scholarly journals Analysis of Teachers' Stages of Concern and Levels of Use on STEAM of the 2009 Elementary Science Curriculum

2014 ◽  
Vol 33 (4) ◽  
pp. 634-645 ◽  
Author(s):  
Hee-In Chae ◽  
Suk-Goo Noh
Keyword(s):  
Elementary Science ◽  
Science Curriculum ◽  
Stages Of Concern ◽  
Levels Of Use

scholarly journals Fostering Fifth-Grade Students’ Ability to Design Comparative Experiments Using an Online Model

2019 ◽  
Vol 3 (1) ◽  
pp. 1
Author(s):  
Guoqing Zhao ◽  
Rongchi Zhao ◽  
Xuanyang Yang
Keyword(s):  
Elementary Science ◽  
Science Curriculum ◽  
Sixth Grade ◽  
Experiment Design ◽  
Fifth Grade ◽  
Comparative Experiment ◽  
Web Based ◽  
Fifth Grade Students ◽  
Post Test ◽  
Insulation Effect

Chinese Elementary Science Curriculum Standards requires that fifth- and sixth- grade students can plan and design comparative experiments. However, students at these grades have difficulties in distinguishing and controlling variables in a specific context. This study aimed to investigate the effects of a simulation-embedded scientific inquiry unit on fifth-grade students’ ability to design comparative experiments. Thermodynamics Challenge, implemented in the Web-based Inquiry Science Environment (WISE) and translated into Chinese, engaged fifth-grade students in conducting virtual investigations with NetLogo models to test how thermal insulation effect is enhanced by different material use. A total of 86 fifth-grade students (47 boys and 39 girls) from an elementary school in Weifang City, Shandong Province participated in the research. Pre- and post-tests were used to examine changes in students’ understanding of comparative experiment design. Results showed that all students have a significant improvement in knowledge of comparative experiments from pre- to post-test, and students with low prior knowledge improved more than the other two groups. These findings indicated the feasibility of fostering fifth-graders’ comparative experiment design with simulations. Implications for science teaching are discussed.

Adapting: A Study of Implementing Adaptive Personalized Instruction, Innovation, and Technology From an Instructor’s Perspective

2020 ◽  
Vol 78 (1) ◽  
Author(s):  
Dustin Duren ◽  
Todd Estel Layne ◽  
Niki Bray ◽  
Carol Irwin
Keyword(s):  
Adaptive Learning ◽  
Curriculum And Instruction ◽  
Approaches To Learning ◽  
Stages Of Concern ◽  
Future Research ◽  
Learning Needs ◽  
Personalized Instruction ◽  
Stages Of Concern Questionnaire ◽  
Levels Of Use ◽  
Innovation And Technology

As time transforms education, methodology also needs to adapt to course instruction. However, instructors face a challenge to be effective while meeting each student’s learning needs. One such need for students today is the implementation of technological approaches to learning. The purpose of this study was to determine the perceptions of a new instructor in higher education of implementing adaptive learning into their coursework, curriculum, and instruction. Data were collected quantitatively through the Stages of Concern Questionnaire, which showed the participant’s concerns about the implementation of adaptive learning. Qualitative data were collected via interviews with the participant that followed the Levels of Use protocol. The interviews allowed the participant to provide their views and beliefs about adaptive learning. Results show the participant was curious and interested in learning more about adaptive learning and its benefit in their classroom. Future research should focus on how universities can develop approaches to help faculty effectively learn and implement new instructional strategies.

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