Search results for author:"Todd Campbell"
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Science Activities: Classroom Projects and Curriculum Ideas Vol. 46, No. 1 (2009) pp. 13–16
Encouraging students to share their ideas, design mechanisms for testing ideas, and make conclusions about the validity of their ideas on the basis of evidence collected can enhance teaching about friction. The authors focus on teaching science...
Science Teacher Vol. 80, No. 6 (September 2013) pp. 35–41
Of the eight practices of science identified in "A Framework for K-12 Science Education" (NRC 2012), helping students develop and use models has been identified by many as an anchor (Schwarz and Passmore 2012; Windschitl 2012). In...
Science Activities: Classroom Projects and Curriculum Ideas Vol. 50, No. 3 (2013) pp. 90–98
Gaming, an integral part of many students' lives outside school, can provide an engaging platform for focusing students on important disciplinary core concepts as an entry into developing students' understanding of these concepts through science...
Multi-Year Professional Development Grounded in Educative Curriculum Focused on Integrating Technology with Reformed Science Teaching Principles
School Science and Mathematics Vol. 116, No. 8 (2016) pp. 430–441
Visions of science teaching and learning in the newest U.S. standards documents are dramatically different than those found in most classrooms. This research addresses these differences through closely examining one professional development (PD)...
Alcohol and Other Drug Abuse Counselors' Attitudes and Resources for Integrating Research and Practice
Journal of Drug Education Vol. 33, No. 3 (2003) pp. 307–323
The state of Wisconsin recently launched a Research-to-Practice Initiative. One aspect of the Wisconsin initiative was to survey Wisconsin-Certified Alcohol and other Drug Abuse Counselors (CADCs) to assess their attitudes, reported practices, and...
Engaging Students in Modeling as an Epistemic Practice of Science: An Introduction to the Special Issue of the "Journal of Science Education and Technology"
Journal of Science Education and Technology Vol. 24, No. 2 (April 2015) pp. 125–131
This article provides an introduction for the special issue of the "Journal of Science Education and Technology" focused on science teaching and learning with models. The article provides initial framing for questions that guided the...
Technology Use in Science Instruction (TUSI): Aligning the Integration of Technology in Science Instruction in Ways Supportive of Science Education Reform
Journal of Science Education and Technology Vol. 22, No. 4 (August 2013) pp. 572–588
This study describes the development of an instrument to investigate the extent to which technology is integrated in science instruction in ways aligned to science reform outlined in standards documents. The instrument was developed by: (a) creating ...
Model Based Inquiry in the High School Physics Classroom: An Exploratory Study of Implementation and Outcomes
Journal of Science Education and Technology Vol. 20, No. 3 (June 2011) pp. 258–269
This study considers whether Model Based Inquiry (MBI) is a suitable mechanism for facilitating science as inquiry to allow students to develop deep understandings of difficult concepts, while also gaining better understandings of science process...
The Departmental Script as an Ongoing Conversation into the Phronesis of Teaching Science as Inquiry
Journal of Science Education and Technology Vol. 21, No. 6 (December 2012) pp. 835–850
This article investigates the extent to which a science department script supports the teaching and learning of science as inquiry and how this script is translated into individual teachers' classrooms. This study was completed at one school in...
Technologies and Reformed-Based Science Instruction: The Examination of a Professional Development Model Focused on Supporting Science Teaching and Learning with Technologies
Journal of Science Education and Technology Vol. 24, No. 5 (2015) pp. 562–579
While access to computers, other technologies, and cyber-enabled resources that could be leveraged for enhancing student learning in science is increasing, generally it has been found that teachers use technology more for administrative purposes or...
Journal of Science Education and Technology Vol. 19, No. 5 (October 2010) pp. 505–511
This position paper proposes the enhancement of teacher and student learning in science classrooms by tapping the enormous potential of information communication and technologies (ICTs) as cognitive tools for engaging students in scientific inquiry. ...
Research in Science Education Vol. 43, No. 5 (October 2013) pp. 2035–2057
This qualitative study examines teacher orientations and technology-enhanced tools for student learning within a science literacy framework. Data for this study came from a group of 10 eighth grade science teachers. Each of these teachers was a...
Using Metaphors to Investigate the Personal Frameworks of Pre-Service Science Teachers as They Experience a Science in Society Course
Research in Science & Technological Education Vol. 29, No. 1 (April 2011) pp. 71–90
This research presents a multiple case study investigating the personal frameworks of pre-service science teachers as they experience a science in society course. Through examining the metaphors employed by the participants' student experiences were ...
Evolution and Online Instruction: Using a Grounded Metaphor to Explore the Advantageous and Less Advantageous Characteristics of Online Instruction
Bulletin of Science, Technology & Society Vol. 26, No. 5 (2006) pp. 378–387
This research presents a case study of the first-time experience of the instructor-researcher in teaching an online class. Through thematic analysis and grounded metaphor, evolution was identified as the metaphor used to illuminate the emerging...
An Examination of the Changes in Science Teaching Orientations and Technology-Enhanced Tools for Student Learning in the Context of Professional Development
International Journal of Science Education Vol. 36, No. 11 (2014) pp. 1815–1848
This research examines how science teaching orientations and beliefs about technology-enhanced tools change over time in professional development (PD). The primary data sources for this study came from learning journals of 8 eighth grade science...
The Capacity of Instructional Technologists to Provide Systemic Support for Science Education Reform
Teacher Development Vol. 12, No. 1 (February 2008) pp. 67–83
This study investigated the extent to which pre-service instructional technologists were prepared to assume roles in providing the systemic support needed by science teachers. The participants in the study engaged in a one-semester graduate course...
A Review of Modeling Pedagogies: Pedagogical Functions, Discursive Acts, and Technology in Modeling Instruction
EURASIA Journal of Mathematics, Science & Technology Education Vol. 11, No. 1 (February 2015) pp. 159–176
The current review examined modeling literature in top science education journals to better understand the pedagogical functions of modeling instruction reported over the last decade. Additionally, the review sought to understand the extent to which ...
An Investigation of Middle School Science Teachers and Students Use of Technology inside and outside of Classrooms: Considering Whether Digital Natives Are More Technology Savvy than Their Teachers
Educational Technology Research and Development Vol. 62, No. 6 (December 2014) pp. 637–662
The purpose of the study is to investigate the popular assumption that the "digital natives" generation surpasses the previous "digital immigrants" generation in terms of their technology experiences, because they grow up with...
Important Developments in STEM Education in the United States: Next Generation Science Standards and Classroom Representations of Localized Scientific Activity
K-12 STEM Education Vol. 2, No. 4 (Oct 01, 2016) pp. 91–97
This paper examines important recent developments in STEM education, especially related to science education in the United States (U.S.). This examination begins with an abbreviated introduction of the newest science standards documents in the U.S., ...
Canadian Journal of Science, Mathematics and Technology Education Vol. 18, No. 2 (2018) pp. 87–97
In this article, we examine how the concept of autonomy may be construed as a foundational value which underpins students' coherent sensemaking of how the physical world operates. Autonomy and science both require students to comprehend and assess...
Utilizing Geo-Referenced Mobile Game Technology for Universally Accessible Virtual Geology Field Trips
International Journal of Education in Mathematics, Science and Technology Vol. 3, No. 2 (April 2015) pp. 93–100
Declining interest and low persistence is well documented among undergraduate students in Science, Technology, Engineering, and Math in the United States. For geoscience, field trips are important attractors to students, however with high enrollment ...