scholarly journals Developing Instructional Technology Standards for Educators: A Design-Based Research Study

2021 ◽  
pp. 100044
Author(s):  
Dr. Helen Crompton
Keyword(s):  
Instructional Technology ◽  
Research Study ◽  
Technology Standards ◽  
Design Based Research

scholarly journals The Mathematical Proficiency Promoted by Mathematical Modelling

2021 ◽  
Vol 4 (2) ◽  
pp. 107-131
Author(s):  
Priscila Dias Corrêa ◽  
Keyword(s):  
High School Students ◽  
Mathematical Modelling ◽  
Mathematics Teaching ◽  
Research Study ◽  
Mathematical Work ◽  
School Students ◽  
Design Based Research ◽  
Video Recordings ◽  
Mathematical Proficiency ◽  
Insight Into

This study aims to investigate the mathematical proficiency promoted by mathematical modelling tasks that require students to get involved in the processes of developing mathematical models, instead of just using known or given models. The research methodology is grounded on design-based research, and the classroom design framework is supported by complexity science underpinnings. The research intervention consists of high-school students, from a grade 11 mathematics course, aiming to solve four different modelling tasks in four distinct moments. Data was collected during the intervention from students’ written mathematical work and audio and video recordings, and from recall interviews after the intervention. Data analysis was conducted based on a model of mathematical proficiency and assisted by interpretive diagrams created for this research purpose. This research study offers insight into mathematics teaching by portraying how mathematical modelling tasks can be integrated into mathematics classes to promote students’ mathematical proficiency. The study discusses observed expressions and behaviours in students’ development of mathematical proficiency and suggests a relationship between mathematical modelling processes and the promotion of mathematical proficiency. The study also reveals that students develop mathematical proficiency, even when they do not come to full resolutions of modelling tasks, which emphasizes the relevance of learning processes, and not only of the products of these processes.

scholarly journals Visualizing the Greenhouse Effect: Restructuring Mental Models of Climate Change Through a Guided Online Simulation

2019 ◽  
Vol 9 (1) ◽  
pp. 14 ◽  
Author(s):  
Ian Thacker ◽  
Gale Sinatra
Keyword(s):  
Climate Change ◽  
Undergraduate Students ◽  
Greenhouse Effect ◽  
Research Study ◽  
Visual Representations ◽  
Learning Trajectory ◽  
Causal Inferences ◽  
Design Based Research ◽  
Online Simulation

The purpose of this design based research study was to better understand and build from students’ perceptual experiences of visual representations of the greenhouse effect. Twenty undergraduate students were interviewed as they engaged with an online visualization for the learning of the greenhouse effect. We found that, even though all students agreed that climate change is happening, a majority initially held a misconception about how it works. Upon engaging with the visualization, students made perceptual inferences and formulated causal rules that culminated in an improved description of how climate change works. This trajectory was supported with prompts from the interviewer to make predictions, observe specific interactions in the visualization and revise their causal inferences based on these observations. A case study is presented to illustrate a typical learning trajectory.

Science on the Move: A Design-Based Research Study of Informal STEM Learning in Public Spaces

2016 ◽  
Vol 19 (1) ◽  
pp. 39-59 ◽  
Author(s):  
Christopher L. B. Cardiel ◽  
Scott A. Pattison ◽  
Marcie Benne ◽  
Marilyn Johnson
Keyword(s):  
Research Study ◽  
Public Spaces ◽  
Stem Learning ◽  
Design Based Research ◽  
Informal Stem Learning

“Darles el lugar”: A Place for Nondominant Family Knowing in Educational Equity

2016 ◽  
Vol 55 (1) ◽  
pp. 38-65 ◽  
Author(s):  
Filiberto Barajas-López ◽  
Ann M. Ishimaru
Keyword(s):  
Parent Involvement ◽  
Critical Race Theory ◽  
Lived Experiences ◽  
Participatory Design ◽  
Research Study ◽  
Educational Equity ◽  
Educational Systems ◽  
Racial Equity ◽  
Race Theory ◽  
Design Based Research

Educational researchers, leadership, and policymakers have had the privileged voices and place from which to theorize and address educational inequities. But for some exceptions, nondominant families have been relegated to participation in school-centric “parent involvement” activities. Drawing from a participatory design-based research study using standpoint and critical race theory, our findings suggest key convergences between the lived experiences and insights of nondominant parents and recent educational equity scholarship, while revealing untapped expertise, knowledge, and capacity for addressing inequity. We argue that holding a “place” for the complex understandings of nondominant families can open expansive possibilities for transforming educational systems toward racial equity.

scholarly journals INVESTIGATING THE MOTIVATION LEVEL OF STUDENTS IN ONLINE LEARNING IN JUNIOR HIGH EDUCATION INSTITUTION DURING PANDEMIC COVID-19

2021 ◽  
Vol 1 (2) ◽  
pp. 210-217
Author(s):  
FARDANI ARFIAN
Keyword(s):  
Online Learning ◽  
High Education ◽  
Research Study ◽  
Junior High ◽  
High Education Institution ◽  
Education Institution ◽  
Design Based Research ◽  
Significant Difference ◽  
Motivation Level ◽  
Degree Level

The purpose of this study was to investigate and explore the level of junior high student’s motivation during online learning in pandemic COVID-19. In this design-based research study, motivation level is examined by ARCS survey, interview and observation. The total of respondents were 180 students with different degree levels of study, gender and academic achievement. The analyzed data was measured by SPSS. From this research, the result shows that students of middle degree level have the highest motivation level during pandemic. A statistically significant difference in motivation level is also seen at the beginning of online learning and at the middle of online learning.

scholarly journals Sense of community in a blended technology integration course: A design-based research study

2014 ◽  
Vol 15 (6) ◽  
Author(s):  
J. Buckley Harrison ◽  
Richard E. West
Keyword(s):  
Technology Integration ◽  
Blended Learning ◽  
Sense Of Community ◽  
Research Study ◽  
Course Design ◽  
Future Research ◽  
Model Data ◽  
Significant Drop ◽  
Design Based Research ◽  
The Third

<p>This design-based research study explored whether sense of community was maintained while flexibility in the course was increased through an adoption of a unique blended learning model. Data collected in this study show a significant drop in the sense of connectedness score from a mean of 50.8 out of 66 to a mean of 39.68 in the first iteration. The score then began to gradually increase, reaching 50.65 in the third iteration. Results indicate that transitioning to a blended learning environment may be a suitable option to increase flexibility while maintaining a sense of community in a project-based course. Future research into specific aspects of course design such as maturity of design, age-level of participants, and context would further develop understanding in this area.</p>

Sign in / Sign up

Export Citation Format

Share Document