest? The Institute for Global Environmental Strategies (IGES) has recommendations for designing science-based competitions that are both fun and educational for for elementary and secondary students. These recommendations were developed as a result of IGES' experience gained through two annual student competitions that focus on Earth science topics: An annual art contest, for grades 2-4, challenges U.S. students to explore a specific Earth science topic. For example, past themes have included Polar Explorations: Going to Extremes (2006); Connect-4: Air, Land, Water, and Life (2005); and Picture Me: What Kind of Earth Explorer Would I Be? (2004). The contest supports national science education standards for grades K-4, and includes suggested classroom activities, books, and movies. The Thacher Scholarship was founded in 2000 by IGES in honor of the late Peter S. Thacher, a former IGES board member and leader in promoting the use of satellite remote sensing. The $4,000 scholarship is awarded to exceptional high school students displaying the best use of satellite remote sensing in understanding our changing planet.

  19. Blended Learning: The Student Viewpoint

    African Journals Online (AJOL)

    Student perceptions were assessed using Mann–Whitney. U‑test and ... Keywords: Blended learning, Online learning, Students' perceptions. Access this article online ..... performance, EC: Educational counseling, MIB: Medical insurance billing, MT: .... distance in education at the harvard business school. Educ. Technol ...

  20. Learning Environment and Student Effort

    Science.gov (United States)

    Hopland, Arnt O.; Nyhus, Ole Henning

    2016-01-01

    Purpose: The purpose of this paper is to explore the relationship between satisfaction with learning environment and student effort, both in class and with homework assignments. Design/methodology/approach: The authors use data from a nationwide and compulsory survey to analyze the relationship between learning environment and student effort. The…

  1. Fat dogs and coughing horses: K-12 programming for veterinary workforce development.

    Science.gov (United States)

    San Miguel, Sandra F; Carleton Parker, Loran; Adedokun, Omolola A; Burgess, Wilella D; Cipriani Davis, Kauline S; Blossom, Thaddaeus D; Schneider, Jessica L; Mennonno, Ann M; Ruhl, Joseph D; Veatch, Jennifer H; Wackerly, Amy J; Shin, Soo Yeon; Ratliff, Timothy L

    2013-01-01

    Workforce development strategies to educate, inform, and diversify the veterinary profession of the future must begin with children in elementary school. This article provides a description of the Fat Dogs and Coughing Horses program, which takes a multifaceted approach toward informing young students, beginning in first grade, about the interesting work and career opportunities available in the field of veterinary medicine. The program, a collaboration among Purdue University and Indiana public schools, is supported by a Science Education Partnership Award from the Office of Research Infrastructure Programs, a component of the National Institutes of Health. The overall goal of the program is to provide formal and informal educational opportunities for students, parents, teachers, and the public about the science involved in keeping people and their animals healthy. Examples of health concerns that impact both people and their pets are used to inform and excite children about careers in the health sciences. The program resulted in (1) curricula for students in Grades 1-3, 6, and 9; (2) four children's books and a set of collectible cards which highlight veterinarians, veterinary technicians, and research scientists who work with animals; and (3) four traveling museum-level quality exhibits. Preliminary assessment data has shown that the implementation of the curricula enhanced student science learning and science attitudes and interests. The program provides evidence that partnerships among professionals in veterinary medicine and K-12 education can result in impactful workforce development programs.

  2. Assessing student clinical learning experiences.

    Science.gov (United States)

    Nehyba, Katrine; Miller, Susan; Connaughton, Joanne; Singer, Barbara

    2017-08-01

    This article describes the use of an activity worksheet and questionnaire to investigate the learning experience of students on clinical placement. The worksheet measures the amount of time students spend in different learning activities, and the questionnaire explores student satisfaction and preferred learning activities. An activity worksheet and questionnaire … investigate[d] the learning experiences of students on clinical placement METHODS: The activity worksheet and questionnaire were used in a cohort pilot study of physiotherapy students on clinical placement. The activity worksheet provides details of the amount of time students engage in a range of clinical and non-clinical tasks while on placement, such as time spent treating patients, working individually, working with their peers and engaging in reflective practice. In combination with the questionnaire results, it allows clinicians to gain an understanding of the clinical learning environment experienced by their students. The data collected using these tools provide a description of the students' activities while undertaking the clinical placement. This information may guide the refinement of the clinical experience, and offers an opportunity to individualise learning activities to match students' needs and preferences. © 2016 John Wiley & Sons Ltd and The Association for the Study of Medical Education.

  3. Qatar's K-12 Education Reform Has Achieved Success in Its Early Years. Research Brief

    Science.gov (United States)

    Larson, Judy

    2009-01-01

    To evaluate progress made in the first years of Qatar's implementation of K-12 education reform, RAND analyzed data from school-level observations, national surveys, and national student assessments. The study found that students in the new, Independent schools were performing better than those in Ministry schools, and there was greater student…

  4. Are K-12 Learners Motivated in Physical Education? A Meta-Analysis

    Science.gov (United States)

    Chen, Senlin; Chen, Ang; Zhu, Xihe

    2012-01-01

    Previous studies devoted to K-12 learner motivation in physical education share a general assumption that students may lack motivation. This meta-analytic study examined published original studies (n = 79) to determine students' motivation level and the association between motivation and outcomes. Original means of motivation measures were…

  5. Preparing for Online Teaching: Web-Based Assessment and Communication Skills in K12

    Science.gov (United States)

    DeNisco, Alison

    2013-01-01

    Students are doing less hand-raising and more clicking as online classes become increasingly popular in K12 instruction, both in combination with brick-and-mortar classrooms and in independent full-time virtual schools. With online instruction comes a change in the nature of teaching, communicating with, and assessing students. As schools move to…

  6. How to Get Successfully Involved with K-12 Education

    Science.gov (United States)

    Duncan, D.; Fraknoi, A.; Bennett, M.

    1998-05-01

    Many astronomers now have some involvement in K-12 education, either through their children, through large projects with an education or outreach office, or through an educational component to their own grants. Some may need to incorporate education components into future proposals. For those new to education, it can be difficult to decide how best to use their limited resources without "re-inventing the wheel." Some astronomers are comfortable taking a direct role in the classroom or working with teachers, others prefer developing web-based or printed materials, while still others wouldrather work with local schools of education to enhance the training of future teachers. Which of these roles is most useful? In this session, participants will learn what has worked well in the past, with special attention paid to ways in which astronomers' and physicists' training and instincts may fail them when working in education. Invited teachers will describe their classrooms and how astronomers can be most helpful to them. Sample (successful) activities will be demonstrated, and information given about the wide range of existing astronomy and space-science education programs around the country. A full menu of useful ways that astronomers can get involved will be presented, as well as the organizations and institutions which can help in devising a meaningful education program. Handouts will include a catalog of national astronomy education projects, a list of educational web sites, information about the NASA OSS education brokers and facilitators, examples of successful educational materials, and a listing of roles astronomers have played or could play to enhance K-12 education. Registration is required; see the AAS Education WWW page or email aased@aas.org.

  7. ASPIRE: Teachers and researchers working together to enhance student learning

    Directory of Open Access Journals (Sweden)

    Lollie Garay

    2014-11-01

    Full Text Available Abstract Science, Technology, Engineering, and Math (STEM disciplines have become key focus areas in the education community of the United States. Newly adopted across the nation, Next Generation Science Standards require that educators embrace innovative approaches to teaching. Transforming classrooms to actively engage students through a combination of knowledge and practice develops conceptual understanding and application skills. The partnerships between researchers and educators during the Amundsen Sea Polynya International Research Expedition (ASPIRE offer an example of how academic research can enhance K-12 student learning. In this commentary, we illustrate how ASPIRE teacher–scientist partnerships helped engage students with actual and virtual authentic scientific investigations. Crosscutting concepts of research in polar marine science can serve as intellectual tools to connect important ideas about ocean and climate science for the public good.

  8. The Windows to the Universe Project: Using the Internet to Support K-12 Science Education

    Science.gov (United States)

    Gardiner, L.; Johnson, R.; Bergman, J.; Russell, R.; Genyuk, J.; La Grave, M.

    2003-12-01

    The World Wide Web can be a powerful tool for reaching the public as well as students and teachers around the world, supporting both formal and informal science education. The Windows to the Universe Project, initiated in 1995, provides a case study of approaches for the use of the web to support earth and space science education and literacy efforts. Through the use of innovative approaches such as easy to use design, multi-level content, and science concepts presented in a broader background context that includes connections to culture and the humanities, Windows to the Universe is an accessible format for individuals of various ages and learning styles. A large global audience regularly uses the web site to learn about earth and space science as well as related humanities content such as myths from around the world. User surveys show that the site has over 4 millions users per year, 65 percent of which are K-12 teachers and students. Approximately 46 percent of users access the site once per week or more. Recently, we have had the opportunity to expand our efforts while we continue to update existing content based on new scientific findings and events. Earth science content on Windows to the Universe is currently growing with a new geology section and development efforts are underway to expand our space weather content with a new curriculum. Educational games allow users to learn about space in a playful context, and an online journaling tool further integrates literacy into the learning experience. In addition, we are currently translating the entire Windows to the Universe web site into Spanish. We have included educators in the project as co-designers from its inception, and by aggressively utilizing and providing professional development opportunities for teachers, the web site is now used in thousands of classrooms around the world. In the past year we have continued to support K-12 educators by adding to our suite of classroom activities and leading

  9. Assessment Strategies for Implementing Ngss in K12 Earth System Science Classrooms

    Science.gov (United States)

    McAuliffe, C.

    2016-12-01

    Several science education researchers have led assessment efforts that provide strategies particularly useful for evaluating the threedimensional learning that is central to NGSS (DeBarger, A. H., Penuel, W. R., Harris, C. J., Kennedy, C. K., 2016; Knight, A. M. & McNeill, K. L., 2015; McNeill, K. L., KatshSinger, R. & Pelletier, P., 2015; McNeill K.L., et.al., 2015; McNeill, K.L., & Krajcik, J.S., 2011; Penuel, W., 2016). One of the basic premises of these researchers is that, "Assessment is a practice of argument from evidence based on what students say, do, and write" and that "the classroom is the richest place to gather evidence of what students know (Penuel, W., 2016). The implementation of the NGSS in Earth System Science provides a unique opportunity for geoscience education researchers to study student learning and contribute to the development of this research as well as for geoscience educators to apply these approaches and strategies in their own work with K12 inservice and preservice educators. DeBarger, A. H., Penuel, W. R., Harris, C. J., Kennedy, C. K. (2016). Building an Assessment Argument to Design and Use Next Generation Science Assessments in Efficacy Studies of Curriculum Interventions. American†Journal†of†Evaluation†37(2) 174192Æ Knight, A. M. & McNeill, K. L. (2015). Comparing students' individual written and collaborative oral socioscientific arguments. International Journal of Environmental and Science Education.10(5), 23647. McNeill, K. L., KatshSinger, R. & Pelletier, P. (2015). Assessing science practices-Moving your class along a continuum. Science Scope. McNeill, K.L., & Krajcik, J.S. (2011). Supporting Grade 5-8 Students in Constructing Explanations in Science: The Claim, Evidence, and Reasoning Framework for Talk and Writing. Upper Saddle River, New Jersey: Pearson. Penuel, W. (2016). Classroom Assessment Strategies for NGSS Earth and Space Sciences. Implementing†the†NGSS†Webinar†Series, February 11, 2016.

  10. Learner Dashboards a Double-Edged Sword? Students' Sense-Making of a Collaborative Critical Reading and Learning Analytics Environment for Fostering 21st-Century Literacies

    Science.gov (United States)

    Pei-Ling Tan, Jennifer; Koh, Elizabeth; Jonathan, Christin; Yang, Simon

    2017-01-01

    The affordances of learning analytics (LA) tools and solutions are being increasingly harnessed for enhancing 21st century pedagogical and learning strategies and outcomes. However, use cases and empirical understandings of students' experiences with LA tools and environments aimed at fostering 21st century literacies, especially in the K-12

  11. Online Teacher Work to Support Self-Regulation of Learning in Students with Disabilities at a Fully Online State Virtual School

    Science.gov (United States)

    Rice, Mary F.; Carter, Richard Allen, Jr.

    2016-01-01

    Students with disabilities represent a growing number of learners receiving education in K-12 fully online learning programs. They are, unfortunately, also a large segment of the online learning population who are not experiencing success in these environments. In response, scholars have recommended increasing instruction in self-regulation skills…

  12. Cataclysms and Catastrophes: A Case Study of Improving K-12 Science Education Through a University Partnership

    Science.gov (United States)

    Fennell, T.; Ellins, K. K.; Morris, M.; Christeson, G.

    2003-12-01

    The K-12 science teacher is always seeking ways of improving and updating their curriculum by integrating the latest research into their most effective classroom activities. However, the daily demands of delivering instruction to large numbers of students coupled with the rapid advances in some fields of science can often overwhelm this effort. The NSF-sponsored Cataclysms and Catastrophes curriculum, developed by scientists from the The University of Texas at Austin Institute for Geophysics (UTIG) and Bureau of Economic Geology (BEG), middle and high school teachers, and UT graduate students (NSF GK-12 fellows) working together through the GK-12 program, is a textbook example of how universities can facilitate this quest, benefiting education at both K-12 and university levels. In 1992, "The Great K-T Extinction Debate" was developed as an activity in the Planet Earth class at the Liberal Arts and Science Academy of Austin as an interdisciplinary approach to science. Taking advantage of the media attention generated by the impact scenario for the K-T extinction, the activity consists of students participating in a simulated senate hearing on the potential causes of the K-T extinction and their implications for society today. This activity not only exposes students to the wide range of science involved in understanding mass extinctions, but also to the social, political and economic implications when this science is brought into the public arena and the corresponding use of data in decision making and disaster preparedness. While "The Great K-T Extinction Debate" was always a popular and effective activity with students, it was in desperate need of updating to keep pace with the evolving scientific debate over the cause of the K-T extinction and the growing body of impact evidence discovered over the past decade. By adding two inquiry-based learning activities that use real geophysical data collected by scientists studying the buried Chicxulub feature as a

  13. What Do K-12 Students Feel When Dealing with Technology and Engineering Issues? Gardner's Multiple Intelligence Theory Implications in Technology Lessons for Motivating Engineering Vocations at Spanish Secondary School

    Science.gov (United States)

    Sánchez-Martín, Jesús; Álvarez-Gragera, García J.; Dávila-Acedo, M. Antonia; Mellado, Vicente

    2017-01-01

    The interest on engineering and scientific studies can be raised up even from the early years of academic instructional process. This vocation may be linked to emotions and aptitudes towards technological education. Particularly, students get in touch with these technological issues (namely STEM) during the Compulsory Secondary Education in Spain…

  14. Scientific Participation at the Poles: K-12 Teachers in Polar Science for Careers and Classrooms

    Science.gov (United States)

    Crowley, S.; Warburton, J.

    2012-12-01

    PolarTREC (Teachers and Researchers Exploring and Collaborating) is a National Science Foundation (NSF) funded program in which K-12 teachers participate in hands-on field research experiences in the polar regions. PolarTREC highlights the importance of involving teachers in scientific research in regards to their careers as educators and their ability to engage students in the direct experience of science. To date, PolarTREC has placed over 90 teachers with research teams in the Arctic and Antarctic. Published results of our program evaluation quantify the effect of the field experience on the teachers' use of the real scientific process in the classroom, the improvement in science content taught in classrooms, and the use of non-fiction texts (real data and science papers) as primary learning tools for students. Teachers and students both report an increase of STEM literacy in the classroom content, confidence in science education, as well as a markedly broadened outlook of science as essential to their future. Research conducted with science teams affirms that they are achieving broader impacts when PolarTREC teachers are involved in their expeditions. Additionally, they reported that these teachers making vital contributions to the success of the scientific project.

  15. Using an Interdisciplinary Approach to Enhance Climate Literacy for K-12 Teachers

    Science.gov (United States)

    Hanselman, J. A.; Oches, E. A.; Sliko, J.; Wright, L.

    2014-12-01

    The Next Generation Science Standards (2014) will begin to change how K-12 teachers teach science. Using a scaffolding approach, the standards focus on a depth of knowledge across multiple content areas. This philosophy should encourage inquiry-based teaching methods, provided the teacher has both the knowledge and the confidence to teach the content. Although confidence to teach science is high among secondary science (biology, general science, chemistry) teachers, depth of knowledge may be lacking in certain areas, including climate science. To address this issue, a graduate course in climate science (Massachusetts Colleges Online Course of Distinction award winner) was developed to include inquiry-based instruction, connections to current research, and interdisciplinary approaches to teaching science. With the support of the InTeGrate program (SERC) at Carleton College, a module was developed to utilize cli-fi (climate science present in fictional literature) and related climate data. Graduate students gain an appreciation of scientific communication and an understanding of climate data and its connection to societal issues. In addition, the graduate students also gain the ability to connect interdisciplinary concepts for a deeper understanding of climate science and have the opportunity. By the end of the course, the graduate students use the content learned and the examples of pedagogical tools to develop their own activities in his or her classroom.

  16. Laboratory Safety Guide for Arkansas K-12 Schools.

    Science.gov (United States)

    Arkansas State Dept. of Education, Little Rock.

    This document presents laboratory safety rules for Arkansas K-12 schools which were developed by the Arkansas Science Teachers Association (ASTA) and the Arkansas Department of Education (ADE). Contents include: (1) "Laboratory Safety Guide for Arkansas K-12 Schools"; (2) "Safety Considerations"; (3) "Safety Standards for Science Laboratories";…

  17. K-12 Technology Accessibility: The Message from State Governments

    Science.gov (United States)

    Shaheen, Natalie L.; Lazar, Jonathan

    2018-01-01

    This study examined state education technology plans and technology accessibility statutes to attempt to answer the question--is K-12 instructional technology accessibility discussed in state-level technology accessibility statutes and education technology plans across the 50 United States? When a K-12 school district is planning the construction…

  18. Engaging Students' Learning Through Active Learning

    Directory of Open Access Journals (Sweden)

    Margaret Fitzsimons

    2014-06-01

    Full Text Available This paper discusses a project carried out with thirty six final year undergraduate students, studying the Bachelor of Science in Business and Management and taking the module Small Business Management during the academic year 2012 and 2013 in Dublin Institute of Technology. The research had two separate objectives, 1 to engage in active learning by having students work on a consulting project in groups for a real life business and 2 to improve student learning. The Small Business Management previously had a group assignment that was to choose an article related to entrepreneurship and critic it and present it to the class. Anecdotally, from student feedback, it was felt that this process did not engage students and also did not contribute to the key competencies necessary in order to be an entrepreneur. The desire was for students on successful completion of this module to have better understood how business is conducted and equip them with core skills such as innovation, critical thinking, problem solving and decision making .Student buy in was achieved by getting the students to select their own groups and also work out between each group from a one page brief provided by the businesses which business they would like to work with. It was important for the businesses to also feel their time spent with students was worthwhile so they were presented with a report from the students at the end of the twelve weeks and invited into the College to hear the presentations from students. Students were asked to provide a reflection on their three key learning points from the assignment and to answer specific questions designed to understand what they learnt and how and their strengths and weaknesses. A survey was sent to the businesses that took part to understand their experiences. The results were positive with student engagement and learning rating very highly and feedback from the businesses demonstrated an appreciation of having a different

  19. Barriers in the Physics Pipeline from K-12 to Tenure

    Science.gov (United States)

    Kilburn, Micha

    2016-09-01

    The lack of diversity in physics is a known problem, and yet efforts to change our demographics have only had minor effects during the last decade. I will explain some of the hidden barriers that dissuade underrepresented minorities in becoming physicists using a framework borrowed from sociology, Maslow's hierarchy of needs. I will draw from current research at the undergraduate to faculty levels over a variety of STEM fields that are also addressing a lack of diversity. I will also provide analysis from the Joint Institute for Nuclear Astrophysics Center for the Evolution of Elements (JINA-CEE) outreach programs to understand the likelihood of current K-12 students in becoming physicists. Specifically, I will present results from the pre-surveys from our Art 2 Science Camps (ages 8-14) about their attitudes towards science as well as results from analysis of teacher recommendations for our high school summer program. I will conclude with a positive outlook describing the pipeline created by JINA-CEE to retain students from middle school through college. This work was supported in part by the National Science Foundation under Grant No. PHY-1430152 (JINA Center for the Evolution of the Elements).

  20. Career education attitudes and practices of K-12 science educators

    Science.gov (United States)

    Smith, Walter S.

    A random sample of 400 K-12 science educators who were members of the National Science Teachers Association were surveyed regarding their attitude toward and practice of career education in their science teaching. These science teachers rejected a narrowly vocational view, favoring instead a conception of career education which included self-perception, values analysis, and vocational skills objectives. The science educators affirmed the importance of career education for a student's education, asserted career education ought to be taught in their existing science courses, and expressed a willingness to do so. Fewer than one-third of the science teachers, however, reported incorporating career education at least on a weekly basis in their science lessons. The major impediment to including more career education in science teaching was seen to be their lack of knowledge of methods and materials relevant to science career education, rather than objections from students, parents, or administrators; their unwillingness; or their evaluation of career education as unimportant. Thus, in order to improve this aspect of science teaching, science teachers need more concrete information about science career education applications.

  1. Internationalizing Student Learning and Development

    Science.gov (United States)

    Roberts, Dennis C.; Komives, Susan R.

    2016-01-01

    Best practices in internationalizing student learning and development require cultural critical analysis before transferring, adapting, hedging, or avoiding existing practices in cross-border applications both in and beyond the classroom.

  2. Learning Styles and Student Diversity.

    Science.gov (United States)

    Loper, Sue

    1989-01-01

    A teacher reports on helpful advice she received from a colleague when she started teaching: to teach students in the cognitive mode in which they learn best (auditory, visual, kinesthetic, or tactile). (TE)

  3. K-12 Phenology Lessons for the Phenocam Project

    Science.gov (United States)

    Bennett, K. F.

    2013-12-01

    Phenology is defined as periodic [or annual] life cycles of plants and animals driven by seasonal environmental changes. Climate change impinges a strong effect on phenology, potentially altering the structure and functioning of ecosystems. In the fall of 2011, the Ashburnham-Westminster Regional School District became the first of five schools to join Harvard University's Phenocam Network with the installation of a webcam to monitor phenology (or 'phenocam') at Overlook Middle School in Ashburnham, Massachusetts. Our school district is now part of a network of near-surface remote sensing phenocams that capture and send images of forest, shrub, and grassland vegetation cover at more than 130 diverse sites in North America. Our phenocam provides a digital image every half hour of the mixed forest canopy north from the school, enabling the detection of changes in canopy development, quantified as canopy 'greenness'. As a part of the Phenocam project, students at the K-12 level have expanded the scope of phenological monitoring protocol that is part of the Harvard Forest Schoolyard Ecology Program, Buds, Leaves, and Global Warming. In this protocol, students work with ecologists at Harvard Forest to monitor buds and leaves on schoolyard trees to determine the length of the growing season, giving them the opportunity to be a part of real and important research concerning the critical environmental issue of climate change. Students involved in the Buds, Leaves, and Global Warming study have the opportunity to compare their ground data on budburst, color change, and leaf drop to the phenocam images, as well as to similar forested sites in locations throughout the United States. Lessons have been developed for comparing student data to phenocam images, canopy greenness time series graphs extracted from the images, and satellite data. Lessons addressing map scale and the Urban Heat Island effect will also be available for teachers. This project will greatly enhance the

  4. Mobile Learning and Student Retention

    Directory of Open Access Journals (Sweden)

    Bharat Inder Fozdar

    2007-06-01

    Full Text Available Student retention in open and distance learning (ODL is comparatively poor to traditional education and, in some contexts, embarrassingly low. Literature on the subject of student retention in ODL indicates that even when interventions are designed and undertaken to improve student retention, they tend to fall short. Moreover, this area has not been well researched. The main aim of our research, therefore, is to better understand and measure students’ attitudes and perceptions towards the effectiveness of mobile learning. Our hope is to determine how this technology can be optimally used to improve student retention at Bachelor of Science programmes at Indira Gandhi National Open University (IGNOU in India. For our research, we used a survey. Results of this survey clearly indicate that offering mobile learning could be one method improving retention of BSc students, by enhancing their teaching/ learning and improving the efficacy of IGNOU’s existing student support system. The biggest advantage of this technology is that it can be used anywhere, anytime. Moreover, as mobile phone usage in India explodes, it offers IGNOU easy access to a larger number of learners. This study is intended to help inform those who are seeking to adopt mobile learning systems with the aim of improving communication and enriching students’ learning experiences in their ODL institutions.

  5. Building Maintenance. Student Learning Guide.

    Science.gov (United States)

    Palm Beach County Board of Public Instruction, West Palm Beach, FL.

    This student learning guide contains one module for completing a course in building maintenance. It is designed especially for use in secondary schools in Palm Beach County, Florida. The module covers one task, and consists of a purpose, performance objective, enabling objectives, learning activities keyed to resources, information sheets, student…

  6. Student Perceptions of Active Learning

    Science.gov (United States)

    Lumpkin, Angela; Achen, Rebecca M.; Dodd, Regan K.

    2015-01-01

    A paradigm shift from lecture-based courses to interactive classes punctuated with engaging, student-centered learning activities has begun to characterize the work of some teachers in higher education. Convinced through the literature of the values of using active learning strategies, we assessed through an action research project in five college…

  7. Evaluation of Experiential Outdoor Research Locations in Asia for a K-12 school in Hong Kong

    Science.gov (United States)

    Ibarra, D. L.; Joyce, S.

    2016-12-01

    A team of faculty and administrators from The Independent Schools Foundation Academy spend the 2015 - 2016 academic year identifying possible locations in Asia for a year-round outdoor education center. ISF Academy currently has over 1500 students its K-12 bilingual school in Hong Kong, China. The outdoor education center is an extension of the built campus in Pokfulam and will provide students opportunities to live in a natural setting, participate in outdoor educational activities and study in an environment significantly different than a classroom. Currently ISF Academy students in grades 4 - 12 are off campus twice during the academic year in an experiential learning environment. These current programs include camping, hiking, kayaking, other adventurous activities and service learning opportunities. The purpose of the dedicated site is to have a "home base" for ISF Academy and the experiential learning programs. This past year we looked specifically at programs and locations that could also be used by students for ecology and earth systems based research in the senior school (grades 9 - 12). We have looked at sites in Hong Kong, Indonesia, Malaysia and Taiwan. The ideal site will have marine, terrestrial and mangrove ecosystems and allow students to set up long-term research sites in any of these ecosystems. Creating opportunities for authentic research that allows students spend an extended time in a research setting will help them to gain both skills and independence needed in the future at the tertiary level. The evaluation of these sites included identifying potential research partners, site preparation, logistics in and out of the locations, and the heath/safety management of students living and working in a remote location. In parallel to the site evaluations, the curriculum is being developed for the students that is age and skill appropriate using the frame work of the existing guided discovery curriculum in the primary school, and the MYP and DP

  8. Makerspaces: The Next Iteration for Educational Technology in K-12 Schools

    Science.gov (United States)

    Strycker, Jesse

    2015-01-01

    With the continually growing number of computers and mobile devices available in K-12 schools, the need is dwindling for dedicated computer labs and media centers. Some schools are starting to repurpose those facilities into different kinds of exploratory learning environments known as "makerspaces". This article discusses this next…

  9. Integrating Emerging Technologies in Teaching Ugandan Traditional Dances in K-12 Schools in New York City

    Science.gov (United States)

    Mabingo, Alfdaniels

    2015-01-01

    Schools in New York City have made attempts to embrace and support the strand of "making connections", which is laid out in the New York City Department of Dance blueprint for teaching and learning in dance for grades PreK-12. Accordingly, some schools have integrated Ugandan traditional dances into the dance curriculum, and dance…

  10. Jumping the PBL Implementation Hurdle: Supporting the Efforts of K-12 Teachers

    Science.gov (United States)

    Ertmer, Peggy A.; Simons, Krista D.

    2006-01-01

    While problem-based learning (PBL) has a relatively long history of successful use in medical and pre-professional schools, it has yet to be widely adopted by K--12 teachers. This may be due, in part, to the numerous challenges teachers experience when implementing PBL. In this paper, we describe specific hurdles that teachers are likely to…

  11. iPads in K-12 Schools: A Grounded Theory Study of Value

    Science.gov (United States)

    Townsend, Mary Beth

    2017-01-01

    This qualitative grounded theory study investigated the value of iPads in K-12 schools when used in one-to-one ratios. The purpose of the study was to understand the perspectives of teachers using iPads in one-to-one ratios for teaching and learning in the classroom and administrators responsible for the implementation of these devices. The…

  12. Blended Learning: The Student Viewpoint.

    Science.gov (United States)

    Shantakumari, N; Sajith, P

    2015-01-01

    Blended learning (BL) is defined as "a way of meeting the challenges of tailoring learning and development to the needs of individuals by integrating the innovative and technological advances offered by online learning with the interaction and participation offered in the best of traditional learning." The Gulf Medical University (GMU), Ajman, UAE, offers a number of courses which incorporate BL with contact classes and online component on an E-learning platform. Insufficient learning satisfaction has been stated as an obstacle to its implementation and efficacy. To determine the students' perceptions toward BL which in turn will determine their satisfaction and the efficacy of the courses offered. This was a cross-sectional study conducted at the GMU, Ajman between January and December 2013. Perceptions of BL process, content, and ease of use were collected from 75 students enrolled in the certificate courses offered by the university using a questionnaire. Student perceptions were assessed using Mann-Whitney U-test and Kruskal-Wallis test on the basis of gender, age, and course enrollment. The median scores of all the questions in the three domains were above three suggesting positive perceptions on BL. The distribution of perceptions was similar between gender and age. However, significant differences were observed in the course enrollment (P = 0.02). Students hold a positive perception of the BL courses being offered in this university. The difference in perceptions among students of different courses suggest that the BL format offered needs modification according to course content to improve its perception.

  13. Learning profiles of Master students

    DEFF Research Database (Denmark)

    Sprogøe, Jonas; Hemmingsen, Lis

    2005-01-01

    at DPU in 2001 several evaluations and research have been carried out on several topics relating to form, content, and didactics, but one important focus is missing: the research about the psychological profile and learning style of the master student. Knowledge is lacking on how teaching methods......Master education as a part of lifelong learning/education has over the last years increased in Denmark. Danish Universities now offer more than110 different programmes. One of the characteristics of the master education is that the students get credits for their prior learning and practical work...... experiences, and during the study/education theory and practise is combined. At the Master of Adult Learning and Human Resource Development, one of DPU´s master programmes, the students have a very diverse background and have many different experiences and practises. Since the first programme was introduced...

  14. High-Performance Schools: Affordable Green Design for K-12 Schools; Preprint

    Energy Technology Data Exchange (ETDEWEB)

    Plympton, P.; Brown, J.; Stevens, K.

    2004-08-01

    Schools in the United States spend $7.8 billion on energy each year-more than the cost of computers and textbooks combined, according to a 2003 report from the National Center for Education Statistics. The U.S. Department of Energy (DOE) estimates that these high utility bills could be reduced as much as 25% if schools adopt readily available high performance design principles and technologies. Accordingly, hundreds of K-12 schools across the country have made a commitment to improve the learning and teaching environment of schools while saving money and energy and protecting the environment. DOE and its public- and private-sector partners have developed Energy Design Guidelines for High Performance Schools, customized for nine climate zones in U.S. states and territories. These design guidelines provide information for school decision makers and design professionals on the advantages of energy efficiency and renewable energy designs and technologies. With such features as natural day lighting, efficient electric lights, water conservation, and renewable energy, schools in all types of climates are proving that school buildings, and the students and teachers who occupy them, are indeed high performers. This paper describes high performance schools from each of the nine climate zones associated with the Energy Design Guidelines. The nine case studies focus on the high performance design strategies implemented in each school, as well as the cost savings and benefits realized by students, faculty, the community, and the environment.

  15. Community Engagement in K-12 Tutoring Programs: A Research-Based Guide for Best Practices

    Science.gov (United States)

    Mozolic, Jennifer; Shuster, Julia

    2016-01-01

    This report on historical trends and recent findings in the literature on academic tutoring is the first step in a community-based research collaboration between faculty and students at a small liberal arts college, the local public school district, and a nonprofit foundation that supports public K-12 education. Each year, this nonprofit…

  16. What Is (Or Should Be) Scientific Evidence Use in K-12 Classrooms?

    Science.gov (United States)

    McNeill, Katherine L.; Berland, Leema

    2017-01-01

    Research and reform efforts frequently identify evidence as an essential component of science classroom instruction to actively engage students in science practices. Despite this agreement on the primacy of evidence, there is a lack of consensus around what counts as "evidence" in k-12 classrooms (e.g., ages 5-18): scholarship and…

  17. Curriculum Guide for Music Education, K-12. Bulletin 1978, No. 18.

    Science.gov (United States)

    Alabama State Dept. of Education, Montgomery.

    This curriculum guide contains objectives, activities, and evaluation procedures for a K-12 music education program. It would be useful to anyone responsible for teaching music. The authors believe that music education has the dual obligation of developing the aesthetic sensitivity of all students regardless of their individual levels of musical…

  18. How to Launch an Energy Star Energy Efficiency Competition for K-12 Schools

    Science.gov (United States)

    Utebay Kudret; McArthur, Ashley

    2012-01-01

    In recent years, schools have been forced by rising costs and shrinking budgets to stretch their resources further than ever before in order to meet the educational needs of today's students. EPA's ENERGY STAR program helps K-12 schools and districts improve energy efficiency, reduce operating costs and redirect critical resources into the…

  19. Engineering Design Skills Coverage in K-12 Engineering Program Curriculum Materials in the USA

    Science.gov (United States)

    Chabalengula, Vivien M.; Mumba, Frackson

    2017-01-01

    The current "K-12 Science Education framework" and "Next Generation Science Standards" (NGSS) in the United States emphasise the integration of engineering design in science instruction to promote scientific literacy and engineering design skills among students. As such, many engineering education programmes have developed…

  20. Technology-Related Strategies Used by Educational Leaders to Increase Prosocial Behavior in K-12 Schools

    Science.gov (United States)

    Beers, Jason Ronald

    2017-01-01

    Purpose. The purpose of this study was to identify technology-related strategies used by educational leaders to increase prosocial behavior in K-12 schools. Information and communication technology (ICT) is developing at a rapid rate and is becoming more ubiquitous among students. Discovering and understanding common technology-related strategies…

  1. Increasing Diversity in K-12 School Leadership. Policy Brief 2018-3

    Science.gov (United States)

    Castro, Andrene; Germain, Emily; Gooden, Mark

    2018-01-01

    Principals represent the most "visible" form of leadership in schools, but current workforce data show that K-12 school principals are overwhelmingly white and fail to reflect the diversity within the student population. With increased policy focus on teacher diversity, equal attention must also be directed towards the lack of diversity…

  2. Cisco Networking Academy: Next-Generation Assessments and Their Implications for K-12 Education

    Science.gov (United States)

    Liu, Meredith

    2014-01-01

    To illuminate the possibilities for next-generation assessments in K-12 schools, this case study profiles the Cisco Networking Academy, which creates comprehensive online training curriculum to teach networking skills. Since 1997, the Cisco Networking Academy has served more than five million high school and college students and now delivers…

  3. State Capacity to Link K-12/Postsecondary Data Systems and Report Key Indicators

    Science.gov (United States)

    Data Quality Campaign, 2016

    2016-01-01

    The Every Student Succeeds Act (ESSA) provides an opportunity to produce high quality postsecondary indicators and, as available, publicly report them in ways that inform, engage, and empower communities. As first "required" in 2009's American Recovery and Reinvestment Act (ARRA) stimulus law, almost every state has linked its K-12 and…

  4. Development of Problem Sets for K-12 and Engineering on Pharmaceutical Particulate Systems

    Science.gov (United States)

    Savelski, Mariano J.; Slater, C. Stewart; Del Vecchio, Christopher A.; Kosteleski, Adrian J.; Wilson, Sarah A.

    2010-01-01

    Educational problem sets have been developed on structured organic particulate systems (SOPS) used in pharmaceutical technology. The sets present topics such as particle properties and powder flow and can be integrated into K-12 and college-level curricula. The materials educate students in specific areas of pharmaceutical particulate processing,…

  5. Tobacco Use Prevention Education. K-12 Lesson Plans from the Montana Model Curriculum for Health Enhancement.

    Science.gov (United States)

    Montana State Office of Public Instruction, Helena.

    This publication presents K-12 tobacco use prevention lesson plans for schools in the state of Montana. Lessons for students in grades K-6 include: family connections; body tracing; smokeless tobacco; prenatal development; tobacco look-alikes; tobacco chemicals; analyzing tobacco and alcohol ads; tobacco use and the lungs; and a personal health…

  6. California's K-12 Public Schools. How Are They Doing?

    National Research Council Canada - National Science Library

    Carroll, Stephen J; Krop, Cathy; Arkes, Jeremy; Morrison, Peter A; Flanagan, Ann

    2005-01-01

    ... are no longer performing as well as they did previously or as well as schools in other states. The primary objective of our study was to look closely at California's public system of kindergarten through twelfth grade (K-12...

  7. Developing Partnerships between Higher Education Faculty, K-12 Science Teachers, and School Administrators via MSP initiatives: The RITES Model

    Science.gov (United States)

    Caulkins, J. L.; Kortz, K. M.; Murray, D. P.

    2011-12-01

    The Rhode Island Technology Enhanced Science Project (RITES) is a NSF-funded Math and Science Partnership (MSP) project that seeks to improve science education. RITES is, at its core, a unique partnership that fosters relationships between middle and high school science teachers, district and school administrators, higher education (HE) faculty members, and science education researchers. Their common goal is to enhance scientific inquiry, increase classroom technology usage, and improve state level science test scores. In one of the more visible examples of this partnership, middle and high school science teachers work closely with HE science faculty partners to design and teach professional development (PD) workshops. The PD sessions focus on technology-enhanced scientific investigations (e.g. use of probes, online simulations, etc.), exemplify inquiry-based instruction, and relate expert content knowledge. Teachers from these sessions express substantial satisfaction in the program, report increased comfort levels in teaching the presented materials (both via post-workshop surveys), and show significant gains in content knowledge (via pre-post assessments). Other benefits to this kind of partnership, in which K-12 and HE teachers are considered equals, include: 1) K-12 teachers are empowered through interactions with HE faculty and other science teachers in the state; 2) HE instructors become more informed not only about good pedagogical practices, but also practical aspects of teaching science such as engaging students; and 3) the PD sessions tend to be much stronger than ones designed and presented solely by HE scientists, for while HE instructors provide content expertise, K-12 teachers provide expertise in K-12 classroom practice and implementation. Lastly, the partnership is mutually beneficial for the partners involved because both sides learn practical ways to teach science and inquiry at different levels. In addition to HE faculty and K-12 science teacher

  8. Student Motivation in Constructivist Learning Environment

    Science.gov (United States)

    Cetin-Dindar, Ayla

    2016-01-01

    The purpose of this study was to investigate the relation between constructivist learning environment and students'motivation to learn science by testing whether students' self-efficacy in learning science, intrinsically and extrinsically motivated science learning increase and students' anxiety about science assessment decreases when more…

  9. The Engaged Microbiologist: Bringing the Microbiological Sciences to the K-12 Community.

    Science.gov (United States)

    Westenberg, David J

    2016-03-01

    Exposing K-12 students to cutting edge science that impacts their daily lives can bring classroom lessons to life. Citizen-science projects are an excellent way to bring high-level science to the classroom and help satisfy one of the cornerstone concepts of the Next Generation Science Standards (NGSS), "engaging in practices that scientists and engineers actually use." This can be a daunting task for teachers who may lack the background or resources to integrate these projects into the classroom. This is where scientific societies such as the American Society for Microbiology (ASM) can play a critical role. ASM encourages its members to engage with the K-12 community by providing networking opportunities and resources for ASM members and K-12 teachers to work together to bring microbiology into the classroom. Journal of Microbiology & Biology Education.

  10. Sustaining Student Engagement in Learning Science

    Science.gov (United States)

    Ateh, Comfort M.; Charpentier, Alicia

    2014-01-01

    Many students perceive science to be a difficult subject and are minimally engaged in learning it. This article describes a lesson that embedded an activity to engage students in learning science. It also identifies features of a science lesson that are likely to enhance students' engagement and learning of science and possibly reverse students'…

  11. Student enthusiasm for learning in language classrooms

    OpenAIRE

    Tokunaga, Masahiko; 徳永, 昌彦

    2005-01-01

    Student enthusiasm would seem to be a fundamental aspect of learning, yet it is a difficult concept to define because it takes in a range of different behaviours on the part of students. Nevertheless, it is important to consider just what student enthusiasm for learning is. This concept will be explored before comparing how the various theories of learning treat it. Finally, theories that are most useful for maximising student enthusiasm for learning particularly related to language learning,...

  12. Secrets of the Sediments: Using ANDRILL's Scientific Adventure on Ice to Transfer Climate Change Science to K-12 Audiences

    Science.gov (United States)

    Huffman, L. T.; Dahlman, L.; Frisch-Gleason, R.; Harwood, D.; Pound, K.; Rack, F.; Riesselman, C.; Trummel, E.; Tuzzi, E.; Winter, D.

    2008-12-01

    Antarctica's harsh environment and the compelling story of living and working there, provides the backdrop for hooking the interest of young learners on science research and the nature of science. By using the adventure stories of today's researcher-explorers, teachers accompanying the ANDRILL team have taken the technical science of drilling rock cores to understand the history of climate change and the advance and retreat of the Antarctic ice sheet, and translated it for non-technical audiences from K-12 school children, to adult community groups. In order to understand the important issues surrounding global climate change, members of the public need access to accurate and relevant information, high quality educational materials, and a variety of learning opportunities in different learning environments. By taking lessons learned from early virtual polar adventure learning expeditions like Will Steger's Trans-Antarctic Expedition, coupled with educators-in-the-field programs like TEA (Teachers Experiencing Antarctica and the Arctic), ARMADA and Polar Trec, ANDRILL's Education and Outreach Program has evolved into successful and far-reaching integrated education projects including 1) the ARISE (ANDRILL Research Immersion for Science Educators) Program, 2) Climate Change Student Summits, 3) the development of Flexhibit (flexible exhibit) teaching resources, 4) virtual online learning communities, and 5) partnering young researchers with teachers and classrooms. Formal evaluations indicate lasting interest in science studies on the part of students and an increase in teachers' scientific background knowledge.

  13. Features Students Really Expect from Learning Analytics

    Science.gov (United States)

    Schumacher, Clara; Ifenthaler, Dirk

    2016-01-01

    In higher education settings more and more learning is facilitated through online learning environments. To support and understand students' learning processes better, learning analytics offers a promising approach. The purpose of this study was to investigate students' expectations toward features of learning analytics systems. In a first…

  14. Working Memory Difficulties and Eligibility for K-12 Special Education

    Science.gov (United States)

    Wilson, Corrie L.

    2017-01-01

    Working memory (WM) has long been associated with deficiencies in reading. Approximately 35% of students in the United States who receive special education services do so under the category of specific learning disability (SLD). The study's theoretical underpinning was Baddeley's model of WM; previous research revealed a significant literature gap…

  15. Assessing medical students' self-regulation as aptitude in computer-based learning.

    Science.gov (United States)

    Song, Hyuksoon S; Kalet, Adina L; Plass, Jan L

    2011-03-01

    We developed a Self-Regulation Measure for Computer-based learning (SRMC) tailored toward medical students, by modifying Zimmerman's Self-Regulated Learning Interview Schedule (SRLIS) for K-12 learners. The SRMC's reliability and validity were examined in 2 studies. In Study 1, 109 first-year medical students were asked to complete the SRMC. Bivariate correlation analysis results indicated that the SRMC scores had a moderate degree of correlation with student achievement in a teacher-developed test. In Study 2, 58 third-year clerkship students completed the SRMC. Regression analysis results indicated that the frequency of medical students' usage of self-regulation strategies was associated with their general clinical knowledge measured by a nationally standardized licensing exam. These two studies provided evidence for the reliability and concurrent validity of the SRMC to assess medical students' self-regulation as aptitude. Future work should provide evidence to guide and improve instructional design as well as inform educational policy.

  16. Service-learning in nursing: Integrating student learning and ...

    African Journals Online (AJOL)

    Service-learning in nursing: Integrating student learning and community-based service experience through reflective practice. ... the students' reflective journals, group project reports and a focus-group discussion as the primary data sources.

  17. Medical student use of digital learning resources.

    Science.gov (United States)

    Scott, Karen; Morris, Anne; Marais, Ben

    2018-02-01

    University students expect to use technology as part of their studies, yet health professional teachers can struggle with the change in student learning habits fuelled by technology. Our research aimed to document the learning habits of contemporary medical students during a clinical rotation by exploring the use of locally and externally developed digital and print self-directed learning resources, and study groups. We investigated the learning habits of final-stage medical students during their clinical paediatric rotation using mixed methods, involving learning analytics and a student questionnaire. Learning analytics tracked aggregate student usage statistics of locally produced e-learning resources on two learning management systems and mobile learning resources. The questionnaire recorded student-reported use of digital and print learning resources and study groups. The students made extensive use of digital self-directed learning resources, especially in the 2 weeks before the examination, which peaked the day before the written examination. All students used locally produced digital formative assessment, and most (74/98; 76%) also used digital resources developed by other institutions. Most reported finding locally produced e-learning resources beneficial for learning. In terms of traditional forms of self-directed learning, one-third (28/94; 30%) indicated that they never read the course textbook, and few students used face-to-face 39/98 (40%) or online 6/98 (6%) study groups. Learning analytics and student questionnaire data confirmed the extensive use of digital resources for self-directed learning. Through clarification of learning habits and experiences, we think teachers can help students to optimise effective learning strategies; however, the impact of contemporary learning habits on learning efficacy requires further evaluation. Health professional teachers can struggle with the change in student learning habits fuelled by technology. © 2017 John

  18. Learning Perl Student Workbook

    CERN Document Server

    foy, brian

    2012-01-01

    This is an ebook-only workbook to accompany the 6th Edition of Learning Perl ("the Llama"). If you're just getting started with Perl, this is the book you want-whether you're a programmer, system administrator, or web hacker. This 6th edition of Learning Perl covers recent changes to the language up to version 5.14. Exercises are presented in the first half of the workbook, with the answers in the second. Topics include: Scalar DataLists and ArraysSubroutinesInput and OutputHashesIn the World of Regular ExpressionsMatching with Regular ExpressionsProcessing Text with Regular Expressions10.

  19. Online Learning for Students from Diverse Backgrounds: Learning Disability Students, Excellent Students and Average Students

    Directory of Open Access Journals (Sweden)

    Miri Shonfeld

    2015-09-01

    Full Text Available The perceived contribution of science education online course to pre-service students (N=121 from diverse backgrounds - students with learning disabilities (25 LD students, 28 excellent students and 68 average students is presented in this five years research. During the online course students were asked to choose a scientific subject; to map it and to plan teaching activities; to carry out the proposed activities with students in a classroom experience; and to reflect the process. The assumption was that adapting the online course by using information and communication technology following formative assessment will improve students' self-learning ability as well as broaden their science knowledge, their lab performance and teaching skills. Data were collected using quantitative and qualitative tools including: pre and post questionnaires and nine (three students from each group depth interviews upon completion of the course. Findings, based on students` perceived evaluation, pinpointed on the advantages of the online course for students of the three groups. LD students’ achievements were not inferior to those of their peers, excellent students and average students. Yet, it carefully reports on a slight but explicitly marginal perceived evaluation of the LD students in comparison to excellent students and average students regarding: forum participation, authentic task and water lab performance. The article discusses the affordance of the online course via additional features that can be grouped into two categories: knowledge construction and flexibility in time, interaction and knowledge. Further research is suggested to extend the current study by examine the effect of other courses and different contents and by considering various evaluation methods of online courses, such as: observation, the think aloud, text and tasks analysis, and reflection.

  20. Physiotherapy students' perceptions about the learning ...

    African Journals Online (AJOL)

    The clinical education introductory module provided valuable opportunities, where students learnt productively in a non-threatening learning environment. Junior students linked theoretical and practical concepts to clinical implementation. Peer mentoring and progressive mastering were valuable learning strategies.

  1. Accommodating Elementary Students' Learning Styles.

    Science.gov (United States)

    Wallace, James

    1995-01-01

    Examines the perceptual learning style preferences of sixth- and seventh-grade students in the Philippines. Finds that the visual modality was the most preferred and the auditory modality was the least preferred. Offers suggestions for accommodating visual, tactile, and kinesthetic preferences. (RS)

  2. Student Nutrition, Learning and Behavior.

    Science.gov (United States)

    Royster, Martha

    This discussion addresses several nutrition issues considered important to schools, students, and educators in the United States. Contents consist of a review of malnutrition and learning research and discussions of food additives and allergies, diet and hyperkinesia, the effects of caffeine and sugar on children's behavior, and the National…

  3. Strategies for Integrating Content from the USGCRP Climate and Health Assessment into the K-12 Classroom

    Science.gov (United States)

    Haine, D. B.

    2016-12-01

    That the physical environment shapes the lives and behaviors of people is certainly not news, but communicating the impact of a changing climate on human health and predicting the trajectory of these changes is an active area of study in public health. From air quality concerns to extreme heat to shifts in the range of disease vectors, there are many opportunities to make connections between Earth's changing climate and human health. While many science teachers understand that addressing human health impacts as a result of a changing climate can provide needed relevance, it can be challenging for teachers to do so given an already packed curriculum. This session will share instructional strategies for integrating content from the USGCRP Climate and Health Assessment (CHA) by enhancing, rather than displacing content related to climate science. This presentation will feature a data interpretation activity developed in collaboration with geoscientists at the University of North Carolina's Gillings School of Public Health to convey the connection between air quality, climate change and human health. This classroom activity invites students to read excerpts from the CHA and interpret data presented in the scientific literature, thus promoting scientific literacy. In summarizing this activity, I will highlight strategies for effectively engaging geoscientists in developing scientifically rigorous, STEM-focused educational activities that are aligned to state and national science standards and also address the realities of the science classroom. Collaborating with geoscientists and translating their research into classroom activities is an approach that becomes more pertinent with the advent of the Next Generation Science Standards (NGSS). Thus, the USGCRP Climate and Health Assessment represents an opportunity to cultivate science literacy among K-12 students while providing relevant learning experiences that promote integration of science and engineering practices as

  4. Supporting Teachers in Identifying Students' Learning Styles in Learning Management Systems: An Automatic Student Modelling Approach

    Science.gov (United States)

    Graf, Sabine; Kinshuk; Liu, Tzu-Chien

    2009-01-01

    In learning management systems (LMSs), teachers have more difficulties to notice and know how individual students behave and learn in a course, compared to face-to-face education. Enabling teachers to know their students' learning styles and making students aware of their own learning styles increases teachers' and students' understanding about…

  5. IT’S NOT THAT TOUGH: Students Speak About Their Online Learning Experiences

    Directory of Open Access Journals (Sweden)

    Michael K. BARBOUR

    2012-04-01

    Full Text Available K-12 online learning is growing in Canada and elsewhere in the world. However, the vast majority of literature is focused on practitioners and not on systematic inquiry. Even the limited published research has largely excluded the perspectives of students engaged in virtual schooling. This study examines secondary student perceptions of components of virtual schooling that were beneficial and challenging. Students largely enjoyed their virtual school courses and found the synchronous classes, the technology, and the ability to control their own learning as positive aspects of their experience. Students also found the lack of a sense of community, working during their asynchronous class time, and the asynchronous course content to be challenging; and made suggestions for improvement to each, along with advice to future virtual school students.

  6. Peer/Self Assessment and Student Learning

    Science.gov (United States)

    Ndoye, Abdou

    2017-01-01

    Effective and durable learning achievements can result from students' engagement in their own learning. This study explored students' perceptions of the mechanisms and processes through which peer and self-assessment can contribute to their learning. More specifically, the study investigated students' perceived ways in which peer and…

  7. Learning Style Preferences of Southeast Asian Students.

    Science.gov (United States)

    Park, Clara C.

    2000-01-01

    Investigated the perceptual learning style preferences (auditory, visual, kinesthetic, and tactile) and preferences for group and individual learning of Southeast Asian students compared to white students. Surveys indicated significant differences in learning style preferences between Southeast Asian and white students and between the diverse…

  8. Are Students' Learning Styles Discipline Specific?

    Science.gov (United States)

    Jones, Cheryl; Reichard, Carla; Mokhtari, Kouider

    2003-01-01

    This study examines the extent to which community college students' learning style preferences vary as a function of discipline. Reports significant differences in students' learning style preferences across disciplines, but not by gender. Adds that student learning style preferences varied by academic performance as measured by gender. Discusses…

  9. Overcoming Constraints of Building Successful Partnerships Incorporating STEM Research Into K-12 Classrooms

    Science.gov (United States)

    Radencic, S.; McNeal, K. S.; Pierce, D.; Hare, D.

    2011-12-01

    The Initiating New Science Partnerships in Rural Education (INSPIRE) program at Mississippi State University (MSU), funded by the NSF Graduate STEM Fellows in K-12 Education (GK12) program, focuses on the advancement of Earth and Space science education in K-12 classrooms. INSPIRE is currently in its second year of partnering ten graduate students from the STEM fields of Geosciences, Engineering and Chemistry at MSU with five teachers from local, rural school districts. The five year project serves to increase inquiry and technology experiences in science and math while enhancing graduate student's communication skills as they create interactive lessons linking their STEM research focus to the state and national standards covered in the classrooms. Each graduate student is responsible for the development of two lessons each month of the school year that are then published on the INSPIRE project webpage, www.gk12.msstate.edu, where they are a free resource for any K-12 classroom teacher seeking innovative activities for their classrooms. Many of the participating teachers and graduate students share activities developed with non-participating teachers, expanding INSPIRE's outreach throughout the local community. Numerous challenges were met during the formation of the program as well as throughout the first year in which the project management team worked together to find solutions ensuring that INSPIRE maintained successful partnerships for all involved. Proposed solutions of the following key components were identified by INSPIRE through the development, implementation, and continuous evaluation (internal and external) of the first year of the program as areas that can pose challenges to the construction of strong relationships between STEM research and K-12 classrooms: initializing the partnerships with the K-12 classrooms and STEM graduate fields at the university; maintaining strong partnerships; providing appropriate training and support; developing sound

  10. Students' Views of Learning in Vocational Education.

    Science.gov (United States)

    Eklund-Myrskog, Gunilla

    1997-01-01

    Conceptions of learning and approaches to learning within vocational education were studied with 30 Finnish students of automotive mechanics. About half the students took a quantitative view of learning and favored a surface approach. Encouraging a qualitative view of learning and deeper approaches in vocational education is discussed. (SLD)

  11. Integrated learning through student goal development.

    Science.gov (United States)

    Price, Deborah; Tschannen, Dana; Caylor, Shandra

    2013-09-01

    New strategies are emerging to promote structure and increase learning in the clinical setting. Nursing faculty designed a mechanism by which integrative learning and situated coaching could occur more readily in the clinical setting. The Clinical Goals Initiative was implemented for sophomore-, junior-, and senior-level students in their clinical practicums. Students developed weekly goals reflecting three domains of professional nursing practice. Goals were shared with faculty and staff nurse mentors at the beginning of the clinical day to help guide students and mentors with planning for learning experiences. After 6 weeks, faculty and students were surveyed to evaluate project effectiveness. Faculty indicated that goal development facilitated clinical learning by providing more student engagement, direction, and focus. Students reported that goal development allowed them to optimize clinical learning opportunities and track their growth and progress. Faculty and students indicated the goals promoted student self-learning, autonomy, and student communication with nurse mentors and faculty. Copyright 2013, SLACK Incorporated.

  12. Draft Genome Sequence of Escherichia coli K-12 (ATCC 10798)

    OpenAIRE

    Dimitrova, Daniela; Engelbrecht, Kathleen C.; Putonti, Catherine; Koenig, David W.; Wolfe, Alan J.

    2017-01-01

    ABSTRACT Here, we present the draft genome sequence of Escherichia coli ATCC 10798. E.?coli ATCC 10798 is a K-12 strain, one of the most well-studied model microorganisms. The size of the genome was 4,685,496?bp, with a G+C content of 50.70%. This assembly consists of 62 contigs and the F plasmid.

  13. Inspiring the Next Generation: Astronomy Catalyzes K12 STEM Education

    Science.gov (United States)

    Borders, Kareen; Thaller, Michelle; Winglee, Robert; Borders, Kyla

    2017-06-01

    K-12 educators need effective and relevant astronomy professional development. NASA's Mission Science provides innovative and accessible opportunities for K-12 teachers. Science questions involve scale and distance, including Moon/Earth scale, solar system scale, and distance of objects in the universe. Teachers can gain an understanding of basic telescopes, the history of telescopes, ground and satellite based telescopes, and models of JWST Telescope. An in-depth explanation of JWST and Spitzer telescopes gave participants background knowledge for infrared astronomy observations. During teacher training, we taught the electromagnetic spectrum through interactive stations. The stations included an overview via lecture and power point, the use of ultraviolet beads to determine ultraviolet exposure, the study of lenticulars and diagramming of infrared data, looking at visible light through diffraction glasses and diagramming the data, protocols for using astronomy based research in the classroom, and infrared thermometers to compare environmental conditions around the observatory. An overview of LIDAR physics was followed up by a simulated LIDAR mapping of the topography of Mars.We will outline specific steps for K-12 infrared astronomy professional development, provide data demonstrating the impact of the above professional development on educator understanding and classroom use, and detail future plans for additional K-12 professional development.Funding was provided by Washington STEM, NASA, and the Washington Space Grant Consortium.

  14. K-12 Marketplace Sees Major Flow of Venture Capital

    Science.gov (United States)

    Ash, Katie

    2012-01-01

    The flow of venture capital into the K-12 education market has exploded over the past year, reaching its highest transaction values in a decade in 2011, industry observers say. They attribute that rise to such factors as a heightened interest in educational technology; the decreasing cost of electronic devices such as tablet computers, laptops,…

  15. Enriching K-12 Science and Mathematics Education Using LEGOs

    Science.gov (United States)

    Williams, Keeshan; Igel, Irina; Poveda, Ronald; Kapila, Vikram; Iskander, Magued

    2012-01-01

    This paper presents a series of illustrative LEGO Mindstorms-based science and math activities, developed under an NSF GK-12 Fellows project, for elementary, middle, and high school grades. The activities, developed by engineering and science graduate Fellows in partnership with K-12 teachers, are grade appropriate, address pertinent learning…

  16. Online System Adoption and K-12 Academic Outcomes

    Science.gov (United States)

    Kimmons, R.

    2015-01-01

    This study seeks to understand the relationship between K-12 online system adoption (e.g., Blackboard, Edmodo, WordPress) and school-level academic achievement ratings. Utilizing a novel approach to data collection via website data extraction and indexing of all school websites in a target state in the United States (n?=?732) and merging these…

  17. Gender Sorting across K-12 Schools in the United States

    Science.gov (United States)

    Long, Mark C.; Conger, Dylan

    2013-01-01

    This article documents evidence of nonrandom gender sorting across K-12 schools in the United States. The sorting exists among coed schools and at all grade levels, and it is highest in the secondary school grades. We observe some gender sorting across school sectors and types: for instance, males are slightly underrepresented in private schools…

  18. Florida's Opinion on K-12 Public Education Spending

    Science.gov (United States)

    Forster, Greg

    2006-01-01

    This scientifically representative poll of 1,200 Floridians finds that public opinion about K-12 public education spending is seriously misinformed. Floridians think public schools need more money, but the main reason is that they are badly mistaken about how much money the public schools actually get. Key findings of the study include: (1) Half…

  19. Information Security Management Practices of K-12 School Districts

    Science.gov (United States)

    Nyachwaya, Samson

    2013-01-01

    The research problem addressed in this quantitative correlational study was the inadequacy of sound information security management (ISM) practices in K-12 school districts, despite their increasing ownership of information assets. Researchers have linked organizational and sociotechnical factors to the implementation of information security…

  20. Learning environment, approaches to learning and learning preferences: medical students versus general education students.

    Science.gov (United States)

    Ullah, Raza

    2016-05-01

    The main objective of the study was to see whether medical students use more desirable approaches to studying than general education students. Survey method was used to collect data from both the medical students and the general education students. The survey of the medical students was carried out between January and March, 2012. The survey was administered to all the medical students present in lecture halls on day of data collection, while general education students were randomly selected from four subject areas at two universities. In total, 976 medical students and 912 general students participated in the study. Of the general students, 494(54%) were boys and 418(46%)were girls with an overall mean age of 20.53±1.77 years (range: 17-27 years). The medical students' perceptions of their learning environment and their learning preferences were broadly similar to that of general education students with the exception of workload. The medical students perceived the workload to be less appropriate (Mean = 2.06±0.72) than the students in general education (Mean = 2.84±0.90). The medical students were more likely to use the deep approach to studying (Mean = 3.66±0.59) than the students in general education (Mean = 3.16±0.91). The students in general education were slightly more likely to use the organized studying (Mean = 3.44±0.90) than the medical students (Mean =3.23±0.90). Both medical students and the students in general education tended to use the surface approaches along with other approaches to studying. There was not a great difference between the medical students and the students pursuing general education with regard to perceptions of the learning environment and approaches to learning.

  1. Understanding Learning Style Variations among Undergraduate Students

    Directory of Open Access Journals (Sweden)

    N. Jayakumar

    2017-09-01

    Full Text Available A study was conducted in Vellore district of Tamil Nadu state to understand the learning styles of students. The term learning style refers to the way or method or approach by which a student learns. The study explored the possible learning style variations among agricultural, horticultural, engineering and arts & science students and their association with academic achievement. One hundred and twelve students were randomly selected from the four streams and their learning styles were analyzed. In the agricultural and horticultural streams, a majority of the students were auditory learners. They were also found to be predominantly unimodal learners. Overall, it was found that majority of the students were visual learners followed by auditory and kinesthetic style. The highest percentage of kinesthetic learners was found among engineering students. Trimodal learners scored the highest mean percentage of marks. The influence of learning styles on the academic achievements of the students did not show a significant relationship.

  2. The landscape of PreK-12 engineering online resources for teachers: global trends

    OpenAIRE

    Bagiati, Aikaterini; Evangelou, Demetra; Magana, Alejandra; Kaloustian, Garene; Zhu, Jiabin; Yoon, So Yoon

    2014-01-01

    Background: The newly formed discipline of engineering education is addressing the need to (a) enhance STEM education for precollege students and (b) identify optimum ways to introduce engineering content starting, perhaps, from the early ages. Introducing engineering at the Prekindergarten through 12th grade (PreK-12) education level requires significant changes in teacher preparation and support. It highlights the need for developing developmentally appropriate content knowledge and ped...

  3. Curricular Value and Instructional Needs for Infusing Engineering Design into K-12 Technology Education

    OpenAIRE

    Gattie, David K.; Wicklein, Robert C.

    2007-01-01

    An overarching objective of Technology Education in the U.S. is to improve technological literacy among K-12 students (DeVore, 1964; Savage and Sterry, 1990; International Technology Education Association, 1996, 2000, 2003). This is addressed in part through a focus on end-product technology and the use and importance of various technologies in society (Savage and Sterry, 1990). While such a focus is certainly necessary, it may not be sufficient if the objective is to infuse engineering into ...

  4. The Effect of Situated Learning on Students Vocational English Learning

    Science.gov (United States)

    Özüdogru, Melike; Özüdogru, Fatma

    2017-01-01

    The current study aimed to find out the effect of situated learning on students' Vocational English learning. This research employed a mixed method research design. In the quantitative part of the study, pre-tests and post-tests were implemented to investigate the differences in students' vocational English learning between the experimental and…

  5. Living in a Materials World: Materials Science Engineering Professional Development for K-12 Educators

    Energy Technology Data Exchange (ETDEWEB)

    Anne Seifert; Louis Nadelson

    2011-06-01

    Advances in materials science are fundamental to technological developments and have broad societal impacs. For example, a cellular phone is composed of a polymer case, liquid crystal displays, LEDs, silicon chips, Ni-Cd batteries, resistors, capacitors, speakers, microphones all of which have required advances in materials science to be compacted into a phone which is typically smaller than a deck of cards. Like many technological developments, cellular phones have become a ubiquitous part of society, and yet most people know little about the materials science associated with their manufacture. The probable condition of constrained knowledge of materials science was the motivation for developing and offering a 20 hour fourday course called 'Living in a Materials World.' In addition, materials science provides a connection between our every day experiences and the work of scientists and engineers. The course was offered as part of a larger K-12 teacher professional development project and was a component of a week-long summer institute designed specifically for upper elementary and middle school teachers which included 20 hour content strands, and 12 hours of plenary sessions, planning, and collaborative sharing. The focus of the institute was on enhancing teacher content knowledge in STEM, their capacity for teaching using inquiry, their comfort and positive attitudes toward teaching STEM, their knowledge of how people learn, and strategies for integrating STEM throughout the curriculum. In addition to the summer institute the participating teachers were provided with a kit of about $300 worth of materials and equipment to use to implement the content they learned in their classrooms. As part of this professional development project the participants were required to design and implement 5 lesson plans with their students this fall and report on the results, as part of the continuing education course associated with the project. 'Living in a

  6. Students Designing Video Games about Immunology: Insights for Science Learning

    Science.gov (United States)

    Khalili, Neda; Sheridan, Kimberly; Williams, Asia; Clark, Kevin; Stegman, Melanie

    2011-01-01

    Exposing American K-12 students to science, technology, engineering, and math (STEM) content is a national initiative. Game Design Through Mentoring and Collaboration targets students from underserved communities and uses their interest in video games as a way to introduce science, technology, engineering, and math topics. This article describes a…

  7. Student Involvement in Learning and School Achievement.

    Science.gov (United States)

    Anderson, Lorin W.

    The purpose of the study was to investigate the relationship between selected student characteristics, student involvement in learning, and achievement. Both naturalistic (n = 28, 27) and experimental studies were conducted. In the experimental study, two classes (n = 29, 26) learned a sequence of matrix arithmetic by mastery learning strategies.…

  8. Technical Feasibility Study for Zero Energy K-12 Schools

    Energy Technology Data Exchange (ETDEWEB)

    Bonnema, Eric [National Renewable Energy Lab. (NREL), Golden, CO (United States); Goldwasser, David [National Renewable Energy Lab. (NREL), Golden, CO (United States); Torcellini, Paul [National Renewable Energy Lab. (NREL), Golden, CO (United States); Pless, Shanti [National Renewable Energy Lab. (NREL), Golden, CO (United States); Studer, Daniel [National Renewable Energy Lab. (NREL), Golden, CO (United States)

    2016-11-01

    This technical feasibility study provides documentation and research results supporting a possible set of strategies to achieve source zero energy K-12 school buildings as defined by the U.S. Department of Energy (DOE) zero energy building (ZEB) definition (DOE 2015a). Under this definition, a ZEB is an energy-efficient building in which, on a source energy basis, the actual annual delivered energy is less than or equal to the on-site renewable exported energy.

  9. Draft Genome Sequence of Escherichia coli K-12 (ATCC 10798).

    Science.gov (United States)

    Dimitrova, Daniela; Engelbrecht, Kathleen C; Putonti, Catherine; Koenig, David W; Wolfe, Alan J

    2017-07-06

    Here, we present the draft genome sequence of Escherichia coli ATCC 10798. E. coli ATCC 10798 is a K-12 strain, one of the most well-studied model microorganisms. The size of the genome was 4,685,496 bp, with a G+C content of 50.70%. This assembly consists of 62 contigs and the F plasmid. Copyright © 2017 Dimitrova et al.

  10. Students' Preferred Learning Styles in Graphic Communications

    Science.gov (United States)

    Ernst, Jeremy V.; Clark, Aaron C.

    2008-01-01

    The objective of this study was to identify changes in dominant preferred learning styles of students based on instructional presentation of course content. This study evaluates dominant preferred learning styles of two groups of university students. The first group of students was enrolled in a course that introduces graphical representation in…

  11. Students' Plans for Lifelong Learning and Teaching

    Science.gov (United States)

    Plavšic, Marlena; Dikovic, Marina

    2015-01-01

    One of the roles of higher education is to prepare and encourage students for lifelong learning. However, no evidence can be found about students' plans for further learning and teaching related to formal, non-formal and informal context. The purpose of this study was to explore these students' plans in relation to their study group, level of…

  12. Will Flexible Learning Raise Student Achievement?

    Science.gov (United States)

    Guest, Ross

    2005-01-01

    This paper presents both theoretical and survey evidence on the effect of flexible learning--in particular, the shift to a more student-centred approach to learning--on academic achievement by students. A survey was conducted of 577 business students at a major Australian university in order to elicit their preferences for academic achievement and…

  13. Enhancing students' higher order thinking skills through computer-based scaffolding in problem-based learning

    Science.gov (United States)

    Kim, Nam Ju

    This multiple paper dissertation addressed several issues in Problem-based learning (PBL) through conceptual analysis, meta-analysis, and empirical research. PBL is characterized by ill-structured tasks, self-directed learning process, and a combination of individual and cooperative learning activities. Students who lack content knowledge and problem-solving skills may struggle to address associated tasks that are beyond their current ability levels in PBL. This dissertation addressed a) scaffolding characteristics (i.e., scaffolding types, delivery method, customization) and their effects on students' perception of optimal challenge in PBL, b) the possibility of virtual learning environments for PBL, and c) the importance of information literacy for successful PBL learning. Specifically, this dissertation demonstrated the effectiveness of scaffolding customization (i.e., fading, adding, and fading/adding) to enhance students' self-directed learning in PBL. Moreover, the effectiveness of scaffolding was greatest when scaffolding customization is self-selected than based on fixed-time interval and their performance. This suggests that it might be important for students to take responsibility for their learning in PBL and individualized and just-in-time scaffolding can be one of the solutions to address K-12 students' difficulties in improving problem-solving skills and adjusting to PBL.

  14. Lon gene and photoprotection in Escherichia coli K-12

    Energy Technology Data Exchange (ETDEWEB)

    Waksman, G.; Thomas, G.; Favre, A. (Institut de Recherche en Biologie Moleculaire, Group de Photobiologie Moleculaire, Paris (France))

    1984-03-01

    Photoprotection, i.e. the increased resistance of the cells preilluminated with near ultraviolet light (300-380 nm) to the lethal action of 254nm radiations requires either an integrated prophage or a recA mutation in Escherichia coli K12 strains. Significant photoprotection occurs in an Escherichia coli K12 recA/sup +/ cell containing the lon allele responsible for filamentous growth after 254nm irradiation. The Fil phenotype can be suppressed by the sfiA or sfiB suppressor genes. Since the E. coli K12 recA/sup +/ lon sfiB strain exhibits no more photoprotection, it is concluded that in lon strains photoprotection is due to the abolition of the 254nm induced filamentation by the near ultraviolet treatment. In addition, near ultraviolet illumination of the cells leads to a severe restriction of the bulk protein synthesis. This effect is observed only in nuv/sup +/ cells that contain 4-thiouridine the chromophore responsible for photoprotection. It is proposed that in lon (lysogenic strains) photoprotection is due to prevention of the SOS response. During the growth lag, the low residual level of protein synthesis does not allow the induction of the SOS response and accordingly prevents filamentation (the lytic cycle).

  15. The lon gene and photoprotection in Escherichia coli K-12

    International Nuclear Information System (INIS)

    Waksman, G.; Thomas, G.; Favre, A.

    1984-01-01

    Photoprotection, i.e. the increased resistance of the cells preilluminated with near ultraviolet light (300-380 nm) to the lethal action of 254nm radiations requires either an integrated prophage or a recA mutation in Escherichia coli K12 strains. Significant photoprotection occurs in an Escherichia coli K12 recA + cell containing the lon allele responsible for filamentous growth after 254nm irradiation. The Fil phenotype can be suppressed by the sfiA or sfiB suppressor genes. Since the E. coli K12 recA + lon sfiB strain exhibits no more photoprotection, it is concluded that in lon strains photoprotection is due to the abolition of the 254nm induced filamentation by the near ultraviolet treatment. In addition, near ultraviolet illumination of the cells leads to a severe restriction of the bulk protein synthesis. This effect is observed only in nuv + cells that contain 4-thiouridine the chromophore responsible for photoprotection. It is proposed that in lon (lysogenic strains) photoprotection is due to prevention of the SOS response. During the growth lag, the low residual level of protein synthesis does not allow the induction of the SOS response and accordingly prevents filamentation (the lytic cycle). (author)

  16. Sustaining K-12 professional development in geology: Recurrent participation in Rockcamp

    Science.gov (United States)

    Repine, T.E.; Hemler, D.A.; Behling, R.E.

    2004-01-01

    A reconnaissance study of the geology professional development program known as RockCamp was initiated to examine the sustained, or recurrent, participation of K-12 science teachers. Open-ended interviews, concept mapping, and creative writing assignments were used to explore the perceptions of six teachers possessing an exceptional record of participation. Efficacy, fun, right time of life, and support emerged as unanimous reasons for recurrent participation. Content, friendship, and methodology were very important. College credit was not critical. These teachers' perceptions suggest their sustained involvement in the RockCamp Program is stimulated by situated learning experiences stressing a compare, contrast, connect, and construct pedagogy within a supportive learning community.

  17. Learning How to Learn: Implications for Non Traditional Adult Students

    Science.gov (United States)

    Tovar, Lynn A.

    2008-01-01

    In this article, learning how to learn for non traditional adult students is discussed with a focus on police officers and firefighters. Learning how to learn is particularly relevant for all returning non-traditional adults; however in the era of terrorism it is critical for the public safety officers returning to college after years of absence…

  18. CESAME: Providing High Quality Professional Development in Science and Mathematics for K-12 Teachers

    Science.gov (United States)

    Hickman, Paul

    2002-04-01

    It is appropriate that after almost half a century of Science and Mathematics education reform we take a look back and a peek forward to understand the present state of this wonderfully complex system. Each of the components of this system including teaching, professional development, assessment, content and the district K-12 curriculum all need to work together if we hope to provide quality science, mathematics and technology education for ALL students. How do the state and national standards drive the system? How do state policies on student testing and teacher licensure come into play? How do we improve the preparation, retention and job satisfaction of our K-12 teachers? What initiatives have made or are making a difference? What else needs to be done? What can the physics community do to support local efforts? This job is too big for any single organization or individual but we each can contribute to the effort. Our Center at Northeastern University, with support from the National Science Foundation, has a sharply defined focus: to get high quality, research-based instructional materials into the hands of K-12 classroom teachers and provide the support they need to use the materials effectively in their classrooms.

  19. Learning the Students' Names: Does it Matter?

    DEFF Research Database (Denmark)

    Jørgensen, Anker Helms

    2014-01-01

    on the effect of learning the students' names are sparse. Against this background, this paper reports on a method for learning all the students' names and two studies of the effect, based on my use of the method in my teaching. The two survey studies were carried in 2011 and in 2014. A survey was in the first...... sent to 50 students and I received 18 answers (38%). The second survey was sent to 86 students and I received 48 answers (56%). These figures provides a good indication.The answers showed a marked positive effect: the students felt welcome, accepted and respected; the learning environment was more......A key factor in successful teaching and learning is the relationship between the students and the teacher. A simple approach nurturing this relationship is learning the students' names. This is often suggested in the literature, but seems rarely practised. Substantial reports in the literature...

  20. ASPIRE: Teachers and researchers working together to enhance student learning

    Science.gov (United States)

    Yager, P. L.; Garay, D. L.; Warburton, J.

    2016-02-01

    Given the impact of human activities on the ocean, involving teachers, students, and their families in scientific inquiry has never been more important. Science, Technology, Engineering, and Math (STEM) disciplines have become key focus areas in the education community of the United States. Newly adopted across the nation, Next Generation Science Standards require that educators embrace innovative approaches to teaching. Transforming classrooms to actively engage students through a combination of knowledge and practice develops conceptual understanding and application skills. The partnerships between researchers and educators during the Amundsen Sea Polynya International Research Expedition (ASPIRE) offer an example of how academic research can enhance K-12 student learning. In this presentation, we illustrate how ASPIRE teacher-scientist partnerships helped engage students with actual and virtual authentic scientific investigations. Scientists benefit from teacher/researcher collaborations as well, as funding for scientific research also depends on effective communication between scientists and the public. While contributing to broader impacts needed to justify federal funding, scientists also benefit by having their research explained in ways that the broader public can understand: collaborations with teachers produce classroom lessons and published work that generate interest in the scientists' research specifically and in marine science in general. Researchers can also learn from their education partners about more effective teaching strategies that can be transferred to the college level. Researchers who work with teachers in turn gain perspectives on the constraints that teachers and students face in the pre-college classroom. Crosscutting concepts of research in polar marine science can serve as intellectual tools to connect important ideas about ocean and climate science for the public good.

  1. Designing informal learning spaces using student perspectives

    OpenAIRE

    Matthew David Riddle; Kay Souter

    2012-01-01

    This article describes the design of informal learning spaces at an Australian university that support students in the generation of knowledge. Recent learning space design projects at La Trobe have been informed by a number of pre-existing projects, including a small research project on student use of technologies, a national project on learning space design, and a significant curriculum renewal process at the university. It demonstrates the ways in which evidence based on student perspectiv...

  2. National Sexuality Education Standards: Core Content and Skills, K-12. A Special Publication of the Journal of School Health. Special Report

    Science.gov (United States)

    American School Health Association (NJ1), 2012

    2012-01-01

    The goal of this paper, "National Sexuality Education Standards: Core Content and Skills, K-12," is to provide clear, consistent and straightforward guidance on the "essential minimum, core content" for sexuality education that is developmentally and age-appropriate for students in grades K-12. The development of these standards is a result of an…

  3. Guided by Principles. Shaping the State of California's Role in K-12 Public School Facility Funding. Full Policy Research Working Paper

    Science.gov (United States)

    Vincent, Jeffrey M.; Gross, Liz S.

    2015-01-01

    K-12 public school facilities need regular investment to ensure student health and safety and support educational programming. Yet, the future of K-12 school facility funding in California is uncertain. A strong state-local partnership has existed that funded new construction, modernization, and other investments in public school facilities across…

  4. Relationships between Access to Mobile Devices, Student Self-Directed Learning, and Achievement

    Science.gov (United States)

    Bartholomew, Scott R.; Reeve, Ed; Veon, Raymond; Goodridge, Wade; Lee, Victor; Nadelson, Louis

    2017-01-01

    Today's students are growing up in a world of constant connectivity, instant information, and ever-changing technological advancements. The increasingly ubiquitous nature of mobile devices among K-12 students has led many to argue for and against the inclusion of these devices in K-12 classrooms. Arguments in favor cite instant access to…

  5. Nasa's Operation Icebridge and Remote Sensing Techniques in the K-12 Classroom as a STEM Integration Project

    Science.gov (United States)

    McCarthy, K.

    2017-12-01

    NASA's Operation IceBridge (OIB), the largest airborne survey of Earth's polar ice uses remote sensing methods to collect data on changing sea and land ice. PolarTREC teacher Kelly McCarthy joined the team during the 2016 Spring Arctic Campaign. This presentation explores ways in which k-12 students were engaged in the work being done by OIB through classroom learning experiences, digital communications, and independent research. Initially, digital communication including chats via NASA's Mission Tools Suite for Education (MTSE) platform was leveraged to engage students in the daily work of OIB. Two lessons were piloted with student groups during the 2016-2017 academic year both for students who actively engaged in communications with the team during the expedition and those who had no prior connections to the field. All of the data collected on OIB missions is stored for public use in a digital portal on the National Snow and Ice Data Center (NSIDC) website. In one lesson, 10th-12th grade students were guided through a tutorial to learn how to access data and begin to develop a story about Greenland's Jakobshavn Glacier using pre-selected data sets, Google's MyMaps app, and independent research methods. In the second lesson, 8th grade students were introduced to remote sensing, first through a discussion on vocabulary using productive talk moves and then via a demonstration using Vernier motion detectors and a graph matching simulation. Students worked in groups to develop procedures to map a hidden surface region (boxed assortment of miscellaneous objects) using a Vernier motion sensor to simulate sonar. Students translated data points collected from the motion sensor into a vertical profile of the simulated surface region. Both lessons allowed students a way to engage in two of the most important components of OIB. The ability to work with real data collected by the OIB team provided a unique context through which students gained skill and overcame challenges in

  6. Assessing students' readiness towards e-learning

    Science.gov (United States)

    Rahim, Nasrudin Md; Yusoff, Siti Hawa Mohd; Latif, Shahida Abd

    2014-07-01

    The usage of e-Learning methodology has become a new attraction for potential students as shown by some higher learning institutions in Malaysia. As such, Universiti Selangor (Unisel) should be ready to embark on e-Learning teaching and learning in the near future. The purpose of the study is to gauge the readiness of Unisel's students in e-Learning environment. A sample of 110 students was chosen to participate in this study which was conducted in January 2013. This sample consisted of students from various levels of study that are foundation, diploma and degree program. Using a structured questionnaire, respondents were assessed on their basic Internet skills, access to technology required for e-Learning and their attitude towards characteristics of successful e-Learning student based on study habits, abilities, motivation and time management behaviour. The result showed that respondents did have access to technology that are required for e-Learning environment, and respondents were knowledgeable regarding the basic Internet skills. The finding also showed that respondents' attitude did meet all characteristics of successful e-Learning student. Further analysis showed that there is no significant relationshipeither among gender, level of study or faculty with those characteristics. As a conclusion, the study shows that current Unisel's students are ready to participate in e-Learning environment if the institution decided to embark on e-Learning methodology.

  7. Designing informal learning spaces using student perspectives

    Directory of Open Access Journals (Sweden)

    Matthew David Riddle

    2012-06-01

    Full Text Available This article describes the design of informal learning spaces at an Australian university that support students in the generation of knowledge. Recent learning space design projects at La Trobe have been informed by a number of pre-existing projects, including a small research project on student use of technologies, a national project on learning space design, and a significant curriculum renewal process at the university. It demonstrates the ways in which evidence based on student perspectives and principles developed through applied research in teaching and learning can inform real world learning space design projects in a higher education context.

  8. Robotic Cooperative Learning Promotes Student STEM Interest

    Science.gov (United States)

    Mosley, Pauline; Ardito, Gerald; Scollins, Lauren

    2016-01-01

    The principal purpose of this investigation is to study the effect of robotic cooperative learning methodologies on middle school students' critical thinking, and STEM interest. The semi-experimental inquiry consisted of ninety four six-grade students (forty nine students in the experimental group, forty five students in the control group), chosen…

  9. Students' learning processes during school-based learning and workplace learning in vocational education : a review

    NARCIS (Netherlands)

    Dr. Harmen Schaap; Dr. Liesbeth Baartman; Prof.Dr. Elly de Bruijn

    2012-01-01

    This article reviews 24 articles in order to get a structured view on student's learning processes when dealing with a combination of school-based learning and workplace learning in vocational education. It focuses on six main themes: students' expertise development, students' learning styles,

  10. Student-Centred Learning Environments: An Investigation into Student Teachers' Instructional Preferences and Approaches to Learning

    Science.gov (United States)

    Baeten, Marlies; Dochy, Filip; Struyven, Katrien; Parmentier, Emmeline; Vanderbruggen, Anne

    2016-01-01

    The use of student-centred learning environments in education has increased. This study investigated student teachers' instructional preferences for these learning environments and how these preferences are related to their approaches to learning. Participants were professional Bachelor students in teacher education. Instructional preferences and…

  11. Student Learning from Interactive Software

    Science.gov (United States)

    Lee, Kevin M.; Collaboration of Astronomy Teaching Scholars CATS

    2011-01-01

    For several years at the University of Nebraska we have been developing interactive software to teach introductory astronomy. This software includes the simulations of the Nebraska Astronomy Applet Project, the computer database of visual Think-Pair-Share questions and resources for feedback known as ClassAction, and a library of animated ranking and sorting tasks. All of these projects are publicly available for use over the web or download at http://astro.unl.edu. This presentation will highlight examples of research into student learning using these materials. Results from a multi-institution study of ClassAction using the Light and Spectra Concept Inventory in a pre/post format will be shown. Results from a second study on student learning gains, practices, and attitudes from use of animated ranking tasks focusing on lunar phases will also be included. This material is based upon work supported by the National Science Foundation under Grant No. 0715517, a CCLI Phase III Grant for the Collaboration of Astronomy Teaching Scholars (CATS). Any opinions, findings, and conclusions or recommendations expressed in this material are those of the authors and do not necessarily reflect the views of the National Science Foundation.

  12. 4-thiouridine and photoprotection in Escherichia coli K12

    International Nuclear Information System (INIS)

    Thomas, Gilles; Favre, Alain

    1977-01-01

    A high level of protection is observed in the Escherichia coli K 12 strain AB 1157 rec A 1 nuv + whose transfer RNA contains 4-thiouridine. In contrast, the photoprotection level is low and observed at higher doses in a strain which differs from the former by a single mutation nuv - , (lack of 4-thiouridine). This nucleoside is therefore an important chromophore leading to photoprotection. This conclusion is corroborated by the similarity of the action spectra for 8-13 link formation in tRNA and for photoprotection [fr

  13. Student Activity and Learning Outcomes in a Virtual Learning Environment

    Science.gov (United States)

    Romanov, Kalle; Nevgi, Anne

    2008-01-01

    The aim of the study was to explore the relationship between degree of participation and learning outcomes in an e-learning course on medical informatics. Overall activity in using course materials and degree of participation in the discussion forums of an online course were studied among 39 medical students. Students were able to utilise the…

  14. Teacher Collaboration and Student Learning in a Professional Learning Community

    Science.gov (United States)

    Vaughan, Mary Elaine

    2013-01-01

    Researchers have endorsed teacher collaboration within a professional learning community (PLC) that is focused on student learning. Despite these research-based endorsements, several Algebra 1 teachers in a southeastern high school implemented components of a PLC with little or no results in student achievement. The purpose of this study was to…

  15. Functions of the learning portfolio in student teachers' learning process

    NARCIS (Netherlands)

    Mansvelder-Longayroux, D.D.; Beijaard, D.; Verloop, N.; Vermunt, J.D.

    2007-01-01

    In this study, we aimed to develop a framework that could be used to describe the value of the learning portfolio for the learning process of individual student teachers. Retrospective interviews with 21 student teachers were used, as were their portfolio-evaluation reports on their experiences of

  16. Functions of the learning portfolio in student teachers' learning process

    NARCIS (Netherlands)

    Mansvelder-Longayroux, Desiree D.; Beijaard, Douwe; Verloop, Nico; Vermunt, Jan D.

    In this study, we aimed to develop a framework that could be used to describe the value of the learning portfolio for the learning process of individual student teachers. Retrospective interviews with 21 student teachers were used, as were their portfolio-evaluation reports on their experiences Of

  17. Using Learning Analytics to Assess Student Learning in Online Courses

    Science.gov (United States)

    Martin, Florence; Ndoye, Abdou

    2016-01-01

    Learning analytics can be used to enhance student engagement and performance in online courses. Using learning analytics, instructors can collect and analyze data about students and improve the design and delivery of instruction to make it more meaningful for them. In this paper, the authors review different categories of online assessments and…

  18. Dental students' perceptions of an online learning.

    Science.gov (United States)

    Asiry, Moshabab A

    2017-10-01

    To identify the readiness of students for online learning, to investigate their preference and perception, and to measure the quality of online tutorials. A 14-statement questionnaire was administered to fourth year undergraduate dental students in male campus at King Saud University who completed preclinical orthodontic course. The students responded to each statement by using Likert scale. The results reveal a high agreement of students (27.8-31.5% agree and 38.9-50% strongly agree) on a possession of necessary computer skills and access to internet. 59.2% and 64.8% of the students replied that online flash lectures and procedural videos were helpful to their learning, respectively. With respect to students' learning preferences, few students preferred online flash lectures (31.5%) and procedural videos (17.1%). Most students (38.9% agree and 31.5% strongly agree) preferred a combination of traditional teaching methods and online learning. Overall, student attitudes were positive regarding online learning. The students viewed online learning helpful as a supplement to their learning rather than a replacement for traditional teaching methods.

  19. Academic Students' Attitudes toward Students with Learning Disabilities

    Science.gov (United States)

    Gonen, Ayala; Grinberg, Keren

    2016-01-01

    Background: Learning disabilities (LD) are lifelong disabilities that affect all facets of a person's life. Aim: Identifying the relationship between academic students' attitudes toward learning disability, self-image, and selected factors. Methods: A questionnaire was distributed to 213 students from an academic center in Israel. Two different…

  20. Enhancing the Learning Environment by Learning all the Students' Names

    DEFF Research Database (Denmark)

    Jørgensen, Anker Helms

    the method to learn all the students' names enhances the learning environment substantially.  ReferencesCranton, Patricia (2001) Becoming an authentic teacher in higher education. Malabar, Florida: Krieger Pub. Co.Wiberg, Merete (2011): Personal email communication June 22, 2011.Woodhead, M. M. and Baddeley......Short abstract This paper describes how the teaching environment can be enhanced significantly by a simple method: learning the names of all the students. The method is time-efficient: In a course with 33 students I used 65 minutes in total. My own view of the effect was confirmed in a small study......: The students felt more valued, secure and respected. They also made an effort to learn each other's names. Long abstract In high school teachers know the students' names very soon - anything else is unthinkable (Wiberg, 2011). Not so in universities where knowing the names of all the students is the exception...

  1. Participative Teaching with Mobile Devices and Social Networks for K-12 Children

    Directory of Open Access Journals (Sweden)

    Livia Stefan

    2016-08-01

    Full Text Available This article details a set of participatory pedagogical experiments conducted within a research grant PN II IDEI (”Time Maps. Real communities, virtual worlds, experimented pasts” performed with the purpose of helping rural communities in identifying their cultural heritage andtransmitting it to the younger generations by means of modern IT technologies, including web 2.0. In a Danubian rural community, several points of archaeological interest (POIs were identified, which were then included in a geographic Augmented Reality application for smartphones and tablets. Subsequently, the geographic data were collected from the archaeological site by the K-12 children, under the coordination of an academic staff member of the National University of Arts in Bucharest, and stored on their devices using Google Maps. The augmented information provided onthe site was annotated and shared with other K-12 children, through different social networks sites (SNS and content postings. This first stage experiment was extended to the development of a social learning environment complementary to the educational site (www.timemaps.net to support thetransmission of several traditional technologies (textile, ceramic, glass in a collaborative manner. We consider that our experiments can significantly increase the visibility of the information pertaining to the identity of target places and communities among the younger generation. A mobile-learning paradigm, in combination with web 2.0 technologies, was the support for a distributed and low-cost platform for communication and collaboration. Social networks linked thearchaeological heritage and the academic research with the larger community of rural K-12 children. The article analyzes this platform as a solution for creating, collecting and sharingeducational content, and presents conclusions on using social media for effective blended learning and transmittal of the cultural heritage.

  2. Helping Education Students Understand Learning through Designing

    Science.gov (United States)

    Ronen-Fuhrmann, Tamar; Kali, Yael; Hoadley, Christopher

    2008-01-01

    This article describes a course in which graduate students in education learn practical and theoretical aspects of educational design by creating technologies for learning. The course was built around three themes: "Analyzing technologies," in which students study state-of- the-art technologies and interview their designers; "design studio," in…

  3. Digital Competence Model of Distance Learning Students

    Science.gov (United States)

    da Silva, Ketia Kellen A.; Behar, Patricia A.

    2017-01-01

    This article presents the development of a digital competency model of Distance Learning (DL) students in Brazil called CompDigAl_EAD. The following topics were addressed in this study: Educational Competences, Digital Competences, and Distance Learning students. The model was developed between 2015 and 2016 and is being validated in 2017. It was…

  4. Game On! Students' Perceptions of Gamified Learning

    Science.gov (United States)

    Buckley, Patrick; Doyle, Elaine; Doyle, Shane

    2017-01-01

    Gamification is presented in the literature as a pedagogical innovation that may increase student engagement and enhance learning. This study explores students' perceptions of a gamified learning intervention deployed in a large undergraduate module and a small postgraduate module. Given the dearth of previous empirical work, an exploratory…

  5. Learning space preferences of higher education students

    NARCIS (Netherlands)

    Beckers, R.; van der Voordt, Theo; Dewulf, G

    2016-01-01

    This paper aims to address higher education students' learning space preferences. The study is based on a survey that involved 697 business management students of a Dutch University of Applied Sciences. The research focuses on preferred learning spaces for individual study activities, which

  6. Effects of Mental Health on Student Learning

    Science.gov (United States)

    VanderLind, Ren

    2017-01-01

    Learning can be hindered by students' mental health. Given the increased reports of mental health concerns among college students, it is imperative that we understand how best to provide supports to this population to help them learn and succeed. This is particularly significant given the body of research that demonstrates how mental illness may…

  7. Student Engagement: Key to Personalized Learning

    Science.gov (United States)

    Ferlazzo, Larry

    2017-01-01

    Personalized learning has the potential to greatly improve student achievement--but realistic teachers know that any instructional strategy will only be effective if students are willing to do the work. That is why Larry Ferlazzo emphasizes the importance of weaving intrinsic motivation into every personalized learning classroom. Four key elements…

  8. Medical students' online learning technology needs.

    Science.gov (United States)

    Han, Heeyoung; Nelson, Erica; Wetter, Nathan

    2014-02-01

    This study investigated medical students' online learning technology needs at a medical school. The study aimed to provide evidence-based guidance for technology selection and online learning design in medical education. The authors developed a 120-item survey in collaboration with the New Technology in Medical Education (NTIME) committee at the Southern Illinois University School of Medicine (SIUSOM). Overall, 123 of 290 medical students (42%) at the medical school participated in the survey. The survey focused on five major areas: students' hardware and software use; perception of educational technology (ET) in general; online behaviours; perception of ET use at the school; and demographic information. Students perceived multimedia tools, scheduling tools, communication tools, collaborative authoring tools, learning management systems and electronic health records useful educational technologies for their learning. They did not consider social networking tools useful for their learning, despite their frequent use. Third-year students were less satisfied with current technology integration in the curriculum, information sharing and collaborative learning than other years. Students in clerkships perceived mobile devices as useful for their learning. Students using a mobile device (i.e. a smartphone) go online, text message, visit social networking sites and are online during classes more frequently than non-users. Medical students' ET needs differ between preclinical and clinical years. Technology supporting ubiquitous mobile learning and health information technology (HIT) systems at hospitals and out-patient clinics can be integrated into clerkship curricula. © 2014 John Wiley & Sons Ltd.

  9. Students' Perceptions and Experiences of Mobile Learning

    Science.gov (United States)

    Kim, Daesang; Rueckert, Daniel; Kim, Dong-Joong; Seo, Daeryong

    2013-01-01

    This study focused on how students perceive the use of mobile devices to create a personalized learning experience outside the classroom. Fifty-three students in three graduate TESOL classes participated in this study. All participants completed five class projects designed to help them explore mobile learning experiences with their own mobile…

  10. Designing for Student-Facing Learning Analytics

    Science.gov (United States)

    Kitto, Kirsty; Lupton, Mandy; Davis, Kate; Waters, Zak

    2017-01-01

    Despite a narrative that sees learning analytics (LA) as a field that aims to enhance student learning, few student-facing solutions have emerged. This can make it difficult for educators to imagine how data can be used in the classroom, and in turn diminishes the promise of LA as an enabler for encouraging important skills such as sense-making,…

  11. Structured Learning Teams: Reimagining Student Group Work

    Science.gov (United States)

    Lendvay, Gregory C.

    2014-01-01

    Even in a standards-based curriculum, teachers can apply constructivist practices such as structured learning teams. In this environment, students become invested in the learning aims, triggering the desire in students to awaken, get information, interpret, remix, share, and design scenarios.

  12. Integrating Online GIS into the K-12 Curricula: Lessons from the Development of a Collaborative GIS in Michigan

    Science.gov (United States)

    Henry, Paul; Semple, Hugh

    2012-01-01

    GIS has shown promise in Project Based Learning (PBL) environments, but many obstacles exist in its integration into school curriculums. This article discusses the development and utilization of an online GIS tool that was created to illustrate that the perceptual gap between relevance and ease of use of GIS software can be bridged at the K-12

  13. The Effect of Participation in Professional Development on Perceived Change in Teaching Practice by Minnesota K-12 Physical Education Teachers

    Science.gov (United States)

    Sertich, Sally Krause

    2013-01-01

    This study used a conceptual framework of professional development theory to identify characteristics of effective learning activities specific to 259 Minnesota K-12 public school physical education and developmental adapted physical education (PE/DAPE) teachers during 2012-2013. Study results confirmed that as PE/DAPE teacher participation in…

  14. Investigating Students' Perceptions on Mobile Learning Services

    Directory of Open Access Journals (Sweden)

    Mohammed Amin Almaiah

    2014-10-01

    Full Text Available M-learning is a form of learning, which has similarities and differences with the electronic learning (e-learning. It is mainly based on the use of the mobile wireless technologies that allow for learners to easily access learning materials anytime he desires and anywhere, whether on campus or off campus. Therefore, this creates a new flexible learning environment in the context of different learning settings. Students' perception of such technology is one of the most important factors for successful adoption of m-learning in the higher education environment. This study is conducted to investigate the perceptions of students in University Malaysia Terengganu (UMT to move towards applying m-learning in their studies by using their mobile devices and to explore their expectations on mobile learning services. A total number of 91 undergraduate students majoring in computer science participated in the study. The findings show that the students have positive perception towards mobile learning and would like to use their mobile devices for both learning and administrative services.

  15. Student Learning: Education's Field of Dreams.

    Science.gov (United States)

    Blackwell, Peggy L.

    2003-01-01

    Discusses seven research-based benchmarks providing a framework for the student-learning-focused reform of teacher education: knowledge and understanding based on previous experience, usable content knowledge, transfer of learning/the learning context, strategic thinking, motivation and affect, development and individual differences, and standards…

  16. Student teachers' self-regulated learning

    NARCIS (Netherlands)

    Endedijk, M.D.

    2010-01-01

    The focus of this thesis is on student teachers’ self-regulated learning in a dual learning programme, in which learning in practice and at university are combined. These programmes, especially one-year post-graduate teacher education programmes only form a very time-limited intervention in the

  17. Mobile Learning: Can Students Really Multitask?

    Science.gov (United States)

    Coens, Joke; Reynvoet, Bert; Clarebout, Geraldine

    2011-01-01

    The advent of mobile learning offers opportunities for students to do two things at once in an educational context: learning while performing another activity. The main aim of the reported studies is to address the effect of multitasking on learning with a mobile device. Two experiments were set up to examine the effect of performing a secondary…

  18. Learners for life : student approaches to learning

    NARCIS (Netherlands)

    Artelt, Cordula; Baumert, Jürgen; Julius-McElvany, Nele; Peschar, Jules

    2003-01-01

    What are students like as learners as they approach the end of compulsory education? The answer matters greatly, not only because those with stronger approaches to learning get better results at school but also because young adults able to set learning goals and manage their own learning are much

  19. Enhancing Students' Learning: Instant Feedback Cards

    Science.gov (United States)

    Mohrweis, Lawrence C.; Shinham, Kathe M.

    2015-01-01

    This study illustrates an active learning approach using instant feedback cards in the first course in accounting. The objectives of this study are to (1) describe instant feedback cards and (2) show how this tool, when used in an active learning environment, can enhance learning. We examined whether students exposed to immediate feedback…

  20. Healthcare Learning Community and Student Retention

    Science.gov (United States)

    Johnson, Sherryl W.

    2014-01-01

    Teaching, learning, and retention processes have evolved historically to include multifaceted techniques beyond the traditional lecture. This article presents related results of a study using a healthcare learning community in a southwest Georgia university. The value of novel techniques and tools in promoting student learning and retention…

  1. Expert Students in Social Learning Management Systems

    Science.gov (United States)

    Avogadro, Paolo; Calegari, Silvia; Dominoni, Matteo Alessandro

    2016-01-01

    Purpose: A social learning management system (social LMS) is a tool which favors social interactions and allows scholastic institutions to supervise and guide the learning process. The inclusion of the social feature to a "normal" LMS leads to the creation of educational social networks (EduSN), where the students interact and learn. The…

  2. Language Learning Strategies of EFL College Students

    Directory of Open Access Journals (Sweden)

    Dewi Furwana

    2017-02-01

    Full Text Available The objectives of the research were (1 to investigate the most dominant language learning strategies (LLS used by sixth semester students of English Department of Tarbiyah Faculty at UIN Alauddin Makassar and (2 to find out the differences of using LLS between high achieving students and low achieving students. The result of the quantitative data through questionnaire showed that (1 metacognitive strategies was the most dominant LLS used, and (2 the high achieving students used metacognitive strategies with the highest preference and low achieving students used compensation strategies with the highest preference. The result of the qualitative data through think aloud showed that (1 the most dominant LLS employed by students were listening music, utilizing time for practicing and self-evaluating, (2 the most dominant LLS used by high achieving students were utilizing time for practicing, practicing English together and self-evaluating, whereas the most dominant LLS used by low achieving students were listening music, asking friend and selecting topic. The data were collected through documentation used to classify high achieving students and low achieving students based on their grade point average. It is concluded that the most dominant language learning strategies employed by students was metacognitive strategies. High achieving students employed different strategy than low achieving students. High achieving students used learning strategies more frequently than low achieving students.

  3. Role of Public Outreach in the University Science Mission: Publishing K-12 Curriculum, Organizing Tours, and Other Methods of Engagement

    Science.gov (United States)

    Dittrich, T. M.

    2015-12-01

    Much attention has been devoted in recent years to the importance of Science, Technology, Engineering, and Math (STEM) education in K-12 curriculum for developing a capable workforce. Equally important is the role of the voting public in understanding STEM-related issues that impact public policy debates such as the potential impacts of climate change, hydraulic fracturing in oil and gas exploration, mining impacts on water quality, and science funding. Since voted officials have a major impact on the future of these policies, it is imperative that the general public have an understanding of the basic science behind these issues. By engaging with the public in a more fundamental way, university students can play an important role in educating the public while at the same time enhancing their communication skills and gaining valuable teaching experience. I will talk about my own experiences in (1) evaluating and publishing water chemistry and hazardous waste cleanup curriculum on the K-12 engineering platform TeachEngineering.org, (2) organizing public tours of water and energy sites (e.g., abandoned mine sites, coal power plants, wastewater treatment plants, hazardous waste treatment facilities), and (3) other outreach and communication activities including public education of environmental issues through consultations with customers of a landscaping/lawn mowing company. The main focus of this presentation will be the role that graduate students can play in engaging and educating their local community and lessons learned from community projects (Dittrich, 2014; 2012; 2011). References: Dittrich, T.M. 2014. Adventures in STEM: Lessons in water chemistry from elementary school to graduate school. Abstract ED13E-07 presented at 2014 Fall Meeting, AGU, San Francisco, Calif., 15-19 Dec. Dittrich, T.M. 2012. Collaboration between environmental water chemistry students and hazardous waste treatment specialists on the University of Colorado-Boulder campus. Abstract ED53C

  4. Understanding the Relationship between Student Attitudes and Student Learning

    Science.gov (United States)

    Cahill, Michael J.; McDaniel, Mark A.; Frey, Regina F.; Hynes, K. Mairin; Repice, Michelle; Zhao, Jiuqing; Trousil, Rebecca

    2018-01-01

    Student attitudes, defined as the extent to which one holds expertlike beliefs about and approaches to physics, are a major research topic in physics education research. An implicit but rarely tested assumption underlying much of this research is that student attitudes play a significant part in student learning and performance. The current study…

  5. Mathematics in Student-­Centred Inquiry Learning: Student Engagement

    Science.gov (United States)

    Calder, Nigel

    2013-01-01

    This paper examines how mathematical understandings might be facilitated through student-centred inquiry. Data is drawn from a research project on student-centred inquiry learning that situated mathematics within authentic problem-solving contexts and involved students in a collaboratively constructed curriculum. A contemporary interpretive frame…

  6. Student learning and understanding of sequence stratigraphic principles

    Science.gov (United States)

    Herrera, Juan Sebastian

    Research in geoscience education addressing students' conceptions of geological subjects has concentrated in topics such as geological time, plate tectonics, and problem solving in the field, mostly in K-12 and entry level college scenarios. Science education research addressing learning of sedimentary systems in advance undergraduates is rather limited. Therefore, this dissertation contributed to filling that research gap and explored students' narratives when explaining geological processes associated with the interaction between sediment deposition and sea level fluctuations. The purpose of the present study was to identify the common conceptions and alternative conceptions held by students when learning the basics of the sub discipline known as sequence stratigraphy - which concepts students were familiar and easily identified, and which ones they had more difficulty with. In addition, we mapped the cognitive models that underlie those conceptions by analyzing students' gestures and conceptual metaphors used in their explanations. This research also investigated the interaction between geoscientific visual displays and student gesturing in a specific learning context. In this research, an in-depth assessment of 27 students' ideas of the basic principles of sequence stratigraphy was completed. Participants were enrolled in advanced undergraduate stratigraphy courses at three research-intensive universities in Midwest U.S. Data collection methods included semi-structured interviews, spatial visualization tests, and lab assignments. Results indicated that students poorly integrated temporal and spatial scales in their sequence stratigraphic models, and that many alternative conceptions were more deeply rooted than others, especially those related to eustasy and base level. In order to better understand the depth of these conceptions, we aligned the analysis of gesture with the theory of conceptual metaphor to recognize the use of mental models known as image

  7. Evolution: Its Treatment in K-12 State Science Curriculum Standards

    Science.gov (United States)

    Lerner, L. S.

    2001-12-01

    State standards are the basis upon which states and local schools build curricula. Usually taking the form of lists of what students are expected to learn at specified grades or clusters of grades, they influence statewide examinations, textbooks, teacher education and credentialing, and other areas in which states typically exercise control over local curriculum development. State science standards vary very widely in overall quality.1,2 This is especially true in their treatment of evolution, both in the life sciences and to a somewhat lesser extent in geology and astronomy. Not surprisingly, a detailed evaluation of the treatment of evolution in state science standards3 has evoked considerably more public interest than the preceding studies of overall quality. We here consider the following questions: What constitutes a good treatment of evolution in science standards and how does one evaluate the standards? Which states have done well, and which less well? What nonscientific influences have been brought to bear on standards, for what reasons, and by whom? What strategies have been used to obscure or distort the role of evolution as the central organizing principle of the historical sciences? What are the effects of such distortions on students' overall understanding of science? What can the scientific community do to assure the publication of good science standards and to counteract attacks on good science teaching? 1. Lerner, L. S., State Science Standards: An Appraisal of Science Standards in 36 States, The Thomas B. Fordham Foundation, Washington, D.C., March 1998. 2. Lerner, L. S. et al ., The State of State Standards 2000, ibid., January 2000. 3. Lerner, L. S., Good Science, Bad Science: Teaching Evolution In the States, ibid., September 2000.

  8. An Ecological Approach to a University Course that Develops Partnerships Impacting Health and Wellness in K-12 Schools and Communities

    Science.gov (United States)

    Shields, Sharon L.; Gilchrist, Leigh Z.; Nixon, Carol T.; Holland, Barbara A.; Thompson, Elizabeth A.

    2013-01-01

    Over the past several decades, there has been an increased focus on health promotion as opposed to individual health determinants and disease prevention. Given the association between health and academic success, health promotion is a vastly overlooked lever for establishing effective K-12 schools. Student, organizational, and community well-being…

  9. Initial Assessment for K-12 English Language Support in Six Countries: Revisiting the Validity-Reliability Paradox

    Science.gov (United States)

    Sinclair, Jeanne; Lau, Clarissa

    2018-01-01

    It is common practice for K-12 schools to assess multilingual students' language proficiency to determine language support program placement. Because such programs can provide essential scaffolding, the policies guiding these assessments merit careful consideration. It is well accepted that quality assessments must be valid (representative of the…

  10. Increasing the Roles and Significance of Teachers in Policymaking for K-12 Engineering Education: Proceedings of a Convocation

    Science.gov (United States)

    Olson, Steve

    2017-01-01

    Engineering is a small but growing part of K-12 education. Curricula that use the principles and practices of engineering are providing opportunities for elementary, middle, and high school students to design solutions to problems of immediate practical and societal importance. Professional development programs are showing teachers how to use…

  11. Teaching Decolonial Sounds on the Margins: Reflections on a K-12 Teacher Workshop Covering Black & Brown Musical Transculturation in Texas

    Science.gov (United States)

    Cervantes, Marco Antonio

    2015-01-01

    To demonstrate the significance of cultural crossings in Texas and how cultural exchanges can inform teachers and students in the areas of history, fine arts, geography, and social studies, the author constructed a Summer 2013 teacher workshop for Texas K-12 teachers through the Smithsonian Affiliated Institute of Texan Cultures. The author…

  12. The Future of Personalized Learning for Students with Disabilities

    Science.gov (United States)

    Worthen, Maria

    2016-01-01

    Personalized learning models can give each student differentiated learning experiences based on their needs, interests, and strengths, including students with disabilities. Personalized learning can pinpoint specific gaps in student learning, identify where a student is on his or her learning pathway, and provide the appropriate interventions to…

  13. Student Technology Use for Powerful Learning

    Science.gov (United States)

    Heidenrich, Carol

    2013-01-01

    Technology has evolved as a valuable information and communication tool. In our knowledge and information society, students with information and communication technology (ICT) competence will be prepared for success. Teacher pedagogy and student learning have to change to fully integrate technology into the curriculum. Students may not have…

  14. Students' Media Preferences in Online Learning

    Science.gov (United States)

    Kobayashi, Michiko

    2017-01-01

    This study examined students' preferred media in online learning and its relationship with learner characteristics and online technology self-efficacy. One hundred six college students in a mid-size U.S. university responded to a survey. The frequency analysis showed that students did not necessarily favor rich media over lean media in online…

  15. State of Our Schools: America's K-12 Facilities 2016

    Science.gov (United States)

    Filardo, Mary

    2016-01-01

    School facilities have a direct impact on student learning, student and staff health, and school finances. But too many students attend school facilities that fall short of providing 21st century learning environments because essential maintenance and capital improvements are underfunded. In this report, the author compiled and analyzed the best…

  16. Forum: The Lecture and Student Learning. What Is the Place of Lecture in Student Learning Today?

    Science.gov (United States)

    Stearns, Susan

    2017-01-01

    The author of this brief forum article argues that it is time to encourage faculty members to rethink student learning: encourage the scholarship of teaching and expose faculty to key research articles about student learning. Then, building on this knowledge, the academy needs to offer assistance to faculty in designing student-centered…

  17. What Students Really Learn: Contrasting Medical and Nursing Students' Experiences of the Clinical Learning Environment

    Science.gov (United States)

    Liljedahl, Matilda; Boman, Lena Engqvist; Fält, Charlotte Porthén; Bolander Laksov, Klara

    2015-01-01

    This paper explores and contrasts undergraduate medical and nursing students' experiences of the clinical learning environment. Using a sociocultural perspective of learning and an interpretative approach, 15 in-depth interviews with medical and nursing students were analysed with content analysis. Students' experiences are described using a…

  18. Exploring students learning approaches in MOOCs

    OpenAIRE

    Faucon, Louis Pierre

    2017-01-01

    This study aims at understanding different students approaches for solving assignments in MOOCs. It makes use of a large dataset of logs from students interaction with the MOOC platform Coursera on a course about functional programming with Scala. In total more than 10.000 students participated in the assignments. Learning approaches are divided in two categories: starting with video lectures (V) and start- ing with the assignment (A); and students are divided in three groups: those applying ...

  19. Investigating alternative conceptions in learning disabled students

    Science.gov (United States)

    Cole, Terry Stokes

    Science teachers have long noticed the fact that their students come to school with their own concepts, produced from daily experiences and interactions with the world around them. Sometimes these ideas are in agreement with accepted scientific theories, but often they are not. These "incorrect" ideas, or "misconceptions" have been the focus of many studies, which can be helpful to teachers when planning their lessons. However, there is a dearth of information that is geared specifically to students with learning disabilities. These students generally have deficits in areas of perception and learning that could conceivably influence the way they formulate concepts. The purpose of this study was to examine the concepts held by students with learning disabilities on the causes of the day/night cycle, the phases of the moon, and the seasons. An interview format was judged to be the best method of ensuring that the students' ideas were clearly documented. The subjects were five, sixth-grade students in a city school, who had been determined to have a learning disability. In examining the results, there did not seem to be any direct link between the type of misconception formed and the learning deficit of the child. It seemed more likely that students formed their concepts the way students usually do, but the various disabilities they exhibited interfered with their learning of more appropriate conceptions. The results of this study will be helpful to science teachers, curriculum planners, or anyone who works with students who have learning disabilities. It is hoped that this will begin to fill a void in the area of learning disabilities research.

  20. Student Learning Projects in Electric Vehicle Engineering

    DEFF Research Database (Denmark)

    Ritchie, Ewen; Leban, Krisztina Monika

    2012-01-01

    This paper presents the didactic problem based learning method in general use at Aalborg University as applied to Electric Mobility. Advantage is taken of this method to link student learning to current research projects. This offers advantages to the students and the researchers. The paper...... introduces the subject, presents the research of the Department of Energy Technology and describes the relevant syllabus. It continues to present a range of titles of previous research linked student project projects, and to fill in some of the detail, an example of such a student project. The paper...

  1. Teachers’ Learning Design Practice for Students as Learning Designers

    DEFF Research Database (Denmark)

    Levinsen, Karin Tweddell; Sørensen, Birgitte Holm

    2018-01-01

    This paper contributes with elements of an emerging learning design methodology. The paper takes as its starting point the theory of Students as Learning Designers, which was developed by Sørensen and Levinsen and based on more than a decade of research-and-development projects in Danish primary...... schools (first to 10th grade). The research focussed on information and communication technology (ICT) within the Scandinavian tradition of Problem Oriented Project Pedagogy (POPP), Problem Based Learning (PBL) and students’ production. In recent years, the projects that provide the grounding...... for the theory have focussed specifically on learning designs that constitute students as learning designers of digital productions (both multimodal and coded productions). This includes learning designs that contribute to students’ empowerment, involvement and autonomy within the teacher-designed frameworks...

  2. Students as Learning Designers in Innovation Education

    DEFF Research Database (Denmark)

    Magnussen, Rikke; Sørensen, Birgitte Holm

    2014-01-01

    This paper, which concerns criteria for developing technology-enhanced innovation education, discusses how teacher and student relationships change in these learning spaces. The case study in this paper involves a school in Denmark where teachers and students, aged 6-14, were involved in developing...... and testing new forms of technology-enhanced innovation education as part of the establishment of an EduTechLab at the school. Established in new facilities at the school, the lab contained learning technologies such as Nao robots, sensor kits, and 3D visualisation and printing facilities. The goal of the Edu......TechLab project was to establish a creative learning environment for students and teachers that would support innovative practice with new forms of learning technology. Part of this goal was to involve students in innovative design processes in order for them to experiment with their own design solutions to case...

  3. Learning Environment as Correlates of Chemistry Students ...

    African Journals Online (AJOL)

    gold

    2012-07-26

    Jul 26, 2012 ... The study aimed at assessing how 13 learning environment variables taken ... chemistry education programmes for optimum achievement of students in ... The contribution of chemistry and chemists to social, industrial and.

  4. Teachers' Teaching Experience and Students' Learning Outcomes ...

    African Journals Online (AJOL)

    cce

    Items 1 - 6 ... Keywords: teaching experience, students' learning outcomes, teacher incentives ... revealed that experienced teachers' perception of their teaching objectives were ... African Journal of Educational Studies in Mathematics and Sciences Vol. .... Years. English language. Mathematics Physics. Chemistry. Biology. %.

  5. Improving Students' Intrinsic Motivation in Piano Learning: Expert Teacher Voices

    Science.gov (United States)

    Cheng, Zijia; Southcott, Jane

    2016-01-01

    Many students learn to play the piano but some lack the motivation to continue learning. Many students learn for extrinsic reasons. This research will explore understandings about student motivation held by expert piano teachers who have developed strategies to improve their students' intrinsic motivation to begin and continue learning. This small…

  6. Understanding the relationship between student attitudes and student learning

    Science.gov (United States)

    Cahill, Michael J.; McDaniel, Mark A.; Frey, Regina F.; Hynes, K. Mairin; Repice, Michelle; Zhao, Jiuqing; Trousil, Rebecca

    2018-02-01

    Student attitudes, defined as the extent to which one holds expertlike beliefs about and approaches to physics, are a major research topic in physics education research. An implicit but rarely tested assumption underlying much of this research is that student attitudes play a significant part in student learning and performance. The current study directly tested this attitude-learning link by measuring the association between incoming attitudes (Colorado Learning Attitudes about Science Survey) and student learning during the semester after statistically controlling for the effects of prior knowledge [early-semester Force Concept Inventory (FCI) or Brief Electricity and Magnetism Assessment (BEMA)]. This study spanned four different courses and included two complementary measures of student knowledge: late-semester concept inventory scores (FCI or BEMA) and exam averages. In three of the four courses, after controlling for prior knowledge, attitudes significantly predicted both late-semester concept inventory scores and exam averages, but in all cases these attitudes explained only a small amount of variance in concept-inventory and exam scores. Results indicate that after accounting for students' incoming knowledge, attitudes may uniquely but modestly relate to how much students learn and how well they perform in the course.

  7. Assessment for Learning as Support for Student Self-Regulation

    Science.gov (United States)

    Heritage, Margaret

    2018-01-01

    Assessment for learning (AfL) is integral to teaching and learning, and has as its central foci (i) pedagogical intervention in the immediacy of student learning, and (ii) the students' agency in the learning and assessment process. The role that students adopt in AfL is consistent with the idea of self-regulated learning, which involves students…

  8. Learning to Map and Mapping to Learn Our Students' Worlds

    Science.gov (United States)

    Rubel, Laurie H.; Chu, Haiwen; Shookhoff, Lauren

    2011-01-01

    The National Council of Teachers of Mathematics (NCTM), through its Connections Standard, highlights the importance of "the opportunity for students to experience mathematics in a context." Seeing how mathematics can be used to describe real-world phenomena can motivate students to learn more mathematics. Connecting mathematics to the real world…

  9. Using reflective learning journals to improve students learning and awareness

    DEFF Research Database (Denmark)

    Jensen, Lars Peter

    2008-01-01

    students are working in teams together and given special help to develop team and project work skills. When Danish and foreign students are grouped in mixed teams on the 2nd semester, still the Danish students are experts in project work and they are not familiar with taking in less skilled newcomers...... examples from the learning journals, proving that the students reach the learning goals of the course being able to discuss a more professional approach to their team work and they plan how to help foreigners entering their team.......This paper addresses the problem of mixing Danish engineering students having 3 years of experience with project work in teams (PBL setting at Aalborg University), with foreign students starting on Master Engineering educations with close to zero PBL experience. The first semester the foreign...

  10. Exploring Situated Ambiguity in Students' Entrepreneurial Learning

    Science.gov (United States)

    Kubberød, Elin; Pettersen, Inger Beate

    2017-01-01

    Purpose: Building on entrepreneurial learning research, the purpose of this paper is to argue that the students participating in foreign entrepreneurial education programmes can have realistic entrepreneurial learning experiences. This research addresses two specific questions: how situated ambiguity induced by a foreign culture may contribute to…

  11. Enhancing Students' Language Skills through Blended Learning

    Science.gov (United States)

    Banditvilai, Choosri

    2016-01-01

    This paper presents a case study of using blended learning to enhance students' language skills and learner autonomy in an Asian university environment. Blended learning represents an educational environment for much of the world where computers and the Internet are readily available. It combines self-study with valuable face-to-face interaction…

  12. Increasing Student Engagement Using Asynchronous Learning

    Science.gov (United States)

    Northey, Gavin; Bucic, Tania; Chylinski, Mathew; Govind, Rahul

    2015-01-01

    Student engagement is an ongoing concern for educators because of its positive association with deep learning and educational outcomes. This article tests the use of a social networking site (Facebook) as a tool to facilitate asynchronous learning opportunities that complement face-to-face interactions and thereby enable a stronger learning…

  13. Counselling strategies for students learning and career ...

    African Journals Online (AJOL)

    The aim of this paper was to identify counselling strategies applicable in classroom where teaching and learning take place. The concepts guidance and counselling were defined to show meaning and relevance towards promoting learning and career development of students in secondary school. This paper also ...

  14. Learning space preferences of higher education students

    NARCIS (Netherlands)

    Beckers, Ronald; van der Voordt, Theo; Dewulf, Geert P.M.R.

    2016-01-01

    This paper aims to address higher education students’ learning space preferences. The study is based on a survey that involved 697 business management students of a Dutch University of Applied Sciences. The research focuses on preferred learning spaces for individual study activities, which require

  15. Teaching machine learning to design students

    NARCIS (Netherlands)

    Vlist, van der B.J.J.; van de Westelaken, H.F.M.; Bartneck, C.; Hu, J.; Ahn, R.M.C.; Barakova, E.I.; Delbressine, F.L.M.; Feijs, L.M.G.; Pan, Z.; Zhang, X.; El Rhalibi, A.

    2008-01-01

    Machine learning is a key technology to design and create intelligent systems, products, and related services. Like many other design departments, we are faced with the challenge to teach machine learning to design students, who often do not have an inherent affinity towards technology. We

  16. Involvement of Students in E-Learning

    Science.gov (United States)

    Al Ya, Marwa; Aziz, Sheikha A.; Mohyuddin, Muhammad Raheel; Al Balushi, Nabila

    2017-01-01

    The involvement of E-learning activities for students in the classroom play an important role in the teaching and learning process. In this paper, the authors describe how we collected information from 3-different Colleges/Universities in Oman forming an online study with regard to the use of internet, e-library, online book access, and…

  17. Teacher-Student Interaction and Learning.

    Science.gov (United States)

    Hall, Joan Kelly; Walsh, Meghan

    2002-01-01

    Reviews literature on recent developments in teacher-student interaction and language learning. Based on a sociocultural perspective of language and learning, draws from three types of classrooms: first language, second language, and foreign language. Attention is given to studies that investigate the specific means used in teacher-student…

  18. High Ability Students' Voice on Learning Motivation

    Science.gov (United States)

    Garn, Alex C.; Jolly, Jennifer L.

    2014-01-01

    This study used a self-determination theory lens to investigate high ability learners' motivational experiences. Participants were 15 high ability youth involved in a summer learning camp for gifted students. Two major themes emerged from qualitative data analysis: (a) "The Fun Factor of Learning" and (b) "The Rewards and Pressures…

  19. Civic Engagement and Organizational Learning Strategies for Student Success

    Science.gov (United States)

    Moore, Tami L.; Mendez, Jesse P.

    2014-01-01

    Students succeed in college by engaging with faculty, peers, and the community. Institutional leaders can utilize organizational learning strategies to learn what works to support civic learning outcomes and student success.

  20. District Governance and Student Learning in Indonesia

    OpenAIRE

    Pradhan, Menno; de Ree, Joppe

    2014-01-01

    We document the likely importance of district governance and teacher management policies in relation to student learning in Indonesian primary schools. As the responsibility to deliver primary education has been decentralized to district governments, we expect district specific variations in teacher management policies. Consequently, we also expect variations in learning trajectories across districts. We document substantial heterogeneity in learning gains across districts. Furthermore, we sh...

  1. Using Machine Learning to Predict Student Performance

    OpenAIRE

    Pojon, Murat

    2017-01-01

    This thesis examines the application of machine learning algorithms to predict whether a student will be successful or not. The specific focus of the thesis is the comparison of machine learning methods and feature engineering techniques in terms of how much they improve the prediction performance. Three different machine learning methods were used in this thesis. They are linear regression, decision trees, and naïve Bayes classification. Feature engineering, the process of modification ...

  2. K-12 Education Nonprofit Employees' Perceptions of Strategies for Recruiting and Retaining Employees

    Science.gov (United States)

    Byrne, Tara Marie

    2013-01-01

    This qualitative study explored the key reasons individuals who work in K-12 education nonprofit organizations enter the field of K-12 nonprofit education and their motivations for doing so. The purpose of this study was to find new strategies for recruiting and retaining K-12 education nonprofit employees by examining the obstacles that exist to…

  3. Music during Lectures: Will Students Learn Better?

    Science.gov (United States)

    Dosseville, Fabrice; Laborde, Sylvain; Scelles, Nicolas

    2012-01-01

    We investigated the influence of music during learning on the academic performance of undergraduate students, and more particularly the influence of affects induced by music. Altogether 249 students were involved in the study, divided into a control group and an experimental group. Both groups attended the same videotaped lecture, with the…

  4. Malaysian Students' Motivation towards Physics Learning

    Science.gov (United States)

    Saleh, Salmiza

    2014-01-01

    The purpose of this survey study was to examine the level of Malaysian students' motivation with regards to the learning of Physics at the secondary school level, and its influencing factors. The study was carried out on 337 Form Four students who took Physics as a subject, from six schools in a northern state of Malaysia--three from urban areas,…

  5. Relationship between student preparedness, learning experiences ...

    African Journals Online (AJOL)

    Background. One of the more discernible needs that challenges universities is addressing the level of preparedness of students entering the higher education environment. Students expect to participate in active learning, while at the same time adopting a certain level of agency to successfully pass through higher ...

  6. Undergraduate Research as Engaged Student Learning

    Science.gov (United States)

    Wolf, Lorraine W.

    2018-01-01

    This chapter discusses the impact of undergraduate research as a form of engaged student learning. It summarizes the gains reported in post-fellowship assessment essays acquired from students participating in the Auburn University Undergraduate Research Fellowship Program. The chapter also discusses the program's efforts to increase opportunities…

  7. Personalized Learning for Every Student Every Day

    Science.gov (United States)

    Childress, Stacey; Benson, Scott

    2014-01-01

    The best hope for accelerating much needed improvement in student achievement is by using a range of pedagogical and technological innovations that deliver personalized learning to each student. The authors examine three school initiatives across the country that are using technology and new teaching methods successfully to drive student…

  8. Students' Ideas on Cooperative Learning Method

    Science.gov (United States)

    Yoruk, Abdulkadir

    2016-01-01

    Aim of this study is to investigate students' ideas on cooperative learning method. For that purpose students who are studying at elementary science education program are distributed into two groups through an experimental design. Factors threaten the internal validity are either eliminated or reduced to minimum value. Data analysis is done…

  9. High School Students' Views on Blended Learning

    Science.gov (United States)

    Yapici, Ibrahim Umit; Akbayin, Hasan

    2012-01-01

    In this study, it is aimed to determine the high school students' views on blended learning. The study was carried out in biology course for the lesson unit of "Classification of Living Things and Biodiversity" with 47 9[superscript th] grade students attending Nevzat Ayaz Anatolian High School in the second term of the academic year of…

  10. Does Clicker Technology Improve Student Learning?

    Science.gov (United States)

    Fike, David; Fike, Renea; Lucio, Krystal

    2012-01-01

    This prospective, intervention-based study was conducted to assess the impact of in-class review methods on student learning outcomes in a course preparing pre-service teachers for the Texas Pedagogy and Professional Responsibilities teacher certification exam. Students were tested on midterm and end-of-term exams comprised of questions similar to…

  11. Pizza and Pasta Help Students Learn Metabolism

    Science.gov (United States)

    Passos, Renato M.; Se, Alexandre B.; Wolff, Vanessa L.; Nobrega, Yanna K. M.; Hermes-Lima, Marcelo

    2006-01-01

    In this article, we report on an experiment designed to improve the learning of metabolic biochemistry by nutrition and medical undergraduate students. Twelve students participated in a monitored lunch and had their blood extracted for analysis: (1) before lunch; (2) 30 min after lunch; and (3) 3 h after lunch. The subjects were divided in two…

  12. How People Learn in an Asynchronous Online Learning Environment: The Relationships between Graduate Students' Learning Strategies and Learning Satisfaction

    Science.gov (United States)

    Choi, Beomkyu

    2016-01-01

    The purpose of this study was to examine the relationships between learners' learning strategies and learning satisfaction in an asynchronous online learning environment. In an attempt to shed some light on how people learn in an online learning environment, one hundred and sixteen graduate students who were taking online learning courses…

  13. Students Preferred Characteristics of Learning Environments in Vocational Secondary Education

    OpenAIRE

    Placklé, Ingeborg

    2014-01-01

    If teachers and teacher educators are willing to support the learning of students, it is important for them to learn what motivates students to engage in learning. Students have their own preferences on design characteristics of powerful learning environments in vocational education. We developed an instrument - the Inventory Powerful Learning Environments in Vocational Education - to measure studentsâ preferences on characteristics of powerful learning environments in voca-tional education. ...

  14. The networked student: A design-based research case study of student constructed personal learning environments in a middle school science course

    Science.gov (United States)

    Drexler, Wendy

    This design-based research case study applied a networked learning approach to a seventh grade science class at a public school in the southeastern United States. Students adapted emerging Web applications to construct personal learning environments for in-depth scientific inquiry of poisonous and venomous life forms. The personal learning environments constructed used Application Programming Interface (API) widgets to access, organize, and synthesize content from a number of educational Internet resources and social network connections. This study examined the nature of personal learning environments; the processes students go through during construction, and patterns that emerged. The project was documented from both an instructional and student-design perspective. Findings revealed that students applied the processes of: practicing digital responsibility; practicing digital literacy; organizing content; collaborating and socializing; and synthesizing and creating. These processes informed a model of the networked student that will serve as a framework for future instructional designs. A networked learning approach that incorporates these processes into future designs has implications for student learning, teacher roles, professional development, administrative policies, and delivery. This work is significant in that it shifts the focus from technology innovations based on tools to student empowerment based on the processes required to support learning. It affirms the need for greater attention to digital literacy and responsibility in K12 schools as well as consideration for those skills students will need to achieve success in the 21st century. The design-based research case study provides a set of design principles for teachers to follow when facilitating student construction of personal learning environments.

  15. K-12 Project Management Education: NASA Hunch Projects

    Science.gov (United States)

    Morgan, Joe; Zhan, Wei; Leonard, Matt

    2013-01-01

    To increase the interest in science, technology, engineering, and math (STEM) among high school students, the National Aeronautics and Space Administration (NASA) created the "High Schools United with NASA to Create Hardware" (HUNCH) program. To enhance the experience of the students, NASA sponsored two additional projects that require…

  16. Building Motivation in the K-12 Art Classroom

    Science.gov (United States)

    Andrews, Page

    2011-01-01

    Student motivation is a universal challenge among teachers of every instructional level and content area. Motivation, particularly in the art classroom, is a challenge for many art educators. My study looks to unwind the intricate web of student motivation and to identify effective motivational strategies that art educators use on a daily basis…

  17. Using Off-the-Shelf Gaming Controllers For Computer Control in the K-12 Classroom

    Science.gov (United States)

    Bourgoin, N. L.; Withee, J.; Segee, M.; Birkel, S. D.; Albee, E.; Koons, P. O.; Zhu, Y.; Segee, B.

    2009-12-01

    In the classroom, the interaction between students, teachers, and datasets is becoming more game like. Software such as GoogleEarth allow students to interact with data on a more personal level; allowing them the dynamically change variables, move arbitrarily, and personalize their experience with the datasets. As this becomes more immersive, traditional software control such as keyboard and mouse begin to hold the student back in terms of intuitive interfacing with the data. This is a problem that has best been tackled by modern gaming systems such as the Wii, XBox 360, and Playstation 3 Systems. By utilizing the solutions given by these gaming systems, it is possible to further a students immersion with a system. Through an NSF ITEST (Information and Technology Experiences for Students and Teachers) grant, researchers at the University of Maine have experimented with using the game controller that is used for interacting with the Nintendo Wii (often called a Wiimote) with existing geodynamic systems in an effort to eases interaction with these systems. Since these game controllers operate using Bluetooth, a common protocol in computing, Wiimotes can easily communicate with existing laptop computers that are issued to Maine students. This paper describes the technical requirements, setup, and usage of Wiimotes as an input device to complex geodynamical systems for use in the K-12 classroom.

  18. Amplifying Student Learning through Volunteering

    Science.gov (United States)

    McFadden, Amanda; Smeaton, Kathleen

    2017-01-01

    Student volunteer experiences are ubiquitous within higher education contexts. Despite this, there is further scope for understanding the qualitatively different ways students experience volunteering. To achieve this an explicit focus on understanding volunteer experiences from the students' perspective and the relationship these experiences have…

  19. Fostering Interdisciplinary Collaboration to Improve Student Learning

    Directory of Open Access Journals (Sweden)

    Ronald A. Styron Jr.

    2014-08-01

    Full Text Available The purpose of this study was to compare the impact on student learning of those enrolled in courses where instructors participated in collegial coaching and peer mentoring. A nonequivalent group design methodology was employed along with an analysis of variance to analyze data. Findings indicated higher mastery levels of student learning outcomes, higher levels of perceived critical thinking and collaboration by students, statistical significance in critical thinking constructs, higher levels of persistence, and more A's and B's and fewer D's and F's in courses where faculty members were mentored as compared to courses where faculty members were not.

  20. Using sediment transport and river restoration to link research and education, and promote K-12 female involvement in STEM fields

    Science.gov (United States)

    Yager, E. M.; Bradley-Eitel, K.

    2011-12-01

    raft trip. The girls also met with women working in various STEM careers as part of an evening program and afterwards indicated that the raft trip and career night were highlights of the program. A key reason for the success of this camp was working with an already established outdoor science school that focuses on teaching scientific inquiry to K-12 students. Finally, we are establishing a permanent field installation of bedload sediment traps, suspended sediment monitoring, and flow measurements in Reynolds Creek Experimental Watershed, a USDA research site just outside of Boise, Idaho. This site will be used to better understand the mechanics of sediment transport in steep streams and will be linked to teaching through graduate class and general public field trips.

  1. What students really learn: contrasting medical and nursing students' experiences of the clinical learning environment.

    Science.gov (United States)

    Liljedahl, Matilda; Boman, Lena Engqvist; Fält, Charlotte Porthén; Bolander Laksov, Klara

    2015-08-01

    This paper explores and contrasts undergraduate medical and nursing students' experiences of the clinical learning environment. Using a sociocultural perspective of learning and an interpretative approach, 15 in-depth interviews with medical and nursing students were analysed with content analysis. Students' experiences are described using a framework of 'before', 'during' and 'after' clinical placements. Three major themes emerged from the analysis, contrasting the medical and nursing students' experiences of the clinical learning environment: (1) expectations of the placement; (2) relationship with the supervisor; and (3) focus of learning. The findings offer an increased understanding of how medical and nursing students learn in the clinical setting; they also show that the clinical learning environment contributes to the socialisation process of students not only into their future profession, but also into their role as learners. Differences between the two professions should be taken into consideration when designing interprofessional learning activities. Also, the findings can be used as a tool for clinical supervisors in the reflection on how student learning in the clinical learning environment can be improved.

  2. The Effects of Student Engagement, Student Satisfaction, and Perceived Learning in Online Learning Environments

    Science.gov (United States)

    Gray, Julie A.; DiLoreto, Melanie

    2016-01-01

    Studies have shown that course organization and structure, student engagement, learner interaction, and instructor presence have accounted for considerable variance in student satisfaction and perceived learning in online learning environments through a range of pathways, although no research to date has tested the mediational relationship…

  3. Climate Change Education Today in K-12: What's Happening in the Earth and Space Science Classroom?

    Science.gov (United States)

    Holzer, M. A.; National Earth Science Teachers Association

    2011-12-01

    Climate change is a highly interdisciplinary topic, involving not only multiple fields of science, but also social science and the humanities. There are many aspects of climate change science that make it particularly well-suited for exploration in the K-12 setting, including opportunities to explore the unifying processes of science such as complex systems, models, observations, change and evolution. Furthermore, this field of science offers the opportunity to observe the nature of science in action - including how scientists develop and improve their understanding through research and debate. Finally, climate change is inherently highly relevant to students - indeed, students today will need to deal with the consequences of the climate change. The science of climate change is clearly present in current science education standards, both at the National level as well as in the majority of states. Nonetheless, a significant number of teachers across the country report difficulties addressing climate change in the classroom. The National Earth Science Teachers Association has conducted several surveys of Earth and space science educators across the country over the past several years on a number of issues, including their needs and concerns, including their experience of external influences on what they teach. While the number of teachers that report external pressures to not teach climate change science are in the minority (and less than the pressure to not teach evolution and related topics), our results suggest that this pressure against climate change science in the K-12 classroom has grown over the past several years. Some teachers report being threatened by parents, being encouraged by administrators to not teach the subject, and a belief that the "two sides" of climate change should be taught. Survey results indicate that teachers in religious or politically-conservative districts are more likely to report difficulties in teaching about climate change than in

  4. Engaging Students' Learning Through a Blended Environment

    Directory of Open Access Journals (Sweden)

    Andrew Stuart

    2013-05-01

    Full Text Available Within the furniture manufacturing industry a high proportion of occupational accidents are as a result of non-compliance to machining regulations and incorrect work practices. Safety training plays an important role in reducing accidents and promoting a safety culture within this sector. This article details an action research study undertaken during the first year of a new Degree in Timber Product Technology, which set out to evaluate the impact a blended learning environment and reusable learning objects (RLOs could have on promoting safe work practices and a safety culture amongst students. A constructivist approach was taken and the module design was underpinned by Kolb’s model of experiential learning, placing more responsibility on the learners for their own learning and encouraging them to reflect upon their experiences. The findings of this study suggest that students with prior industry machining experience required a change in their attitude to machining which was achieved within the practical labs, while students with no machining experiences were intimidated by the learning environment in the practical labs but whose learning experience was enhanced through the use of RLOs and other eLearning resources. In order to reduce occupational accidents in the furniture manufacturing industry the promotion of continuing professional development (CPD training courses is required in order to change workers’ behaviour to machine safety and encourage lifelong learning so as to promote a safety culture within the furniture manufacturing industry.

  5. How Student Game Designers Design Learning into Games

    DEFF Research Database (Denmark)

    Weitze, Charlotte Lærke

    2017-01-01

    This investigation examined how to support students in creating learning designs for specific learning goals in analogue and digital games as a means of learning. The study also explored the learning trajectories that emerged in the digital games created by the student learning-game designers....... The DBR study was developed through three iterations over two years, involving teachers and students in co-design processes. Together with the teachers, an overall learning design supported the learning process for students by inviting them to be their own learning designers as they designed digital...... learning games for specific learning goals in cross-disciplinary subject matters. The findings were that the students succeeded in developing and implementing specific learning goals in their games. The students also developed learning trajectories through the games by designing various learning...

  6. Tablet PC Support of Students' Learning Styles

    Directory of Open Access Journals (Sweden)

    Shreya Kothaneth

    2012-12-01

    Full Text Available In the context of rapid technology development, it comes as no surprise that technology continues to impact the educational domain, challenging traditional teaching and learning styles. This study focuses on how students with different learning styles use instructional technology, and in particular, the tablet PC, to enhance their learning experience. The VARK model was chosen as our theoretical framework as we analyzed responses of an online survey, both from a quantitative and qualitative standpoint. Results indicate that if used correctly, the tablet PC can be used across different learning styles to enrich the educational experience.

  7. e-Learning readiness amongst nursing students at the Durban ...

    African Journals Online (AJOL)

    e-Learning readiness amongst nursing students at the Durban University of ... make the shift from traditional learning to the technological culture of e-Learning at a ... equipment and technological readiness for the change in learning method.

  8. The contexts for student learning: international students in Denmark

    DEFF Research Database (Denmark)

    Hammershøy, Anna; Simonsen, Berit Elsebeth; Miller, Tanja

    The paper focuses on Service, Hospitality and Tourism management education programme at the University College of Northern Denmark. The English-taught international stream is developed in a local context, following a Danish curriculum and employing Danish instructors. The students originate...... primarily from Eastern and Central Europe and are not socialised in the North European educational culture. It takes these students more attempts to pass examinations compared to the Danish students, and their GPA is lower compared to the Danish students. The paper addresses the immediate learning context...

  9. Automotive Mechanics. Student Learning Guides.

    Science.gov (United States)

    Ridge Vocational-Technical Center, Winter Haven, FL.

    These 33 learning guides are self-instructional packets for 33 tasks identified as essential for performance on an entry-level job in automotive mechanics. Each guide is based on a terminal performance objective (task) and 1-9 enabling objectives. For each enabliing objective, some or all of these materials may be presented: learning steps…

  10. EFFECTS OF INQUIRY TRAINING LEARNING MODEL BASED MULTIMEDIA AND MOTIVATION OF PHYSICS STUDENT LEARNING OUTCOMES

    OpenAIRE

    Hayati .; Retno Dwi Suyanti

    2013-01-01

    The objective in this research: (1) Determine a better learning model to improve learning outcomes physics students among learning model Inquiry Training based multimedia and Inquiry Training learning model. (2) Determine the level of motivation to learn in affects physics student learning outcomes. (3) Knowing the interactions between the model of learning and motivation in influencing student learning outcomes. This research is a quasi experimental. The population in this research was all s...

  11. In Defense of the Sage on the Stage: Escaping from the "Sorcery" of Learning Styles and Helping Students Learn How to Learn

    Science.gov (United States)

    Jennings, Marianne M.

    2012-01-01

    Beginning in the late 1980s and early 1990s, higher education was swept up in the theoretical phenomena of mastery learning, cooperative learning, and small-group learning. Professors, instructors, and teachers at the K-12 level became facilitators, guides, supervisors, counselors, and advocates for all things team and group. The thought of a…

  12. Reciprocal Education Experiences In Two GK-12 Programs: Teachers Learning And Students Teaching In Diverse Settings

    Science.gov (United States)

    Mayo, M.; Williams, C.; Rodriguez, T.; Greely, T.; Pyrtle, A. J.; Rivera-Rentas, A. L.; Vilches, M.

    2004-12-01

    The National Science Foundation's Graduate Teaching Fellows in K-12 Education (GK-12) Program has enabled science, technology, engineering and mathematics (STEM) graduate schools across the country to become more active in local area K-12 schools. An overview of a graduate student's experiences, insights gained and lessons learned as a Fellow in the 2003-2004 Universidad Metropolitana's (UMET) environmental science and the 2004-2005 University of South Florida's (USF) ocean science GK-12 Programs is presented. The major goals of the 2003-2004 UMET GK-12 Program were 1) to enrich environmental science teaching and learning via a thematic approach in eight local public schools and 2) to provide UMET graduate students with exposure to teaching methodologies and practical teaching experience. Utilizing examples from local environments in and nearby Carolina, Puerto Rico to teach key science principles at Escuela de la Comunidad Juana Rodriguez Mundo provided numerous opportunities to relate science topics to students' daily life experiences. By 2004, the UMET GK-12 Program had successfully engaged the entire student body (primarily comprised of bilingual minority kindergarten to sixth graders), teachers and school administrators in environment-focused teaching and learning activities. Examples of such activities include tree planting projects to minimize local erosion, conducting a science fair for the first time in many years, and numerous opportunities to experience what "real scientists do" while conducting environmental science investigations. During the 2004-2005 academic year, skills, insights and lessons learned as a UMET GK-12 Fellow are being further enhanced through participation in the USF GK-12 OCEANS Program. The overall objectives of the 2004-2005 USF GK-12 OCEANS assignment at Madeira Beach Elementary School in Saint Petersburg, Florida are to 1) engage students from various ethnic backgrounds and cultures in hands-on science activities, 2) enhance the

  13. Student Achievement in Basic College Mathematics: Its Relationship to Learning Style and Learning Method

    Science.gov (United States)

    Gunthorpe, Sydney

    2006-01-01

    From the assumption that matching a student's learning style with the learning method best suited for the student, it follows that developing courses that correlate learning method with learning style would be more successful for students. Albuquerque Technical Vocational Institute (TVI) in New Mexico has attempted to provide students with more…

  14. Analyses of Student Learning in Global Change

    Science.gov (United States)

    Takle, E. S.; Moser, H.; Sorensen, E. K.

    2004-12-01

    The Global Change course at Iowa State University is a senior undergraduate and graduate level course that has been delivered over the internet with online dialog and learning activities since 1995. Students may enroll in the course as a distance education course, but in doing so they engage in dialog with students in the conventional on-campus face-to-face course. Online delivery and student participation offer opportunities for promoting use of critical thinking skills and collaborative learning not available in face-to-face environments. Students are required to research, post, and defend with authoritative information their positions on a variety of global change issues and specifically identify how they have demonstrated use of critical thinking skills in their online postings. Threaded dialog is used for structuring interactions toward promoting collaborative learning. We analyze collaborative learning by use of a rubric based on the theory of language games. By random selection of 1,350 online dialog comments posted over the last 10 years we evaluated student response to requirements for demonstrating critical thinking skills and collaboration in learning. We found that, by itself, the requirement of demonstrating critical thinking skills in online dialog was insufficient in promoting collaborative learned as measured by the standards of language game theory. But we also found that if an online comment clearly defines a situation and makes a clear expectation of a response, the likelihood is high that a game will be created. And if a game is established, there is a high probability that it will be closed, thereby giving evidence that collaborative learning had occurred. We conclude that a key component in collaborative online learning lies in establishing a lead-off comment that provides sufficient background information to clearly define an engaging situation. It also must include a clear expectation that a response is expected that will provide dialog

  15. H2Oh!: Classroom demonstrations and activities for improving student learning of water concepts

    Science.gov (United States)

    Chan-Hilton, A.; Neupauer, R. M.; Burian, S. J.; Lauer, J. W.; Mathisen, P. P.; Mays, D. C.; Olson, M. S.; Pomeroy, C. A.; Ruddell, B. L.; Sciortino, A.

    2012-12-01

    Research has shown that the use of demonstrations and hands-on activities in the classroom enhances student learning. Students learn more and enjoy classes more when visual and active learning are incorporated into the lecture. Most college-aged students prefer visual modes of learning, while most instruction is conducted in a lecture, or auditory, format. The use of classroom demonstrations provides opportunities for incorporating visual and active learning into the classroom environment. However, while most instructors acknowledge the benefits of these teaching methods, they typically do not have the time and resources to develop and test such activities and to develop plans to incorporate them into their lectures. Members of the Excellence in Water Resources Education Task Committee of the Environmental and Water Resources Institute (EWRI) of the American Society of Civil Engineers (ASCE) have produced a publication that contains a collection of activities aimed to foster excellence in water resources and hydrology education and improve student learning of principles. The book contains forty-five demonstrations and activities that can be used in water-related classes with topics in fluid mechanics, hydraulics, surface water hydrology, groundwater hydrology, and water quality. We present examples of these activities, including topics such as conservation of momentum, buoyancy, Bernoulli's principle, drag force, pipe flow, watershed delineation, reservoir networks, head distribution in aquifers, and molecular diffusion in a porous medium. Unlike full laboratory exercises, these brief demonstrations and activities (most of which take less than fifteen minutes) can be easily incorporated into classroom lectures. For each demonstration, guidance for preparing and conducting the activity, along with a brief overview of the principles that are demonstrated, is provided. The target audience of the activities is undergraduate students, although the activities also may be

  16. Systemic Assessment as a new tool for assessing students learning ...

    African Journals Online (AJOL)

    Systemic Assessment [SA] has been shown to be highly effective new tool in raising the level of students academic achievements, improve their ability to learn by enhancing the process of teaching and learning, and converts students from surface to deep learning. It also allow teacher to monitor students learning ...

  17. Learning Styles and Student Performance in Introductory Economics

    Science.gov (United States)

    Brunton, Bruce

    2015-01-01

    Data from nine introductory microeconomics classes was used to test the effect of student learning style on academic performance. The Kolb Learning Style Inventory was used to assess individual student learning styles. The results indicate that student learning style has no significant effect on performance, undermining the claims of those who…

  18. Students' Preferred Characteristics of Learning Environments in Vocational Secondary Education

    Science.gov (United States)

    Placklé, Ingeborg; Könings, Karen D.; Jacquet, Wolfgang; Struyven, Katrien; Libotton, Arno; van Merriënboer, Jeroen J. G.; Engels, Nadine

    2014-01-01

    If teachers and teacher educators are willing to support the learning of students, it is important for them to learn what motivates students to engage in learning. Students have their own preferences on design characteristics of powerful learning environments in vocational education. We developed an instrument--the Inventory Powerful Learning…

  19. Learning Styles and the Online Classroom: Implications for Business Students

    Science.gov (United States)

    Nastanski, Michael; Slick, Thomas

    2008-01-01

    This paper discusses the importance of student learning styles within a Distance Learning (DL) classroom. The study examines the learning style preferences of online business students as measured by the Kolb Learning Style Inventory and determines if a significant difference in course grades and course completion rates exist between students when…

  20. Student Approaches to Learning and Studying. Research Monograph.

    Science.gov (United States)

    Biggs, John B.

    A common thread in contemporary research in student learning refers to the ways in which students go about learning. A theory of learning is presented that accentuates the interaction between the person and the situation. Research evidence implies a form of meta-cognition called meta-learning, the awareness of students of their own learning…

  1. [Learning strategies of autonomous medical students].

    Science.gov (United States)

    Márquez U, Carolina; Fasce H, Eduardo; Ortega B, Javiera; Bustamante D, Carolina; Pérez V, Cristhian; Ibáñez G, Pilar; Ortiz M, Liliana; Espinoza P, Camila; Bastías V, Nancy

    2015-12-01

    Understanding how autonomous students are capable of regulating their own learning process is essential to develop self-directed teaching methods. To understand how self-directed medical students approach learning in medical schools at University of Concepción, Chile. A qualitative and descriptive study, performed according to Grounded Theory guidelines, following Strauss & Corbin was performed. Twenty medical students were selected by the maximum variation sampling method. The data collection technique was carried out by a semi-structured thematic interview. Students were interviewed by researchers after an informed consent procedure. Data were analyzed by the open coding method using Atlas-ti 7.5.2 software. Self-directed learners were characterized by being good planners and managing their time correctly. Students performed a diligent selection of contents to study based on reliable literature sources, theoretical relevance and type of evaluation. They also emphasized the discussion of clinical cases, where theoretical contents can be applied. This modality allows them to gain a global view of theoretical contents, to verbalize knowledge and to obtain a learning feedback. The learning process of autonomous students is intentional and planned.

  2. The Future of K-12 Computer Science Instruction

    Science.gov (United States)

    Bottoms, Gene; Sundell, Kirsten

    2016-01-01

    Children born since the early 1990s have never known a world in which computer and information technologies are not essential to every aspect of their lives. However, far too many young people, especially low-income and minority youth, lack opportunities to learn about the impact of computer and information technologies on their lives and become…

  3. A Mixed-Method Approach on Digital Educational Games for K12: Gender, Attitudes and Performance

    Science.gov (United States)

    Law, Effie Lai-Chong; Gamble, Tim; Schwarz, Daniel; Kickmeier-Rust, Michael D.; Holzinger, Andreas

    Research on the influence of gender on attitudes towards and performance in digital educational games (DEGs) has quite a long history. Generally, males tend to play such games more engagingly than females, consequently attitude and performance of males using DEGs should be presumably higher than that of females. This paper reports an investigation of a DEG, which was developed to enhance the acquisition of geographical knowledge, carried out on British, German and Austrian K12 students aged between 11 and 14. Methods include a survey on initial design concepts, user tests on the system and two single-gender focus groups. Gender and cultural differences in gameplay habit, game type preferences and game character perceptions were observed. The results showed that both genders similarly improved their geographical knowledge, although boys tended to have a higher level of positive user experience than the girls. The qualitative data from the focus groups illustrated some interesting gender differences in perceiving various aspects of the game.

  4. Motivating medical students to learn teamwork skills.

    Science.gov (United States)

    Aarnio, Matti; Nieminen, Juha; Pyörälä, Eeva; Lindblom-Ylänne, Sari

    2010-01-01

    This study examined teaching teamwork skills to first-year medical students. Teamwork skills focused on verbal communication in PBL-tutorial sessions and in healthcare teams. The aim was to find out how to teach teamwork skills to first-year medical students and how to motivate them to learn these skills. Three consecutive classes of first-year medical students (N = 342) participated in teamwork skills module in the years 2006, 2007 and 2008. After the first year, the introduction to the topic was revised in order to be more motivating to medical students. After each module data were collected with a feedback questionnaire containing numerical and open questions. By analyzing the students' numerical answers and the content of students' open answers regarding the module, we examined how the revised introduction affected students' perceptions of the usefulness of the module. Medical students' feedback in the years 1 (n = 81), 2 (n = 99) and 3 (n = 95) showed that the students found the module in the second and third years significantly more useful than in the first year. These results support earlier findings that clearly stated clinical relevance motivates medical students. When introducing multidisciplinary subjects to medical students, it is important to think through the clinical relevance of the topic and how it is introduced to medical students.

  5. Marshalling Corporate Resources for Public and K-12 Technical Education Outreach and Engagement

    Science.gov (United States)

    Wynne, James

    2011-03-01

    In 1988, the Education Task Force of the Business Roundtable recommended that American corporations invest in pre-college education. Prior to that date, corporate investment was targeted at higher education. IBM and other corporations responded by encouraging their employees and their corporate philanthropic organizations to develop programs aimed at enhancing pre-college education. The IBM TJ Watson Research Center initiated a Local Education Outreach program, active for these past 23 years, that marshals the resources of our science-rich institution to enhance STEM education in our local schools. We have broad and deep partnerships between the Research Center and local school districts, including New York City. We have just completed our 19th consecutive year of Family Science Saturdays, which brings 4th and 5th grade children, along with their parents, to our Research Center for hands-on workshops in topics like States of Matter, Polymer Science, Kitchen Chemistry, and Sound and Light. The workshops are staffed by IBM volunteers, assisted by local high school student ``Peer Teachers.'' Since 1990, the IBM Corporation has joined with a coalition of other companies, professional engineering societies, and government agencies to sponsor the annual Engineers Week (EWeek) campaign of technical education outreach, serving as Corporate Chair in 1992, 2001, and 2008. In recent years, we have annually recruited around 5000 IBM volunteers to reach out to more than 200,000 K-12 students in order to increase their awareness and appreciation of technical careers and encourage them to continue their studies of STEM (science, technology, engineering, and mathematics). The speaker, who helped found the APS Forum on Education (FED) and served as FED Councillor for 8 years, will review these and other programs for Public and K-12 Technical Education Outreach and Engagement.

  6. Educational Technology: A Review of the Integration, Resources, and Effectiveness of Technology in K-12 Classrooms

    Directory of Open Access Journals (Sweden)

    Adolph Delgado

    2015-09-01

    Full Text Available There is no questioning that the way people live, interact, communicate, and conduct business is undergoing a profound, rapid change. This change is often referred to as the “digital revolution,” which is the advancement of technology from analog, electronic and mechanical tools to the digital tools available today. Moreover, technology has begun to change education, affecting how students acquire the skill sets needed to prepare for college and a career and how educators integrate digital technological instructional strategies to teach. Numerous studies have been published discussing the barriers of integrating technology, the estimated amount of investment that is needed in order to fully support educational technology, and, of course, the effectiveness of technology in the classroom. As such, this article presents a critical review of the transitions that technology integration has made over the years; the amount of resources and funding that has been allocated to immerse school with technology; and the conflicting results presented on effectiveness of using is technology in education. Through synthesis of selected themes, we found a plethora of technological instructional strategies being used to integrate technology into K-12 classrooms. Also, though there have been large investments made to integrate technology into K-12 classrooms to equip students with the skills needed to prepare for college and a career, the practical use of this investment has not been impressive. Lastly, several meta-analyses showed promising results of effectiveness of technology in the classroom. However, several inherent methodological and study design issues dampen the amount of variance that technology accounts for.

  7. ALTEC Learning Games: Successful Integration of Learning and Gaming

    Science.gov (United States)

    Bacon, Melanie A.; Ault, Marilyn M.

    2009-01-01

    Of the 53 million K-12 students in the United States, 93%, or 51 million, of them play video games (Etuk, 2008). ALTEC Learning Games utilize the excitement of video games to engage students and provide teachers authentic online resources that reinforce skills in math and language arts. Our recent work was partially supported by a partnership with…

  8. Selection of Learning Media Mathematics for Junior School Students

    Science.gov (United States)

    Widodo, Sri Adi; Wahyudin

    2018-01-01

    One of the factors that determine the success of mathematics learning is the learning media used. Learning media can help students to create mathematical abstract mathematics that is abstract. In addition to media, meaningful learning is a learning that is adapted to the students' cognitive development. According to Piaget, junior high school…

  9. Perceptions of Crisis Management in a K-12 School District

    Science.gov (United States)

    Tucker, Joy

    2012-01-01

    This multiple-case qualitative study was conducted to examine the perceptions of community members, students, and staff regarding school crisis management following a 2006 tornado and 2010 bus accident in a small rural school district in Missouri. Online surveys were collected from 66 participants, and 10 follow-up interviews were completed with…

  10. Complete Copyright for K-12 Librarians and Educators

    Science.gov (United States)

    Russell, Carrie

    2012-01-01

    School librarians and educators have specific copyright questions that are often glossed over in larger books on the subject. Now, thanks to best-selling copyright authority Carrie Russell, there's a resource just for them, offering clear guidance for providing materials to students while carefully observing copyright law. Using whimsical…

  11. School District (K-12) Pandemic Influenza Planning Checklist

    Science.gov (United States)

    Centers for Disease Control and Prevention, 2009

    2009-01-01

    Local educational agencies (LEAs) play an integral role in protecting the health and safety of their district's staff, students and their families. The Department of Health and Human Services (HHS) and the Centers for Disease Control and Prevention (CDC) have developed this checklist to assist LEAs in developing and/or improving plans to prepare…

  12. Digital Citizenship in K-12: It Takes a Village

    Science.gov (United States)

    Hollandsworth, Randy; Dowdy, Lena; Donovan, Judy

    2011-01-01

    Digital citizenship encompasses a wide range of behaviors with varying degrees of risk and possible negative consequences. Lack of digital citizenship awareness and education can, and has, led to problematic, even dangerous student conduct. If our educational village does not address these issues, the digital culture establishes its own direction,…

  13. State K-12 Broadband Leadership: Driving Connectivity and Access

    Science.gov (United States)

    Fox, Christine; Jones, Rachel

    2016-01-01

    In this report, State Educational Technology Directors Association (SETDA) builds upon the research and recommendations from prior publications with a focus on the role of state leadership in supporting districts and schools to increase high-speed connectivity and access for students and educators. SETDA firmly believes that high-speed broadband…

  14. NASA Education Activity Training (NEAT): Professional Development for Montana K-12 Teachers

    Science.gov (United States)

    Williamson, Kathryn; McKenzie, D.; Des Jardins, A.; Key, J.; Kanode, C.; Willoughby, S.

    2012-05-01

    Piloted during the 2011-2012 academic year, the NASA Education Activity Training (NEAT) teacher workshop program has introduced five solar astronomy and space weather activities to over forty Montana K-12 teachers. Because many Montana schools are geographically isolated (40% of Montana students live more than 50 miles from a city) and/or serve traditionally underrepresented groups (primarily Native Americans), professional development for teachers can be costly and time consuming. However, with funding shared by the Atmospheric Imaging Assembly EPO team and the Montana Space Grant Consortium, graduate student specialists are able to host the two-hour NEAT workshops on-site at the schools free of charge, and participating teachers earn two continuing education credits. Leveraging the existing catalogue of research-based NASA activities, the featured NEAT activities were chosen for their ease-of-use and applicability to Montana science standards. These include three advanced activities for older students, such as a paper plate activity for the June 5th, 2012 Transit of Venus, Kinesthetic Astronomy, and the Herschel Infrared experiment, along with two simpler activities for the younger students, such as Solar Cookies and the Electromagnetic War card game. Feedback surveys show that NEAT workshop participants were interested and engaged in the activities and planned on using the activities in their classrooms. With such positive responses, the NEAT program has been a huge success and can serve as a model for other institutions looking to increase their space public outreach and education.

  15. Preference Learning Style in Engineering Mathematics: Students' Perception of E-Learning

    Science.gov (United States)

    Tawil, Norngainy Mohd; Ismail, Nur Arzilah; Asshaari, Izamarlina; Othman, Haliza; Zaharim, Azami; Bahaludin, Hafizah

    2013-01-01

    Nowadays, traditional learning styles are assisted with e-learning components to ensure the effectiveness of the teaching and learning process, especially for the students. This approach is known as blended learning. Objective of this paper is to investigate and clarify the students' preferences in learning style, either traditional or e-learning.…

  16. Problem Based Learning - Linking Students and Industry

    DEFF Research Database (Denmark)

    Fink, Flemming K.

    2006-01-01

    WG2_G4 Problem based learning – linking students and industry: a case study from Aalborg, Denmark Flemming K. Flink ELITE Aalborg University In Aalborg University, Denmark, all study programmes are organised around inter-disciplinary project work in groups. Up to 50% of the study work is problem-...... is essentially problem solving. The presentation looks into on campus POPBL and the Facilitated Work Based Learning (FBL) for continuing education. It also presents case examples of POPBL work....

  17. Teachers’ Learning Design Practice for Students as Learning Designers

    DEFF Research Database (Denmark)

    Levinsen, Karin Tweddell; Sørensen, Birgitte Holm

    2018-01-01

    that simultaneously scaffold students’ subject-related inquiry, agency, reflection and learning. Research studies have documented that this approach constitutes arenas that support students’ deep learning and mastery of both transdisciplinary and subject matter, along with their acquisition of digital literacy and 21......This paper contributes with elements of an emerging learning design methodology. The paper takes as its starting point the theory of Students as Learning Designers, which was developed by Sørensen and Levinsen and based on more than a decade of research-and-development projects in Danish primary...... schools (first to 10th grade). The research focussed on information and communication technology (ICT) within the Scandinavian tradition of Problem Oriented Project Pedagogy (POPP), Problem Based Learning (PBL) and students’ production. In recent years, the projects that provide the grounding...

  18. Miscellany of Students' Satisfaction in an Asynchronous Learning Environment

    Science.gov (United States)

    Larbi-Siaw, Otu; Owusu-Agyeman, Yaw

    2017-01-01

    This study investigates the determinants of students' satisfaction in an asynchronous learning environment using seven key considerations: the e-learning environment, student-content interaction, student and student interaction, student-teacher interaction, group cohesion and timely participation, knowledge of Internet usage, and satisfaction. The…

  19. Learning experience in endodontics: Brazilian students' perceptions.

    Science.gov (United States)

    Seijo, Marilia O S; Ferreira, Efigênia F; Ribeiro Sobrinho, Antônio P; Paiva, Saul M; Martins, Renata C

    2013-05-01

    Including students' perceptions in the educational process is considered a key component in monitoring the quality of academic programs. This study aimed to evaluate the concept of one's learning experience in endodontic teaching from the perspective of a group of Brazilian students. A total of 126 self-administered, structured questionnaires were distributed to undergraduate dental students enrolled in endodontics courses during the second semester of the 2009 academic year. The questionnaires were administered during final examinations and focused on students' opinions concerning learning during endodontic treatments, time spent during endodontic treatments, difficulties found during endodontic treatments, quality of endodontic treatments performed, characteristics of the technique employed, and suggestions to improve endodontic teaching. Ninety-one percent of the questionnaires were returned for evaluation. The obtained answers were discussed and analyzed, thereby generating quantitative and qualitative data showing students' perceptions of their experiences in endodontics courses. The main points that can affect the teaching of endodontics, according to the undergraduate students, included patients' absences and delays, selection of patients, preclinical and clinical training, difficulties found, type of technique employed, and teachers' orientation during endodontic treatment. The students' perceptions provided valuable information about the development of the course and the teacher-student relationship, together with the added intention of enhancing the teaching of endodontics as well as other courses.

  20. How do openers contribute to student learning?

    Directory of Open Access Journals (Sweden)

    Amber Zertuche

    2012-11-01

    Full Text Available Openers, or brief activities that initiate a class, routinely take up classroom time each day yet little is known about how to design these activities so they contribute to student learning. This study uses technology-enhanced learning environments to explore new opportunities to transform Openers from potentially busy work to knowledge generating activities. This study compares the impact of teacher-designed Openers, Opener designs based on recent research emphasizing knowledge integration, and no Opener for an 8th grade technology-enhanced inquiry science investigation. Results suggest that students who participate in a researcher-designed Opener are more likely to revisit and refine their work, and to make significant learning gains, than students who do not participate in an Opener. Students make the greatest gains when they revisit key evidence in the technology-enhanced curriculum unit prior to revision. Engaging students in processes that promote knowledge integration during the Opener motivate students to revise their ideas. The results suggest design principles for Openers in technology-enhanced instruction.

  1. The Learning Styles of Students Related to Individualized Typewriting Instruction

    Science.gov (United States)

    Schmidt, B. June

    1983-01-01

    Discusses a study which indicated that relationships exist between students' learning styles and their attitudes toward individualized, competency-based typewriting instruction, particularly for beginning students. (JOW)

  2. A blended learning program on undergraduate nursing students' learning of electrocardiography.

    Science.gov (United States)

    Jang, Keum-Seong; Kim, Yun-Min; Park, Soon-Joo

    2006-01-01

    This study sought to evaluate the feasibility of applying the blended learning program that combines the advantages of face-to-face(FTF) learning and e-learning. The blended learning program was developed by the authors and implemented for 4 weeks. 56 senior nursing students were recruited at a university in Korea. Significant improvement was noted in learning achievement. No significant differences were noted between FTF and web-based learning in learning motivation. Learning satisfaction and students' experience in taking this course revealed some positive effects of blended learning. The use of blended learning program for undergraduate nursing students will provide an effective learning model.

  3. Learning styles: The learning methods of air traffic control students

    Science.gov (United States)

    Jackson, Dontae L.

    In the world of aviation, air traffic controllers are an integral part in the overall level of safety that is provided. With a number of controllers reaching retirement age, the Air Traffic Collegiate Training Initiative (AT-CTI) was created to provide a stronger candidate pool. However, AT-CTI Instructors have found that a number of AT-CTI students are unable to memorize types of aircraft effectively. This study focused on the basic learning styles (auditory, visual, and kinesthetic) of students and created a teaching method to try to increase memorization in AT-CTI students. The participants were asked to take a questionnaire to determine their learning style. Upon knowing their learning styles, participants attended two classroom sessions. The participants were given a presentation in the first class, and divided into a control and experimental group for the second class. The control group was given the same presentation from the first classroom session while the experimental group had a group discussion and utilized Middle Tennessee State University's Air Traffic Control simulator to learn the aircraft types. Participants took a quiz and filled out a survey, which tested the new teaching method. An appropriate statistical analysis was applied to determine if there was a significant difference between the control and experimental groups. The results showed that even though the participants felt that the method increased their learning, there was no significant difference between the two groups.

  4. Active Commuting among K-12 Educators: A Study Examining Walking and Biking to Work

    OpenAIRE

    Bopp, Melissa; Hastmann, Tanis J.; Norton, Alyssa N.

    2013-01-01

    Background. Walking and biking to work, active commuting (AC) is associated with many health benefits, though rates of AC remain low in the US. K-12 educators represent a significant portion of the workforce, and employee health and associated costs may have significant economic impact. Therefore, the purpose of this study was to examine the current rates of AC and factors associated with AC among K-12 educators. Methods. A volunteer sample of K-12 educators (n = 437) was recruited to partici...

  5. Communicating Learning Outcomes and Student Performance through the Student Transcript

    Science.gov (United States)

    Kenyon, George; Barnes, Cynthia

    2010-01-01

    The university accreditation process now puts more emphasis on self assessment. This change requires universities to identify program objectives, performance indicators, and areas for improvement. Many accrediting institutions are requiring that institutions communicate clearly to constituents: 1) what learning outcomes were achieved by students,…

  6. Students' Engagement with Learning Technologies

    Science.gov (United States)

    Larkin, Derek; Huett, Kim C.

    2013-01-01

    This paper seeks to add to the discussion surrounding young adults' relationship and engagement with learning technologies, exploring whether they naturally engage with these technologies when the use of them is either compulsory or optional. We discuss our findings in relation to whether young people are truly engaging with technologies or…

  7. Can undergraduate students learn effectuation?

    DEFF Research Database (Denmark)

    Robinson, Sarah; Günzel-Jensen, Franziska

    effectuation it must be considered as a critical element from the initial meeting with the students. Teaching undergraduate students presents a range of challenges and teachers of entrepreneurship need to carefully consider how they approach teaching of effectuation in the classroom. Value....../Originality: This paper makes a two important contributions: First, we add to the literature on entrepreneurship education by informing the gap in our understanding of the mis-match between what we want to achieve and what we actually achieve in our classrooms when teaching effectuation. Second, we contribute...

  8. The Effect of Cooperative Learning on the Learning Approaches of Students with Different Learning Styles

    Science.gov (United States)

    Çolak, Esma

    2015-01-01

    Problem Statement: For this study, a cooperative learning process was designed in which students with different learning styles could help each other in heterogeneous groups to perform teamwork-based activities. One aspect deemed important in this context was whether the instructional environment designed to reach students with different learning…

  9. Improving Climate Literacy Using The Ice Sheet System Model (ISSM): A Prototype Virtual Ice Sheet Laboratory For Use In K-12 Classrooms

    Science.gov (United States)

    Halkides, D. J.; Larour, E. Y.; Perez, G.; Petrie, K.; Nguyen, L.

    2013-12-01

    Statistics indicate that most Americans learn what they will know about science within the confines of our public K-12 education system and the media. Next Generation Science Standards (NGSS) aim to remedy science illiteracy and provide guidelines to exceed the Common Core State Standards that most U.S. state governments have adopted, by integrating disciplinary cores with crosscutting ideas and real life practices. In this vein, we present a prototype ';Virtual Ice Sheet Laboratory' (I-Lab), geared to K-12 students, educators and interested members of the general public. I-Lab will allow users to perform experiments using a state-of-the-art dynamical ice sheet model and provide detailed downloadable lesson plans, which incorporate this model and are consistent with NGSS Physical Science criteria for different grade bands (K-2, 3-5, 6-8, and 9-12). The ultimate goal of this website is to improve public climate science literacy, especially in regards to the crucial role of the polar ice sheets in Earth's climate and sea level. The model used will be the Ice Sheet System Model (ISSM), an ice flow model developed at NASA's Jet Propulsion Laboratory and UC Irvine, that simulates the near-term evolution of polar ice sheets (Greenland and Antarctica) and includes high spatial resolution capabilities and data assimilation to produce realistic simulations of ice sheet dynamics at the continental scale. Open sourced since 2011, ISSM is used in cutting edge cryosphere research around the globe. Thru I-Lab, students will be able to access ISSM using a simple, online graphical interface that can be launched from a web browser on a computer, tablet or smart phone. The interface will allow users to select different climate conditions and watch how the polar ice sheets evolve in time under those conditions. Lesson contents will include links to background material and activities that teach observation recording, concept articulation, hypothesis formulation and testing, and

  10. Students learning across differences in a multi-disciplinary virtual ...

    African Journals Online (AJOL)

    Despite desegregation, and educational policies calling for increased inclusivity in higher education, students in South Africa generally continue to have homogenous social and learning experiences. This article reports on a collaborative student learning community across three disciplines at two universities.

  11. Teaching chemistry to students with learning difficulties: exemplary ...

    African Journals Online (AJOL)

    Teaching chemistry to students with learning difficulties: exemplary adaptive instructional practices of experienced teachers. ... Arguably, today's science classrooms are witnessing a situation in which students experience a special learning ...

  12. University of Limpopo student nurses' clinical learning experiences ...

    African Journals Online (AJOL)

    University of Limpopo student nurses' clinical learning experiences in a public hospital at ... was applied to explore and describe the experiences of student nurses' clinical learning ... The ethical principles relevant to the study were observed.

  13. Can teachers motivate students to learn?

    NARCIS (Netherlands)

    Thoonen, E.E.J.; Sleegers, P.J.C.; Peetsma, T.T.D.; Oort, F.J.

    2011-01-01

    Research on motivation has mainly concentrated on the role of goal orientation and self‐evaluation in conducting learning activities. In this paper, we examine the relative importance of teachers’ teaching and their efficacy beliefs to explain variation in student motivation. Questionnaires were

  14. Learning experiences of physiotherapy students during primary ...

    African Journals Online (AJOL)

    Background. Primary healthcare (PHC) is necessary to address the health needs of communities. It creates the opportunity for the attainment of curricular outcomes through community-based education. Appropriate learning opportunities are needed to enable students to develop the necessary skills to attain these outcomes ...

  15. Workplace Stress and the Student Learning Experience

    Science.gov (United States)

    Stevenson, Anne; Harper, Sarah

    2006-01-01

    Purpose: To investigate the possible effects of workplace stress in academics on the student learning experience. Design/methodology/approach: Questionnaires were designed and distributed to all academic staff at a Scottish Higher Education Institute. This measured perceived levels of stress amongst academic staff and the possible impact of this…

  16. Some Factors Effected Student's Calculus Learning Outcome

    Science.gov (United States)

    Rajagukguk, Wamington

    2016-01-01

    The purpose of this study is to determine the factors effected calculus learning outcome of the student. This study was conducted with 176 respondents, which were selected randomly. The data were obtained by questionnaire, and then analyzed by using multiple regressions, and correlation, at level of a = 0.05. The findings showed there is the…

  17. Relationship between learning resources and student's academic ...

    African Journals Online (AJOL)

    The study investigated relationship between learning resources and student's academic achievement in science subjects in Taraba State Secondary Schools. A total of 35 science teachers and 18 science head of departments from 6 schools from three geopolitical zones of Taraba State were involved in the study.

  18. Capstone Portfolios and Geography Student Learning Outcomes

    Science.gov (United States)

    Mossa, Joann

    2014-01-01

    Due to increasing demands regarding student learning outcomes and accreditation, a capstone portfolio was added to assess critical thinking and communication skills of geography majors at a large public university in the USA. The portfolio guidelines were designed to be adaptable to a flexible curriculum where about half of the requirements within…

  19. Students' Pressure, Time Management and Effective Learning

    Science.gov (United States)

    Sun, Hechuan; Yang, Xiaolin

    2009-01-01

    Purpose: This paper aims to survey the status quo of the student pressure and the relationship between their daily time management and their learning outcomes in three different types of higher secondary schools at Shenyang, the capital city of Liaoning Province in mainland China. Design/methodology/approach: An investigation was carried out in 14…

  20. Testing Methodology in the Student Learning Process

    Science.gov (United States)

    Gorbunova, Tatiana N.

    2017-01-01

    The subject of the research is to build methodologies to evaluate the student knowledge by testing. The author points to the importance of feedback about the mastering level in the learning process. Testing is considered as a tool. The object of the study is to create the test system models for defence practice problems. Special attention is paid…

  1. Educating Students with Learning Disabilities in Taiwan

    Science.gov (United States)

    Hsiao, Yun-Ju

    2011-01-01

    In East Asia, Taiwan is one of only a few countries that has a clear definition of learning disabilities (LD) as well as operational criteria for the identification of LD. In Taiwan, special education services for students with LD are mandated in the Special Education Act of 1984. According to the official statistics from the Taiwanese Special…

  2. School Improvement Model to Foster Student Learning

    Science.gov (United States)

    Rulloda, Rudolfo Barcena

    2011-01-01

    Many classroom teachers are still using the traditional teaching methods. The traditional teaching methods are one-way learning process, where teachers would introduce subject contents such as language arts, English, mathematics, science, and reading separately. However, the school improvement model takes into account that all students have…

  3. Enhancing Student Learning through Scaffolded Client Projects

    Science.gov (United States)

    Tomlinson, Elizabeth

    2017-01-01

    This article reports on the current status of client projects (CPs) in business communication courses, provides a scaffolded model for implementing CP, and assesses student learning in CPs. Using a longitudinal mixed method research design, survey data and qualitative materials from six semesters are presented. The instructor survey indicated need…

  4. Scaffolding student engagement via online peer learning

    International Nuclear Information System (INIS)

    Casey, M M; Bates, S P; Galloway, K W; Galloway, R K; Hardy, J A; Kay, A E; Kirsop, P; McQueen, H A

    2014-01-01

    We describe one aspect of a UK inter-institutional project wherein an online tool was used to support student generation of multiple choice questions. Across three universities and in five modules in physics, chemistry and biology, we introduced the PeerWise online system as a summative assessment tool in our classes, the desire being to increase student engagement, academic attainment and level of cognitive challenge. Engagement with the system was high with many students exceeding the minimum requirements set out in the assessment criteria. We explore the nature of student engagement and describe a working model to enable high-impact student-learning and academic gain with minimal instructor intervention. (paper)

  5. Cool Science Explains a Warming World: Using Ice Core Science to Bridge the Gap Between Researchers and the K-12 Classroom

    Science.gov (United States)

    Huffman, L. T.

    2017-12-01

    Changing ice has urgent implications for people around the world. The Ice Drilling Program Office (IDPO) provides scientific leadership and oversight of ice coring and drilling activities funded by the US National Science Foundation and also has goals to enhance education and communication of current research information. In a time when misinformation is rampant and climate change science is suspect, it is essential that students receive accurate scientific information and engage in learning activities that model complex ideas through engaging and age appropriate ways, while also learning to validate and recognize reliable sources. The IDPO Education and Outreach (EO) office works to create resources, activities and professional development that bridge the gap between ice core science research and educators and their students. Ice core science is on the cutting edge of new discoveries about climate change and understanding better the past to predict the future. Hands-on inquiry activities based on ice core data allow teachers to lead their students to new discoveries about climate secrets hidden deep in the ice. Capitalizing on the inherent interest in the extremes of the Polar Regions, IDPO materials engage students in activities aligned with NGSS standards. Ice drilling technologies make an ideal platform for intertwining engineering concepts and practices with science research to meet the SEP (Science and Engineering Practices) in the NGSS. This session will highlight how the IDPO EO office has built a community of ice core scientists willing to take part in education and outreach projects and events and share some of the resources available to K-12 educators. We will highlight some of the successes and lessons learned as we continually evolve our work toward more effective science education and communication highlighting ice core and climate change science.

  6. Accounting Student's Learning Approaches And Impact On Academic Performance

    OpenAIRE

    Ismail, Suhaiza

    2009-01-01

    The objective of the study is threefold. Firstly, the study explores the learning approaches adopted by students in completing their Business Finance. Secondly, it examines the impact that learning approaches has on the student's academic performance. Finally, the study considers gender differences in the learning approaches adopted by students and in the relationship between learning approaches and academic performance. The Approaches and Study Skills Inventory for Students (ASSIST) was used...

  7. Cooperative Learning, Responsibility, Ambiguity, Controversy and Support in Motivating Students

    Directory of Open Access Journals (Sweden)

    Ronald Brecke, PhD

    2007-08-01

    Full Text Available This paper argues that student motivation is nurtured more by intrinsic rather than extrinsic rewards. Rather than relying on grades alone to stimulate students, this paper explores how engendering a natural critical learning environment can give students a sense of ownership in their own learning and lead to their commitment to that learning. We examine uses of cooperative learning, shared responsibility, ambiguity, controversy and support in student motivation.

  8. Cooperative Learning, Responsibility, Ambiguity, Controversy and Support in Motivating Students

    Directory of Open Access Journals (Sweden)

    Ronald Brecke

    2007-01-01

    Full Text Available This paper argues that student motivation is nurtured more by intrinsic rather than extrinsic rewards. Rather than relying on grades alone to stimulate students, this paper explores how engendering a natural critical learning environment can give students a sense of ownership in their own learning and lead to their commitment to that learning. We examine uses of cooperative learning, shared responsibility, ambiguity, controversy and support in student motivation.

  9. Cooperative Learning and Learning Achievement in Social Science Subjects for Sociable Students

    Science.gov (United States)

    Herpratiwi; Darsono; Sasmiati; Pujiyatli

    2018-01-01

    Purpose: The research objective was to compare students' learning achievement for sociable learning motivation students in social science (IPS) using cooperative learning. Research Methods: This research used a quasi-experimental method with a pre-test/post-test design involving 35 fifth-grade students. The learning process was conducted four…

  10. Implementing Collaborative Learning in Prelicensure Nursing Curricula: Student Perceptions and Learning Outcomes.

    Science.gov (United States)

    Schoening, Anne M; Selde, M Susan; Goodman, Joely T; Tow, Joyce C; Selig, Cindy L; Wichman, Chris; Cosimano, Amy; Galt, Kimberly A

    2015-01-01

    This study evaluated learning outcomes and student perceptions of collaborative learning in an undergraduate nursing program. Participants in this 3-phase action research study included students enrolled in a traditional and an accelerated nursing program. The number of students who passed the unit examination was not significantly different between the 3 phases. Students had positive and negative perceptions about the use of collaborative learning.

  11. Using Webquest in Learning Grammar: Students' Perceptions in Higher Education

    Science.gov (United States)

    Irzawati, Ira

    2013-01-01

    Webquest is an internet based learning tool that can be used by students in learning English. This study investigates students' perceptions about the use of Webquest to support learning grammar in Higher Education. Seventy-two of second semester students were involved as participants in this study. Questionnaire and interview were used to collect…

  12. Preparing Students for Flipped or Team-Based Learning Methods

    Science.gov (United States)

    Balan, Peter; Clark, Michele; Restall, Gregory

    2015-01-01

    Purpose: Teaching methods such as Flipped Learning and Team-Based Learning require students to pre-learn course materials before a teaching session, because classroom exercises rely on students using self-gained knowledge. This is the reverse to "traditional" teaching when course materials are presented during a lecture, and students are…

  13. Original Science-Based Music and Student Learning

    Science.gov (United States)

    Smolinski, Keith

    2010-01-01

    American middle school student science scores have been stagnating for several years, demonstrating a need for better learning strategies to aid teachers in instruction and students in content learning. It has also been suggested by researchers that music can be used to aid students in their learning and memory. Employing the theoretical framework…

  14. Attendance Policies, Instructor Communication, Student Attendance, and Learning

    Science.gov (United States)

    Snyder, Jason; Frank, Lisa A. C.

    2016-01-01

    The authors utilized a quasiexperimental design across five sections of a managerial communication course (N = 150) to test the role of course policies and student perceptions of the instructor in influencing student absenteeism and three indicators of student learning: grades, affective learning, and cognitive learning. The experimental group…

  15. Students' Perceptions on Intrapreneurship Education--Prerequisites for Learning Organisations

    Science.gov (United States)

    Kansikas, Juha; Murphy, Linda

    2010-01-01

    The aim of this qualitative study is to understand the prerequisites for learning organisations (LO) as perceived by university students. Intrapreneurship education offers possibilities to increase student's adaptation of learning organisation's climate and behaviour. By analysing students' perceptions, more information about learning organisation…

  16. Using Scaffolding to Improve Student Learning in Legal Environment Courses

    Science.gov (United States)

    May, Diane

    2014-01-01

    Students taking the initial legal environment course in a business school generally have little background in the law. Most of these students are learning new terms and are exposed to the workings of the legal system and statutes and cases for the first time. Some students have characterized learning the law as like "learning a new…

  17. Strategies to Improve Learning of All Students in a Class

    Science.gov (United States)

    Suraishkumar, G. K.

    2018-01-01

    The statistical distribution of the student learning abilities in a typical undergraduate engineering class poses a significant challenge to simultaneously improve the learning of all the students in the class. With traditional instruction styles, the students with significantly high learning abilities are not satisfied due to a feeling of…

  18. Cooperative Learning, Responsibility, Ambiguity, Controversy and Support in Motivating Students

    Science.gov (United States)

    Brecke, Ronald; Jensen, Jacy

    2007-01-01

    This paper argues that student motivation is nurtured more by intrinsic rather than extrinsic rewards. Rather than relying on grades alone to stimulate students, this paper explores how engendering a natural critical learning environment can give students a sense of ownership in their own learning and lead to their commitment to that learning. We…

  19. Fostering Sustained Learning among Undergraduate Students: Emerging Research and Opportunities

    Science.gov (United States)

    Chemosit, Caroline; Rugutt, John; Rugutt, Joseph K.

    2017-01-01

    Keeping students engaged and receptive to learning can, at times, be a challenge. However, by the implementation of new methods and pedagogies, instructors can strengthen the drive to learn among their students. "Fostering Sustained Learning Among Undergraduate Students: Emerging Research and Opportunities" is an essential publication…

  20. Width, Length, and Height Conceptions of Students with Learning Disabilities

    Science.gov (United States)

    Güven, N. Dilsad; Argün, Ziya

    2018-01-01

    Teaching responsive to the needs of students with learning disabilities (LD) can be provided through understanding students' conceptions and their ways of learning. The current research, as a case study based on qualitative design, aimed to investigate the conceptions of students with learning disabilities with regard to the different…