Way to promote multiple means of engagement around a topic.
Way to promote multiple means of engagement around a topic.
Online tool students can post responses to that allows for multiple means of expression, representation.
Online tool students can post responses to that allows for multiple means of expression, representation.
Promotes video responses and discussion around a topic.
Promotes video responses and discussion around a topic.
Hapgood, S., Paprzycki, P., Czerniak, C.M. (2019). Scientific Inquiry for Young Children: Linking Teacher Professional Development and Family Engagement to Improve Student Achievement. Paper presented at the Society for Research on Child Development conference [SRCD], Balitmore, MD. March 2019.
Paper presented at the Society for Research on Child Development Conference.
Czerniak, C. M., Paprzycki, P., Hapgood, S., & Kaderavek, J. (2019). Longitudinal Impact of Early Childhood Science Instruction on Middle Grades Literacy and Mathematics. Paper presented at the Global Conference on Education and Research [GLOCER], Sarasota, FL. May 2019.
Paper presented at the Global Conference on Education and Research.
Czerniak, C. M., Kaderavek, J., Paprzycki, P., Hapgood, S., Mentzer, G., Molitor, S., & Mendenhall, R. (2019). Longitudinal Impact of Early Childhood Science Instruction on 5th Grade Science Achievement. Paper presented at the European Science Education Research Association [ESERA], Bologna, Italy. August 2019.
Paper presented at the European Science Education Research Association.
Hapgood, S., Heuring, J. & Wilson, G., Czerniak, C. (Accepted for January 2020). Early Childhood Educators’ Declarative Knowledge of the Next Generation Science Standards. A poster to be presented at the Association of Science Teacher Educators [ASTE] International Conference, San Antonio, Texas.
A poster to be presented at the Association of Science Teacher Educators International Conference.
A workshop to be presented at the Association of Science Teacher Educators International Conference.
Graphs illustrating complex scientific relationships require students to integrate multiple concepts and visual features into a coherent understanding. We investigate ways to support students in integrating their understanding of density concepts through a graph that is linked to a simulation depicting the relationship between mass, volume, and density. We randomly assigned 325 8th-grade students to 1 of 2 graphing activities.
Authors investigate ways to support students in integrating their understanding of density concepts through a graph that is linked to a simulation depicting the relationship between mass, volume, and density.
Graph technologies are now widely available in K-12 science and mathematics classrooms. These technologies have the potential to impact the learning of science and mathematics, especially by supporting student investigations. We use meta-analysis to analyze 42 design and comparison studies involving data from 7699 students spanning over 35 years. In these studies, graphing technologies include computer software such as simulations; online tools such as graph utilities; and sensors such as temperature probes. We characterize the assessments used to measure graphing.
In this article, authors use meta-analysis to analyze 42 design and comparison studies involving data from 7699 students spanning over 35 years.
