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Use of Google Earth, Cyber Databases, and Geotagged Photos to Enhance Students’ Scientific Practices and Understanding
Wang, S.-K. Hsu, H.-Y. & Jean Posada. (2014). Use of Google Earth, Cyber Databases, and Geotagged Photos to Enhance Students’ Scientific Practices and Understanding. Science Scope, 37(6), 37-42.
Using Google Earth, Cyber Databases, and Geotagged Photos to Enhance Students’ Scientific Practices and Understanding of Darwin’s Theory of Evolution
Technologies and Reformed-Based Science Instruction: The Examination of a Professional Development Model Focused on Supporting Science Teaching and Learning with Technologies
While access to computers, other technologies, and cyber-enabled resources that could be leveraged for enhancing student learning in science is increasing, generally it has been found that teachers use technology more for administrative purposes or to support traditional instruction. This use of technology, especially to support traditional instruction, sits in opposition to most recent standards documents in science education that call for student involvement in evidence-based sense-making activities.
What’s happening in the Quantified Self movement?
Core Pedagogy: Individual Uncertainty, Shared Practice, Formative Ethos
Exploring iconic interpretation and mathematics teacher development through clinical simulations
Field placements serve as the traditional ‘clinical’ experience for prospective mathematics teachers to immerse themselves in the mathematical challenges of students. This article reports data from a different type of learning experience, that of a clinical simulation with a standardized individual. We begin with a brief background on medical education’s long-standing use of standardized patients, and the recent diffusion of clinical simulations to teacher and school leader preparation contexts.
In Step with the New Science Standards
Whether your state has adopted the Next Generation Science Standards or will soon revise its own science standards, one thing is clear: Change is underway—in what is learned, in how we teach, and in how we assess. This is more of a revolution than just another iteration of the same old stuff. It's a dramatic shift in the expectations that we have for all students.
Let's look at five ways that the new science standards will influence teaching and learning and five recommendations that can help ensure success as you begin your journey.
The Next Generation Science Standards can transform how teaching and learning unfold in the classroom. Here's what they look like —and how you can get started.
2015 Informational Webinar on the NSF CAREER Program Resources
The Faculty Early Career Development (CAREER) Program is a Foundation-wide activity that offers the National Science Foundation's most prestigious awards in support of junior faculty who exemplify the role of teacher-scholars through outstanding research, excellent education and the integration of education and research within the context of the mission of their organizations.
The Faculty Early Career Development (CAREER) Program is a Foundation-wide activity that offers the National Science Foundation's most prestigious awards in support of junior faculty who exemplify the role of teacher-scholars through outstanding research, excellent education and the integration of education and research within the context of the mission of their organizations.
Topical Listings of DR K-12 Projects
CADRE has compiled sortable Excel lists of DR K-12 projects that work in a particular topic area (e.g., algebra, earth science) or with a particular target audience. These lists can be useful tools in writing proposals for conferences or future projects, identifying potential collaborators, or learning more about the work of others in your field.
Charting the Impact of Federal Spending for Education Research
Impact evaluation plays a critical role in determining whether federally funded research programs in science, technology, engineering, and mathematics are wise investments. This paper develops quantitative methods for program evaluation and applies this approach to a flagship National Science Foundation–funded education research program, Research and Evaluation on Education in Science and Engineering (REESE).
Impact evaluation plays a critical role in determining whether federally funded research programs in science, technology, engineering, and mathematics are wise investments. This paper develops quantitative methods for program evaluation and applies this approach to a flagship National Science Foundation–funded education research program, Research and Evaluation on Education in Science and Engineering (REESE).