Using Technology in a Studio Approach to Learning

2015 ◽  
pp. 1349-1366
Author(s):  
Dianna L. Newman ◽  
Gary Clure ◽  
Meghan Morris Deyoe ◽  
Kenneth A. Connor
Keyword(s):  
Science Teachers ◽  
Innovative Technology ◽  
User Characteristics ◽  
Multiple Sources ◽  
Student Centered ◽  
Instructional Style ◽  
Learning Platform ◽  
Instructional Needs ◽  
Service Training ◽  
Different Content

Presented in this chapter are findings related to the use of the Mobile Studio concept in STEM classes including how the use of an innovative technology that replaced traditional equipment in STEM classes was able to increase student learning. Findings also show that the Mobile Studio Learning Platform supports variations in instructional style and goals as well as learning across different content areas and type of implementation. Use of the Mobile Studio was piloted and implemented in multiple undergraduate engineering courses; the pedagogy expanded beyond this original setting to include use in K-14 sites as well as pre-service and in-service training for science teachers. Data from multiple sources are presented in support of the finding that diverse learners with various instructional needs and user characteristics are positively served by the use of student-centered mobile technology within the domain of STEM education.

Using Technology in a Studio Approach to Learning

2013 ◽  
pp. 114-132 ◽  
Author(s):  
Dianna L. Newman ◽  
Gary Clure ◽  
Meghan Morris Deyoe ◽  
Kenneth A. Connor
Keyword(s):  
Science Teachers ◽  
Innovative Technology ◽  
User Characteristics ◽  
Multiple Sources ◽  
Student Centered ◽  
Instructional Style ◽  
Learning Platform ◽  
Instructional Needs ◽  
Service Training ◽  
Different Content

Presented in this chapter are findings related to the use of the Mobile Studio concept in STEM classes including how the use of an innovative technology that replaced traditional equipment in STEM classes was able to increase student learning. Findings also show that the Mobile Studio Learning Platform supports variations in instructional style and goals as well as learning across different content areas and type of implementation. Use of the Mobile Studio was piloted and implemented in multiple undergraduate engineering courses; the pedagogy expanded beyond this original setting to include use in K-14 sites as well as pre-service and in-service training for science teachers. Data from multiple sources are presented in support of the finding that diverse learners with various instructional needs and user characteristics are positively served by the use of student-centered mobile technology within the domain of STEM education.

scholarly journals The Effect of In-service Training of Computer Science Teachers on Scratch Programming Language Skills Using an Electronic Learning Platform on Programming Skills and the Attitudes towards Teaching Programming

2017 ◽  
Vol 5 (11) ◽  
pp. 1
Author(s):  
Ahmed Alkaria ◽  
Riyadh Alhassan
Keyword(s):  
Computer Science ◽  
Science Teachers ◽  
Programming Language ◽  
Achievement Test ◽  
Control Group ◽  
Electronic Learning ◽  
Learning Platform ◽  
Service Training ◽  
Programming Skills ◽  
Experimental Group

This study was conducted to examine the effect of in-service training of computer science teachers in Scratch language using an electronic learning platform on acquiring programming skills and attitudes towards teaching programming. The sample of this study consisted of 40 middle school computer science teachers. They were assigned into two groups; 20 teachers were in the control group and 20 teachers in the experimental group. The study tools consist of an achievement test in Scratch programming language and a measure of attitudes toward programming instruction. After the experimental treatment at the end of the second semester, the teachers were examined and the results showed that there were statistically significant differences between the achievement test mean scores in favor of the experimental group that trained using an electronic training platform. The results also showed a positive effect on attitudes toward teaching programming for the experimental group.

scholarly journals A content analysis of pre-college lesson plans on human evolution

2020 ◽  
Vol 2 (1) ◽  
Author(s):  
Rebecca L. Hite
Keyword(s):  
Best Practices ◽  
Social Science ◽  
Conceptual Change ◽  
Science Teachers ◽  
Human Evolution ◽  
Indirect Evidence ◽  
Lesson Plans ◽  
Multiple Sources ◽  
College Science ◽  
American Science

Abstract One of the most fundamental understandings within biology is evolution, yet often ascribed as one of the most misunderstood scientific concepts by the American public. Despite not being explicitly mentioned in most American science standards, human evolution is nevertheless taught as an engaging context for understanding complex evolutionary processes among pre-college science students. Therefore, pre-college science teachers seek out human evolution content experts (e.g., Smithsonian Institution, NOVA, ENSI) to procure curricula (lesson plans) to teach these concepts in their classrooms. For students to accurately understand human evolution, research recommends lesson plans employ a diversity of direct and indirect evolutionary evidence, infused with social science perspectives related to the nature of science (NOS) and/or socioscientific issues (SSI) to foster necessary conceptual change. Given such empirical affordances of using multiple sources of evidence and integrated social science perspectives to foster conceptual change in teaching human evolution, it is unknown to what extent these attributes are present in lesson plans created by these entities and targeted to pre-college science teachers. To ascertain to what extent pre-college lesson plans on human evolution employ these research-based best practices, this paper analyzed 86 lesson plans created by 18 entities with content expertise in human evolution concepts that had developed online pre-college lesson plans. Among the sampled lesson plans, less than one third (29%) presented a combination of direct and indirect evidence. Further, a mere 17% incorporated elements of NOS, where SSI (like historical (n = 3) and racial (n = 1)) perspectives were fewer. In sum, findings suggest available resources are deficient in fostering the conceptual change necessary for pre-college students to fully understand human evolution concepts. This study evidences a continued need to ensure best practices are incorporated into human evolution lesson plans created for pre-college teachers.

scholarly journals Teachers’ Sensitivity towards Technology and Environmental Ethics

2018 ◽  
Vol 8 (3) ◽  
pp. 121 ◽  
Author(s):  
Busra Ceyhan ◽  
Nurettin Sahin
Keyword(s):  
Science Teachers ◽  
Environmental Ethics ◽  
Quantitative Methods ◽  
Classroom Teachers ◽  
Professional Lives ◽  
Ethical Awareness ◽  
Qualitative And Quantitative Methods ◽  
Service Training ◽  
Gender Based ◽  
In The Beginning

The purpose of the current study was to determine the science and classroom teachers’ ethical sensitivities towards the issues of technology and the environment. Thus, the current study was conducted on 239 science and classroom teachers. The study employed the mixed method, in which qualitative and quantitative methods are used together. The quantitative dimension of the study is comprised of a survey, which was developed by the researchers. The qualitative dimension of the study comprised of three scenarios created by the researchers. Two of these scenarios are related to the environment and the other one is related to biotechnology. As a result of the study, the teachers’ ethical sensitivities towards technology and environmental issues were found to be high. For some items in the questionnaire significant differences in gender-based, branch-based, and professional experience were found. The results obtained from the scenarios revealed that while science teachers adapt more realistic approaches to the events, the classroom teachers make decisions for the future. It would be useful to organize in-service training and ethical awareness training for teachers who are in the beginning of their professional lives.

scholarly journals Function Design for Inquiry-Based Learning Platform Based on a Computer Network

2017 ◽  
Vol 12 (02) ◽  
pp. 40
Author(s):  
Fang Ji ◽  
Hang Bo
Keyword(s):  
Computer Network ◽  
Learning Activities ◽  
Independent Research ◽  
Student Centered ◽  
Inquiry Based Learning ◽  
Cooperative Inquiry ◽  
Learning Platform ◽  
Function Design ◽  
Learning Modes ◽  
Depth Learning

This platform emphasizes the design of inquiry-based learning’s function and interaction and organization of information. In this platform, students can adopt independent research and cooperative learning modes and teachers can carry out remote guidance in the students’ learning activities, which improves the students’ innovation capabilities and the practical capabilities. This platform embodies the concept of inquiry-based learning and emphasizes the establishment of an ideal environment for in-depth learning, cooperative inquiry and announcing achievements. However, it cannot replace the teachers’ functions nor can it replace the students’ dominant positions, but it embodies student-centered and teacher-directed inquiry-based learning.

A Paradigm Shift for Teachers' Professional Development Structure in Turkey

2016 ◽  
pp. 1017-1036
Author(s):  
Murat Günel ◽  
Melike Özer-Keskin ◽  
Nilay Keskin-Samancı
Keyword(s):  
Professional Development ◽  
Science Teachers ◽  
Epistemological Beliefs ◽  
General Structure ◽  
Training Programme ◽  
Thinking Skills ◽  
Pedagogical Practices ◽  
Service Training ◽  
Training Activities ◽  
Teachers Professional Development

This chapter concerns the importance of in-service training programmes for the professional development of science teachers. A description will be given of the general structure of in-service training activities in Turkey and the results will be presented of an in-service training project, which was conducted as part of a three-year longitudinal study. Within the scope of the project, an in-service training programme for science teachers was conducted based on the argument-based inquiry approach and the theoretical premises upon which it is built. The project aimed to direct science teachers towards student-centred teaching. The training activities focused on the scientific thinking underpinning the teachers' professional knowledge and practices, their perceptions on learning, and their pedagogical practices and epistemological beliefs. The extent to which these activities affected classroom applications and learning processes was investigated and the findings suggest that they had a statistically significant impact on the teachers' pedagogical development and on the students' academic performance and thinking skills.

scholarly journals Effectiveness of Lesson Study Approach on Preservice Science Teachers’ Beliefs

2017 ◽  
Vol 10 (6) ◽  
pp. 36 ◽  
Author(s):  
Zeha Yakar ◽  
Duygu Turgut
Keyword(s):  
Preservice Teachers ◽  
Science Teachers ◽  
Lesson Study ◽  
Teaching Method ◽  
Student Centered ◽  
Learning And Teaching ◽  
Study Approach ◽  
Preservice Science Teachers ◽  
Teachers Beliefs ◽  
Beliefs About Learning

Beliefs influence teacher decision in the classroom. Because of this reason, understanding teachers’ beliefs is important. It is also critical to study teachers’ beliefs who integrate science in the classroom. In this study, the effects of microteaching with lesson study approach on preservice science teachers’ beliefs about learning and teaching have been analyzed. Teachers’ Beliefs Interview (TBI) has been used for determining the development of preservice science teachers’ beliefs about learning and teaching. At the end of the study, it was determined that through microteaching with lesson study approach, preservice science teachers’ beliefs improved in a positive way that their beliefs significantly changed toward more student-centered. The findings from this study support the notion that application micro teaching with lesson study in Science Teaching Method Course has postitive impact on preservice teachers’ beliefs.

scholarly journals The College Science Learning Cycle: An Instructional Model for Reformed Teaching

2016 ◽  
Vol 15 (4) ◽  
pp. es12 ◽  
Author(s):  
Michelle Withers
Keyword(s):  
Science Teachers ◽  
Science Learning ◽  
Curriculum Study ◽  
Learning Cycle ◽  
Teaching Approaches ◽  
Efficient Manner ◽  
Student Centered ◽  
College Science ◽  
And Mathematics ◽  
K 12

Finding the time for developing or locating new class materials is one of the biggest barriers for instructors reforming their teaching approaches. Even instructors who have taken part in training workshops may feel overwhelmed by the task of transforming passive lecture content to engaging learning activities. Learning cycles have been instrumental in helping K–12 science teachers design effective instruction for decades. This paper introduces the College Science Learning Cycle adapted from the popular Biological Sciences Curriculum Study 5E to help science, technology, engineering, and mathematics faculty develop course materials to support active, student-centered teaching approaches in their classrooms. The learning cycle is embedded in backward design, a learning outcomes–oriented instructional design approach, and is accompanied by resources and examples to help faculty transform their teaching in a time-efficient manner.

scholarly journals Empowering Teachers with AI: Co-Designing a Learning Analytics Tool for Personalized Instruction in the Science Classroom

2021 ◽  
Author(s):  
Tanya Nazaretsky ◽  
Carmel Bar ◽  
Michal Walter ◽  
Giora Alexandron
Keyword(s):  
Blended Learning ◽  
Science Teachers ◽  
Learning Analytics ◽  
Clustering Algorithm ◽  
Science Classroom ◽  
Local Context ◽  
Personalized Instruction ◽  
Learning Platform ◽  
Item Level ◽  
Empowering Teachers

AI-based educational technology that is designed to support teachers in providing personalized instruction can enhance their ability to address the needs of individual students, hopefully leading to better learning gains. This paper presents results from participatory research aimed at co-designing with science teachers a learning analytics tool that will assist them in implementing a personalized pedagogy in blended learning contexts. The development process included three stages. In the first, we interviewed a group of teachers to identify where and how personalized instruction may be integrated into their teaching practices. This yielded a clustering-based personalization strategy. Next, we designed a mock-up of an AI-based tool that supports this strategy and worked with another group of teachers to define an `explainable learning analytics' scheme that explains each cluster in a way that is both pedagogically meaningful and can be generated automatically. Third, we developed an AI algorithm that supports this `explainable clusters' pedagogy and conducted a controlled experiment that evaluated its contribution to teachers' ability to plan personalized learning sequences. The planned sequences were evaluated in a blinded fashion by an expert, and the results demonstrated that the experimental group -- teachers who received the clusters with the explanations -- designed sequences that addressed the difficulties exhibited by different groups of students better than those designed by teachers who received the clusters without explanations. The main contribution of this study is twofold. First, it presents an effective personalization approach that fits blended learning in the science classroom, which combines a real-time clustering algorithm with an explainable-AI scheme that can automatically build pedagogically meaningful explanations from item-level meta-data (Q Matrix). Second, it demonstrates how such an end-to-end learning analytics solution can be built with teachers through a co-design process and highlights the types of knowledge that teachers add to system-provided analytics in order to apply them to their local context. As a practical contribution, this process informed the design of a new learning analytics tool that was integrated into a free online learning platform that is being used by more than 1000 science teachers.

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