It seems like there are new tech and social media tools coming out every day. So what’s out there? And how can these tools be used to enhance your work?
Science learning is an important part of the K-12 educational experience, as well as in the lives of students. This study considered students’ science learning as they engaged in the instruction of scientific issues with social relevance. With classroom environments radically changing during the COVID-19 pandemic, our study adapted to teachers and students as they were forced to change from more traditional, in-person instructional settings to virtual, online instruction settings.
Science learning is an important part of the K-12 educational experience, as well as in the lives of students. This study considered students’ science learning as they engaged in the instruction of scientific issues with social relevance. With classroom environments radically changing during the COVID-19 pandemic, our study adapted to teachers and students as they were forced to change from more traditional, in-person instructional settings to virtual, online instruction settings.
This study explores undergraduate engineering and education students’ perspectives on their interdisciplinary teams throughout the rapid transition to online learning and instruction from a face-to-face to a virtual format. In this qualitative study, students’ reflections and focus groups from three interdisciplinary collaborations were analyzed using the lens of Social Cognitive Theory.
This study explores undergraduate engineering and education students’ perspectives on their interdisciplinary teams throughout the rapid transition to online learning and instruction from a face-to-face to a virtual format.
Ed+gineering, an NSF-funded program, adapted hands-on robotics instruction for online delivery in response to the COVID-19 pandemic. This qualitative multiple case study shares the experiences of participating education students in spring 2021 as they collaborated virtually with engineering students and fifth graders to engineer bioinspired robots in an afterschool technology club adapted to be virtual.
Ed+gineering, an NSF-funded program, adapted hands-on robotics instruction for online delivery in response to the COVID-19 pandemic. This qualitative multiple case study shares the experiences of participating education students in spring 2021 as they collaborated virtually with engineering students and fifth graders to engineer bioinspired robots in an afterschool technology club adapted to be virtual.
In the United States, national and state standardized assessments have become a metric for measuring student learning and high-quality learning environments. As the COVID-19 pandemic offered a multitude of learning modalities (e.g., hybrid, socially distanced face-to-face instruction, virtual environment), it becomes critical to examine how this learning disruption influenced elementary mathematic performance.
In the United States, national and state standardized assessments have become a metric for measuring student learning and high-quality learning environments. As the COVID-19 pandemic offered a multitude of learning modalities (e.g., hybrid, socially distanced face-to-face instruction, virtual environment), it becomes critical to examine how this learning disruption influenced elementary mathematic performance. This study tested for
differences in mathematics performance on fourth grade standardized tests before and during COVID-19 in a case study of a rural Ohio school district using the Measure of Academic Progress (MAP) mathematics test.
In the United States, national and state standardized assessments have become a metric for measuring student learning and high-quality learning environments. As the COVID-19 pandemic offered a multitude of learning modalities (e.g., hybrid, socially distanced face-to-face instruction, virtual environment), it becomes critical to examine how this learning disruption influenced elementary mathematic performance.
In the United States, national and state standardized assessments have become a metric for measuring student learning and high-quality learning environments. As the COVID-19 pandemic offered a multitude of learning modalities (e.g., hybrid, socially distanced face-to-face instruction, virtual environment), it becomes critical to examine how this learning disruption influenced elementary mathematic performance. This study tested for
differences in mathematics performance on fourth grade standardized tests before and during COVID-19 in a case study of a rural Ohio school district using the Measure of Academic Progress (MAP) mathematics test.
In this paper, we present an overview of the design research used to develop a digital collaborative environment with an embedded problem-based curriculum. We then discuss the student and teacher features of the environment that promote inquiry-based learning and teaching.
In this paper, we present an overview of the design research used to develop a digital collaborative environment with an embedded problem-based curriculum. We then discuss the student and teacher features of the environment that promote inquiry-based learning and teaching.
Real-world science exploration, where STEM fields are integrated to address societal issues, stands in contrast to the compartmentalized courses offered in high school. This reality calls into question the utility of high school science teaching and learning for preparing a STEM-literate citizenry and for fulfilling workforce needs.
Bioinformatics—a rapidly developing discipline that integrates mathematical and computational techniques with biological knowledge for applications in medicine, the environment, and other important aspects of life—is an example of an emerging field that illustrates the need for a greater focus on STEM integration in K12 education. Studies on teaching bioinformatics in high school reveal difficulties that arise from a lack of curricular resources and teacher knowledge to effectively integrate disciplinary content. In this study, we investigated challenges teachers experienced in teaching a problem-based bioinformatics unit after participating in professional development (PD) activities that were carefully constructed using research-based effective PD characteristics.
This study investigated novice mathematics teachers participating in an online teacher education course focused on covariational reasoning and understanding the behavior of functions. The analysis centered on documenting the emergence of participants’ sociomathematical norms for engaging in online asynchronous discussions. In this paper, we characterized participants’ initial mathematical discourse and documented two emergent sociomathematical norms, namely explaining why and emergent shape discourse.
This study investigated novice mathematics teachers participating in an online teacher education course focused on covariational reasoning and understanding the behavior of functions. The analysis centered on documenting the emergence of participants’ sociomathematical norms for engaging in online asynchronous discussions.
This study investigated novice mathematics teachers participating in an online teacher education course focused on covariational reasoning and understanding the behavior of functions. The analysis centered on documenting the emergence of participants’ sociomathematical norms for engaging in online asynchronous discussions. In this paper, we characterized participants’ initial mathematical discourse and documented two emergent sociomathematical norms, namely explaining why and emergent shape discourse.
This study investigated novice mathematics teachers participating in an online teacher education course focused on covariational reasoning and understanding the behavior of functions. The analysis centered on documenting the emergence of participants’ sociomathematical norms for engaging in online asynchronous discussions.
