Search results for author:"Carol Stuessy"
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Journal of Science Education and Technology Vol. 27, No. 4 (2018) pp. 348–361
The purpose of this study was to examine changes in the quality of science teachers' argumentation as a result of their engagement in a teacher workshop on earthquake engineering emphasizing distributed learning approaches, which included concept...
International Journal of Education in Mathematics, Science and Technology Vol. 3, No. 1 (January 2015) pp. 77–92
This study aims to generate a conceptual framework for specialized Science, Technology, Engineering, and Mathematics (STEM) schools. To do so, we focused on literature and found specialized STEM schools have existed for over 100 years and recently...
Does Teacher Workshop Attendance Make a Difference? Evaluating Differences in Student, Scientist-Mentor, and Teacher Communications in an Innovative Inquiry-Based Online Mentored Environment
Society for Information Technology & Teacher Education International Conference 2012 (Mar 05, 2012) pp. 2061–2067
Inquiry learning can focus innovative learning environment design, particularly in authentic science research learning settings. An online, inquiry-based collaborative learning platform developed by a scientific society engages scientists as mentors,...
The Online Elements of Inquiry Checklist: Evaluating an Innovative Online Learning Environment Providing Opportunities for Scientific Practice and Discourse among Students, Scientists, and Teachers
World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education 2011 (Oct 18, 2011) pp. 826–831
An online, inquiry-based collaborative learning platform was developed to engage scientists as mentors, students, and teachers in authentic scientific practice and discourse. To determine the extent to which these individuals engaged in authentic...
Journal of Computers in Mathematics and Science Teaching Vol. 7, No. 4 (1988) pp. 36–40
Examines the interaction between mode of computer assisted instruction and cognitive style on the understanding of concept relationships and mastery of factual information. Finds learners are more effective when matched to the appropriate mode of...
Effects of Modes of Computer-Assisted Instruction on Conceptual Understanding and Achievement of College Students Exhibiting Individual Differences in Learning: A Pilot Study
The purpose of this study was to determine the effects of two modes of computer-assisted instruction, simulation and tutorial, upon the ability of preservice elementary teachers to understand relationships between a number of concepts dealing with...
Encouraging Greater Student Inquiry Engagement in Science through Motivational Support by Online Scientist-Mentors
Science Education Vol. 99, No. 2 (March 2015) pp. 312–349
Next Generation Science Standards (NGSS) call for integrating knowledge and practice in learning experiences in K-12 science education. "PlantingScience" (PS), an ideal curriculum for use as an NGSS model, is a computer-mediated...
Journal of Computers in Mathematics and Science Teaching Vol. 8, No. 3 (1989) pp. 18–21
Discusses a microcomputer-based laboratory (MBL) study (n=75) which uses multiple temperature gathering devices (mercury thermometer, digital thermometer, and computer probe) and graphing methods (hand graphs, delayed computer graphs, and real-time...
E-Learn: World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education 2015 (Oct 19, 2015) pp. 555–560
This paper is a report on the development of a research based course for students in an online EdD program at Texas A&M University. Specifically, in this paper we focus on one of the courses developed to help scaffold students through the beginning...
An Innovative Use of Concept Mapping for Improving and Assessing STEM Teachers’ Conceptual Understanding
Society for Information Technology & Teacher Education International Conference 2013 (Mar 25, 2013) pp. 4777–4780
Conceptual understanding of STEM subjects is an important component in teacher workshops that needs to be taken into consideration because most STEM subjects require knowing different segments or domain specific knowledge and also a well...
There's More to IT Than Pre-Post Gains: Outcomes in Inquiry-Based Learning Environments Engaging Research Scientists As Online Mentors
Society for Information Technology & Teacher Education International Conference 2012 (Mar 05, 2012) pp. 2115–2122
Pre- and post-test assessments of gains in content knowledge are not enough to assess outcomes of complex, IT-mediated science learning environments. The innovative context we studied involved students in technology-blended, open-ended, authentic...
Society for Information Technology & Teacher Education International Conference 2004 (2004) pp. 4736–4744
New information from the learning sciences informed the design of a summer institute and its supportive community portal system, the ITS Learning and Teaching Portal. The portal supported an institute offered by the Information Technology in...
Society for Information Technology & Teacher Education International Conference 2012 (Mar 05, 2012) pp. 4350–4354
This paper examines learners’ views and understanding of designing functional models with robotics. Pre-experimental design was used to examine participants’ journals; as the participants were natural part of the learning environment, there was no...