Search results for author:"David W. Brooks"
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Journal of Science Education and Technology Vol. 20, No. 2 (April 2011) pp. 146–155
An overarching theory that enables a systematic study of learning recently has been developed. Motivation, for example, is something we all think "we know when we see". It was an important step to recognize that motivation can be conceptualized in...
Journal of Science Education and Technology Vol. 6, No. 2 (1997) pp. 119–25
Encourages teachers to convert current lecture materials into Web-ready formats and use these for in-classroom lecture presentations. Presents practical suggestions for developing multimedia classrooms and explores issues involved. (Author/JRH)
Journal of College Science Teaching Vol. 15, No. 2 (1985) pp. 110–12
Discusses how "live" experiments were combined with media packages and recorded lectures to allow coverage of more material and foster greater student/teacher interactions. Notes were distributed at the beginning of the semester which allow students ...
Journal of Science Education and Technology Vol. 17, No. 4 (August 2008) pp. 297–304
The Advanced Placement (AP) Descriptive Chemistry Website allows users to practice chemistry problems. This study involved the redesign of the Website using worked examples to enhance learner performance. The population sample for the study includes ...
Journal of Science Education and Technology Vol. 11, No. 2 (2002) pp. 105–108
Describes the development of three graduate level biochemistry courses targeting high school science teachers. Uses distributed resources and points out the lack of certainty on such freely available distributed resources. (Author/YDS)
Journal of Computing in Teacher Education Vol. 10, No. 4 (1994) pp. 6–11
Describes "Student Journal," an electronic writing tool for journals that uses the Macintosh HyperCard and accommodates three different kinds of journal entries--student teacher, cooperating teacher, and supervising teacher. Includes samples of...
Journal of Science Education and Technology Vol. 12, No. 3 (2003) pp. 317–24
Presents results of a controlled experiment comparing the conceptual mechanics learning gains as measured by the Force Concept Inventory (FCI) between two laboratory groups. One group completed cookbook labs while the other completed Interactive...
Biochemistry and Molecular Biology Education Vol. 34, No. 2 (March 2006) pp. 103–110
The theory of memory and the ability to influence learning with conscious and unconscious factors, both internal and external, is reviewed. From a connectionist view of memory, the interactive compensatory model of learning is introduced, with an...
Journal of Science Education and Technology Vol. 21, No. 4 (August 2012) pp. 513–522
The process of designing an experiment is a difficult one. Students often struggle to perform such tasks as the design process places a large cognitive load on students. Scaffolding is the process of providing support for a student to allow them to...
Journal of Computers in Mathematics and Science Teaching Vol. 21, No. 2 (2002) pp. 183–201
Since 1997, the World Wide Web (WWW or Web) has been used to enhance the performance of students on the Advanced Placement (AP) exam by providing a web site dedicated to the descriptive portion of the exam. This web site provides repeatable testing...
Journal of Science Education and Technology Vol. 15, No. 2 (April 2006) pp. 133–136
WebQuests are activities in which students use Web resources to learn about school topics. WebQuests are advocated as constructivist activities and ones generally well regarded by students. Two experiments were conducted in school settings to...
Journal of Science Education and Technology Vol. 9, No. 3 (2000) pp. 207–11
Indicates the importance of journaling for student teachers to reflect upon the nature of the teaching experience and the increasing of student and supervising teacher communication by e-mail. Describes flexible strategies using a personal digital...
Journal of Science Education and Technology Vol. 17, No. 4 (August 2008) pp. 334–340
Feedback techniques, including computer-assisted feedback, have had mixed results in improving student learning outcomes. This project addresses the effect of type of feedback, simple or elaborate, for both short-term comprehension and long-term...
Journal of Science Education and Technology Vol. 10, No. 4 (2001) pp. 283–85
Introduces a web site designed to teach descriptive chemistry through testing. (YDS)
Journal of Science Education and Technology Vol. 15, No. 1 (March 2006) pp. 17–30
Working memory is where we "think" as we learn. A notion that emerges as a synthesis from several threads in the research literatures of cognition, motivation, and connectionism is that motivation in learning is the process whereby working memory...
Developing and Sustaining K-12 School Technology Innovation through Lottery Grant Awards: A Multiple Case Study
Journal of Science Education and Technology Vol. 12, No. 2 (2003) pp. 153–82
Investigates the impact of technology-focused grants funded by state lottery proceeds on four schools in a Midwestern state. Findings highlight the differences in resources among large and small schools, the impact of individuals on a school's...
Journal of Chemical Education Vol. 75, No. 1 (1998) pp. 123–25
Access to professional development opportunities for in-service high school chemistry teachers remains a problem. In an effort to increase teacher access, a new cross-listed course called Chemistry 869/Curriculum and Instruction 869 was created at...
Journal of Science Education and Technology Vol. 8, No. 2 (1999) pp. 151–54
Discusses leadership issues that arose during the creation and offering of an Internet-based course for high school chemistry teachers including course organization, recruiting students, and technological support available to participating students. ...
International Journal on E-Learning Vol. 3, No. 2 (2004) pp. 28–31
Much has been written about modified traditional techniques for an online environment. However, little research has been reported concerning the development of unique assessment strategies for online students; especially with regards to the role of...
Journal of Science Education and Technology Vol. 12, No. 2 (2003) pp. 183–86
Discusses the dimensions of automatic, Web-based testing and the issues surrounding it. Suggests two testing softwares, eGrade and Test Pilot. (Author/SOE)
Journal of Science Education and Technology Vol. 13, No. 1 (March 2004) pp. 81–88
This paper compares two protocols for web-based instruction using simulations in an introductory physics class. The Inquiry protocol allowed students to control input parameters while the Worked Example protocol did not. Students in the Worked...
Journal of Science Education and Technology Vol. 17, No. 3 (June 2008) pp. 262–273
Worked examples have been effective in enhancing learning outcomes, especially with novice learners. Most of this research has been conducted in laboratory settings. This study examined the impact of embedding elaborated worked example modeling in a ...
Srilekha Srinivasan; Lance C. Perez; Robert D. Palmer; David W. Brooks; Kathleen Wilson; David Fowler
Journal of Science Education and Technology Vol. 15, No. 2 (April 2006) pp. 137–141
A systematic study of the implementation of simulation hardware (TIMS) replacing software (MATLAB) was undertaken for advanced undergraduate and early graduate courses in electrical engineering. One outcome of the qualitative component of the study...
Journal of Science Education and Technology Vol. 12, No. 2 (2003) pp. 149–52
Describes a funded cooperative project, Bumble Boosters, which aims to create a community of learners to conduct authentic research on bumble bees in Nebraska. (Author/SOE)
Using Web-Based Key Character and Classification Instruction for Teaching Undergraduate Students Insect Identification
Douglas A. Golick; Tiffany M. Heng-Moss; Allen L. Steckelberg; David W. Brooks; Leon G. Higley; David Fowler
Journal of Science Education and Technology Vol. 22, No. 4 (August 2013) pp. 509–521
The purpose of the study was to determine whether undergraduate students receiving web-based instruction based on traditional, key character, or classification instruction differed in their performance of insect identification tasks. All groups...
William W. Cobern; David Schuster; Betty Adams; Brooks Applegate; Brandy Skjold; Adriana Undreiu; Cathleen C. Loving; Janice D. Gobert
Research in Science & Technological Education Vol. 28, No. 1 (April 2010) pp. 81–96
There are continuing educational and political debates about "inquiry" versus "direct" teaching of science. Traditional science instruction has been largely direct but in the US, recent national and state science education standards advocate inquiry ...